Teacher Interventions in Small Group Work in Secondary Mathematics and Science Lessons

Autor/inn/en	Hofmann, R.; Mercer, N.
Titel	Teacher Interventions in Small Group Work in Secondary Mathematics and Science Lessons
Quelle	In: Language and Education, 30 (2016) 5, S.400-416 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2015.1125363
Schlagwörter	Intervention; Small Group Instruction; Mathematics Instruction; Teaching Methods; Cooperative Learning; Problem Solving; Secondary School Students; Science Instruction; Teacher Student Relationship; Secondary School Teachers; Foreign Countries; Classroom Techniques; Classroom Communication; Sociocultural Patterns; Discourse Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Problemlösen; Sekundarschüler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Klassenführung; Klassengespräch; Soziokulturelle Theorie; Diskursanalyse
Abstract	Collaborative problem solving, when students work in pairs or small groups on a curriculum-related task, has become an increasingly common feature of classroom education. This paper reports a study of a topic which has received relatively little attention: how teachers can most usefully intervene when students are working in a group, but have encountered some sort of problem. The data used comes from a large-scale interventional study of mathematics and science teaching in secondary schools in south-east England, in which interactions between teachers and students were recorded in their usual classrooms. We identify the typical problem situations which lead to teachers' interventions, and describe the different ways teachers were observed to intervene. We examine the different types of intervention, and consider how effective they are in helping group work proceed in a productive manner. Finally, we offer some conclusions about the practical implications of these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01