Can the Enhancement of Group Working in Classrooms Provide a Basis for Effective Communication in Support of School-Based Cognitive Achievement in Classrooms of Young Learners?

Autor/inn/en	Kutnick, Peter; Berdondini, Lucia
Titel	Can the Enhancement of Group Working in Classrooms Provide a Basis for Effective Communication in Support of School-Based Cognitive Achievement in Classrooms of Young Learners?
Quelle	In: Cambridge Journal of Education, 39 (2009) 1, S.71-94 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
Schlagwörter	Group Activities; Cooperative Learning; Foreign Countries; Quasiexperimental Design; Teacher Role; Intervention; Pretests Posttests; Literacy; Mathematics Instruction; Science Instruction; English Instruction; United Kingdom + Suchen Sie Ihr Suchwort? Gruppenaktivität; Kooperatives Lernen; Ausland; Lehrerrolle; Alphabetisierung; Schreib- und Lesefähigkeit; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; English langauage lessons; Englischunterricht; Großbritannien
Abstract	This quasi-experimental study was part of the SPRinG project (Social Pedagogy Research into Group Work). The review notes group work in "authentic" classrooms rarely fulfils its interactive or attainment potential. SPRinG classes undertook a programme of relational training to enhance children's group working skills while control classes maintained usual classroom practices. 980 children (38 classes) were studied over a school year. Interaction on a collaborative task, systematic work setting observations and reflective ratings of teacher actions were used to compare between SPRinG and control classes. Results show: SPRinG attainment was supported by increased engagement in group work, on-task focus, symmetric co-regulated communication and decreased social distraction. The study identifies enhanced reading/mathematics attainment in SPRinG classes. The teachers' role changed within SPRinG classes--becoming less directive and more supportive of group activity; but not all teachers acted in the same manner. Higher levels of implementation of SPRinG activities were associated with enhanced pupil dialogue and engagement. (Contains 9 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10