Baines, Ed and Blatchford, Peter and Chowne, Anne (2007) Improving the effectiveness of collaborative group work in primary schools: effect on Science attainment. British Educational Research Journal, 33 (5). pp. 663-680. ISSN Print: 0141-1926 Online: 1469-3518
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Abstract
This longitudinal research tests the effectiveness of the SPRinG programme which was developed through a collaboration between researchers and teachers and designed to provide teachers with strategies for enhancing pupil group work in ‘authentic’ classroom settings. An evaluation study involved comparing pupils in SPRinG classrooms and trained in group work skills with those who were not in terms of science attainment. There were 560 and 1027 pupils (8-10 years) in the experimental and control groups respectively. ‘Macro’ attainment data were collected at the start of the year. ‘Micro’ attainment data were collected in the spring and summer before and after science lessons involving either group work (intervention) or the control teachers’ usual approach. SPRinG pupils made greater academic progress than control pupils. Findings are discussed relative to enhancing the quantity and quality of group work in schools and a social pedagogic approach to classroom learning.
| Item Type: | Article |
|---|---|
| Additional Information: | This is an electronic version of an article published in Baines, Ed and Blatchford, Peter and Chowne, Anne (2007) Improving the effectiveness of collaborative group work in primary schools: effect on Science attainment. British Educational Research Journal, 33 (5). pp. 663-680. British Educational Research Journal is available online at: http://www.informaworld.com/10.1080/01411920701582231 |
| Uncontrolled Keywords: | Primary school 5 - 10 Teaching methods Peer learning Classroom organisation Pedagogy |
| Subjects: | Departments > Psychology and Human Development |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 04 Mar 2010 14:51 |
| Last Modified: | 26 Jun 2012 22:25 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/1189 |
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