Toward a social pedagogy of classroom group work

Blatchford, Peter; Kutnick, Peter; Baines, Ed; Galton, Maurice

doi:10.1016/s0883-0355(03)00078-8

Cited by 255 publications

(173 citation statements)

References 23 publications

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“…We chose for a heterogeneous group composition in terms of prior school achievement (Saab et al , 2007, since research has shown that groups of students with different levels of school grades are more successful working together than groups of students with similar learning results (Blatchford et al 2003). All students in the experimental groups received an instruction in the RIDE rules, in a session prior to working together for 90 min with the application Collisions in the learning environment SimQuest.…”

Section: Methodsmentioning

confidence: 99%

Support of the collaborative inquiry learning process: influence of support on task and team regulation

Saab

Joolingen

Hout-Wolters

2011

Metacognition Learning

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Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning, students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning process focused on the task at hand (task regulation). In this study, we investigate how support of collaborative inquiry learning can influence the use of regulative activities of students. Furthermore, we explore the possible relations between task regulation, team regulation and learning results. This study involves tenth-grade students who worked in pairs in a collaborative inquiry learning environment that was based on a computer simulation, Collisions, developed in the program SimQuest. Students of the same team worked on two different computers and communicated through chat. Chat logs of students from three different conditions are compared. Students in the first condition did not receive any support at all (Control condition). In the second condition, students received an instruction in effective communication, the RIDE rules (RIDE condition). In the third condition, students were, in addition to receiving the RIDE rules instruction, supported by the Collaborative Hypothesis Tool (CHT), which helped the students with formulating hypotheses together (CHT condition). The results show that students overall used more team regulation than task regulation. In the RIDE condition and the CHT condition, students regulated their team activities most often. Moreover, in the CHT condition the regulation of team activities was positively related to the learning results. We can conclude that different measures of support can enhance the use of team regulative activities, which in turn can lead to better learning results.

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Section: Methodsmentioning

confidence: 99%

Support of the collaborative inquiry learning process: influence of support on task and team regulation

Saab

Joolingen

Hout-Wolters

2011

Metacognition Learning

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“…If the allocation is self-assigned, there might be a higher risk of an increasing social division in the class based on, for instance, gender or ability (Blatchford et al, 2003) and also friendship or housing. Albeit, there are findings indicating that friendship may support both learning and non-taskrelated activities.…”

Section: Of Membersmentioning

confidence: 99%

“…Gillies and Boyle (2010) conclude that the evidence is ambiguous. A compromise or suggestion (Blatchford et al, 2003) is to include the students in the discussion and make a joint decision.…”

Section: Of Membersmentioning

confidence: 99%

Teachers’ leadership and students’ experience of group work

Chiriac

Granström

2012

Teachers and Teaching

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“…Observational analysis The observation schedule used was developed from one previously utilised by the SPRinG team (Blatchford, Kutnick, Baines & Galton, 2003) and this schedule was supplemented with other behaviours reported to promote interactive cognitive activity (King, 2000). Two observations of group work lessons were undertaken (pre and post intervention).…”

Section: Instrumentationmentioning

confidence: 99%

Effects of continuing professional development on group work practices in Scottish primary schools

Thurston

Christie

Howe

et al. 2008

Journal of In-Service Education

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Keywords: group work, primary school, continuing professional development for teachers Word count=6729Journal of In-service Education (accepted for publication in second half of 2008)-2 -Effects of continuing professional development on group work practices in Scottish primary schools ABSTRACT This study investigated the effects of a continuing professional development (CPD) initiative that provided collaborative group work skills training for primary school teachers. The study collected data from 24 primary school classrooms in different schools in a variety of urban and rural settings. The sample was composed of 332 pupils aged 9-12 years old, and 24 primary school teachers. Results indicated the CPD initiative had a significant impact on the attainment of pupils in science. In addition data indicated that the CPD promoted effective discourse and pupil dialogue during science lessons. Pre-post test observation scores were significantly different in terms of children giving of suggestions or courses of actions, offering of explanations, and telling someone to say something or carry out an action . Increases in effective dialogue were significantly correlated to increased science attainment and teacher evaluations of the impact of the CPD were positive. Significant correlations were found between teacher evaluation of impact upon pupil learning and increased attainment in science. The design and structure of CPD initiatives and the implications for practice, policy and future research are explored. (accepted for publication in second half of 2008) -3 - Journal of In-service Education Acknowledgement

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Toward a social pedagogy of classroom group work

Cited by 255 publications

References 23 publications

Support of the collaborative inquiry learning process: influence of support on task and team regulation

Support of the collaborative inquiry learning process: influence of support on task and team regulation

Teachers’ leadership and students’ experience of group work

Effects of continuing professional development on group work practices in Scottish primary schools

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