Group Work: time for re‐evaluation?

Sands, Margaret

doi:10.1080/0305569810070201

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1982

2005

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Cited by 4 publications

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“…A wide variety of research supports the conclusions of this study that pupils are bombarded with a superfluity of facts (Dreyfus and Eggleston, 1977), are not asked to speculate (Sands, 1981), and spend perhaps too much talking time in what is merely social chit-chat (Kempa, 1979). …”

Section: Implications Of These Resultssupporting

confidence: 50%

A Question of Stimulation

Kerry

1982

Gifted Education International

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Section: Implications Of These Resultssupporting

confidence: 50%

A Question of Stimulation

Kerry

1982

Gifted Education International

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“…Certain sus e-* matter areas provide more peer work-group experience whereas others operate with more teacher-led groups. Sands (1981) found scieoc ;Zit homeeconomics classes contained children working together, often for the purpose of sharing apparatus. Social studies, science, and other laboratory subjects have more frequent use of small peer-groups than such subjects as math, reading, and language arts.…”

mentioning

confidence: 99%

The Social Context of Instruction: Group Organization and Group Processes.

Pallas¹,

Peterson²,

Wilkinson³

et al. 1987

Contemporary Sociology

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Grouping practices in the primary school: what influences change?

Hallam

Ireson

Davies

2004

British Educational Res J

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During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in response to this, the nature of the changes made and the reasons for those changes. Forty‐eight per cent of responding schools reported that they had made no change. Twenty‐two per cent reported changes because of the literacy hour, two per cent because of the numeracy hour, seven per cent because of a combination of these and twenty‐one per cent for other reasons. Important influences on decisions about the types of grouping adopted were related to pupil learning and differentiation, teaching, the implementation of the National Literacy Strategy, practical issues and school self‐evaluation.

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Group Work: time for re‐evaluation?

Cited by 4 publications

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A Question of Stimulation

A Question of Stimulation

The Social Context of Instruction: Group Organization and Group Processes.

Grouping practices in the primary school: what influences change?

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