Children's Perspectives toward Ability-Based Group Work in a Primary Classroom

Autor/in	Ambreen, Samyia
Titel	Children's Perspectives toward Ability-Based Group Work in a Primary Classroom
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 4, S.651-665 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ambreen, Samyia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2020.1811813
Schlagwörter	Student Attitudes; Ability Grouping; Cooperative Learning; Peer Relationship; Grade 4; Foreign Countries; Student Experience; United Kingdom + Suchen Sie Ihr Suchwort? Schülerverhalten; Homogene Gruppierung; Niveaugruppierung; Streaming; Kooperatives Lernen; Peer-Beziehungen; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Studienerfahrung; Großbritannien
Abstract	This article reports the findings from a study that explored children's interactions and their perceptions of working in groups in a primary classroom. Group work among children has been researched widely to highlight its efficacy in influencing children's cognitive and social learning in mainstream classrooms. Such research, however, appears to ignore children's own perspectives, and thus may contribute only slightly to presenting a true picture of children's thinking and their experiences of working with others during their routinely organized group work. This small-scale study was conducted with twenty-seven 9- to 10-year-old children studying in Year Five. Using ethnographic research design, unstructured participant observations were used to study children's interactions, and informal conversational interviews were held with children to listen to their perspectives. The data gathered through observations and interviews were analyzed qualitatively. This article reports findings from the interview data and provides insight on what children think of group work, how children experience group work, and how children want to see group work in the future. With these findings, the article highlights the importance of listening to children's perspectives by practitioners, researchers, and policymakers when organizing group work in the mainstream classrooms. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01