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.
Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts -the focus of Education For All -yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in "quality" are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced, primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners' knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem solving.
This paper examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme ("OER4Schools") that integrated use of mobile technologies, digital open educational resources and interactive pedagogy. The research and development involved teachers in three Zambian primary schools and culminated in an extensive multimedia resource. Using an ecological framework, factors emerging were characterised at three levels: teacher, school, and the wider community and policy context. They include school organisation and leadership, teacher motivation and perceptions of opportunities for professional learning and change, teacher views of pupil capabilities, availability of resources, teacher collaboration, and viewpoints of parents and policymakers.
This study investigates the interplay between talk, reading and writing as Mexican primary school children worked together, in small groups, on a psycholinguistic task that required them to read three related texts and write an integrative summary. The study was conducted in the context of an educational program called 'Learning Together' (LT), which uses collaborative learning to enhance the development of children's oracy and literacy. Analyses of children's dialogues using the Ethnography of Communication in combination with a novel 'Scheme for Educational Dialogue Analysis (SEDA)' (Hennessy et al., 2016), revealed important improvements in effective oral communication-and specifically a shift towards the use of dialogic styles of interaction-between the children who participated in the LT program (as compared to those who did not). These improvements were accompanied by significantly higher quality integrative summaries, not only when children worked in small groups but also individually. The latter results indicate appropriation of sophisticated literacy abilities by the children. Further analyses of the relations among talk, reading and writing suggest that these processes are interwoven through subtle intertextual relations and support each other in a dynamic and iterative manner. We discuss the theoretical, methodological and practical relevance of the study.
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