Improving the effectiveness of collaborative group work in primary schools
Effects on science attainment
Bibliographic Data
| ID | 11159262 |
|---|---|
| Authors | Ed Baines (0000-0002-5643-7506, University of London, corresponding author), Peter Blatchford (0000-0003-4511-5656, University of London), Anne Chowne (University of London) |
| Year | 2007 |
| Volume | 33 |
| Issue | 5 |
| Pages | 663-680 |
| Publication date | 2007-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1080/01411920701582231 |
| OpenAlex | W2023752672 |
| Language | EN |
| Citations received | 12 |
| References cited | 29 |
This longitudinal research tests the effectiveness of the SPRinG programme, which was developed through a collaboration between researchers and teachers and designed to provide teachers with strategies for enhancing pupil group work in ‘authentic’ classroom settings. An evaluation study involved comparing pupils in SPRinG classrooms and trained in group work skills with those who were not in terms of science attainment. There were 560 and 1027 pupils (8–10 years) in the experimental and control groups respectively. ‘Macro’ attainment data were collected at the start of the year. ‘Micro’ attainment data were collected in the spring and summer before and after science lessons involving either group work (intervention) or the control teachers' usual approach. SPRinG pupils made greater academic progress than control pupils. Findings are discussed relative to enhancing the quantity and quality of group work in schools and a social pedagogic approach to classroom learning
Academic achievement · Educational attainment · Group work · Mathematics education · Medical education · Pedagogy · Political science · Quality (philosophy) · Science education · Treatment and control groups · Work (physics) · Early Childhood Education and Development · Engineering · Innovative Teaching and Learning Methods · Medicine · Parental Involvement in Education · Psychology
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How effective is peer interaction in facilitating learning? A meta-analysis
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Enablers and Barriers to Successful Implementation of Cooperative Learning through Professional Development
Using positioning theory to examine how students collaborate in groups in mathematics
Bridging group work and whole-class activities through responsive teaching in science education
“There are other ways to help besides using the stuff”
Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms
Relationship between shared regulation and argumentative discourse
The effects of gender on group work process and achievement
Cooperative learning that features a culturally appropriate pedagogy
The teacher's role in promoting collaborative dialogue in the classroom
Words and Minds
Beyond Modularity
Cultural learning
From social interaction to individual reasoning
Within-Class Grouping
Learning Together and Alone
Multilevel Statistical Models
Task design as an influence on dialogue and learning
Peer education
Children's Talk and the Development of Reasoning in the Classroom
Pupil Groupings in Primary School Classrooms
Classroom contexts
The Social Psychology of the Primary School
The effects of adult guidance and peer discussion on the development of children's representations
Chance favours only the prepared mind
| Unique citing works | 12 |
|---|---|
| Citations per year | 0,71 |
| Citation span | 2009 - 2024 (16) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 11 |