The Effect of a New Approach to Group Work on Pupil-Pupil and Teacher-Pupil Interactions

Autor/inn/en	Blatchford, Peter; Baines, Ed; Rubie-Davies, Christine; Bassett, Paul; Chowne, Anne
Titel	The Effect of a New Approach to Group Work on Pupil-Pupil and Teacher-Pupil Interactions
Quelle	In: Journal of Educational Psychology, 98 (2006) 4, S.750-765 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Stellungnahme; Group Dynamics; Teacher Student Relationship; Grouping (Instructional Purposes); Primary Education; Teaching Methods; Program Implementation; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Gruppendynamik; Teacher student relationships; Lehrer-Schüler-Beziehung; Grouping; Gruppenbildung; Primarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	The main impetus for the SPRinG (social pedagogic research into grouping) project was to address the wide gap between the potential of group work and its limited use in schools. It is an ambitious project that developed key principles and strategies to improve the effectiveness of group work in everyday primary classes and across a whole school year. On-the-spot and video-based systematic observations showed more active, sustained engagement, more connectedness, and more higher order inferential joint reasoning within SPRinG groups than in control comparisons. The authors argue that group work can be successfully implemented into everyday school classrooms and improve pupil interactions, provided teachers take time to train pupils in the skills of group working. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10