الف. فارسی
ادیب حاج باقری، محسن؛ پرویزی، سرور و صلصالی، مهوش. (1389). روشهای تحقیق کیفی. تهران: بشری.
سعدیپور، اسماعیل. (1396). روشهای تحقیق در روانشناسی و علومتربیتی. تهران: دوران.
موسوی، صادق. (1397). راهنمای عملی تدریس در کلاسهای درس بزرگ و پرجمعیت (نوشته سازمان یونسکو). تهران: آوای نور.
ب. انگلیسی
Baker, J., & Westrup, H. (2000). How to teach large classes with few resources, Continuum VSO.
Bruning, R. H., Schraw, G. J., Norby, M. M., & Ronning, R. R. (2004). Cognitive psychology and instruction (4th Ed.). Columbus, OH: Merrill.
Carlson, A. (2000). Achieving educational quality: What schools teachers learning from Chile’s P900 primary schools: Restructuring and competitiveness network. Division of Production, productivity and Management. Santiago, Chile.
Corps, P. (1992). Teaching English as a foreign language to large, multilevel classes. Washington, DC: Peace Corps Information Collection and Exchange.
Creswell, J.W., & Poth, C. N. (2018). Qualitative Inquiry & Research Design (4th Ed.). United States of America: SAGE.
Duong, B. (2015). Large Classes: Universal teaching and management strategies. LangLit: An International Peer-Reviewed Open Access Journal, 2, 75-82.
Harmer, J. (2007). How to teach English, 2nd Ed. UK, Pearson Longman.
Ijaiya, Y. (1999). Effects of overcrowded classrooms on teacher-student interactions. Llorin Journal of Education. 0189- 6636, Faculty of Education. University of Llorin, Nigeria.
Ikediaskhi, N. N., & Amaechi, O. N. (2012). Pupil-teacher ratio: Implication for quality education in Nigerian primary schools. AFRREV IJAH: An International Journal of Arts and Humanities, 1(1), 257-264
Jimakorn, P., & Singhasiri, W. (2006). Teachers’ beliefs concerning large-class English teaching at the university level. KMUTT Journal of Language Education, 9, 13-23.
Lawal, G. (2007). Corruption and development in Africa: Challenges for political and economic change. Humanity and Social Sciences Journal, 2(1), 1-7
Li, K. (2008). Teaching college English to a large class: Problems and remedies, 5(2), Sino-US English Teaching, USA.
LoCastro, V. (2001). Teaching English to large classes, TESOL Quarterly, 35(3), 493-496.
Marais, P. (2016). We can’t believe what we see: Overcrowded classrooms through the eyes of student teachers. South African Journal of Education, 36(2), 28-41
Nemrah, M. (2006). Classroom Management and Organization, 2nd Edition. Amman, Dar Yafa.
Olaleye, F. O., Ajayi, A., Oyebola O. B., & Ajayi, O. A. (2017). Impact of overcrowded classroom on academic performance of students in selected public secondary schools. International Journal of Higher Education and Research, 7(1), 110-132.
Opoku-Asare, N. A., Agbenatoe, W. G., & DeGraft-Johnson, K. G. (2014). Instructional strategies, institutional support and student achievement in general knowledge in art: Implications for visual arts education in Ghana. Journal of Education and Practice, 5(21), 121-134.
Phillips, A. (2011). Union claims highest number of oversize classes in decade. The New York Times (WNYC) School Blooc. New York City.
Renaud, S., Tannenbaum E., & Stantial, P. (2007). Student-centered teaching in large classes with limited resources. English Teaching Forum, 45(3), 12-17.
Salem-al-Amarat, M. (2011). The classroom problems faced teachers at the public schools in Tafila Province, and proposed soluton: Faculty of Education, Tafila Technical University. International Journal of Educational Science, 3(1), 37-48.
Sarwar, Z. (2001). Adapting individualization techniques for large classes: In A. D. Hall & A. Hewings (Eds.), innovation in English Language Teaching–A Reader. Routledge.
Shah, J., & Inamullah, M. (2012). The impact of overcrowded classroom on the academic performance of the students at secondary level. International Journal of Research in Commerce, Economics and Management, 2(6), 55-70
UNESCO (2006). Practical tips for teaching large classes: A Teacher’s Guide. Thailand: Bangkok: UNESCO Bangkok.