Baines, Ed and Rubie-Davies, Christine and Blatchford, Peter (2009) Improving pupil group work interaction and dialogue in primary classrooms: results from a year-long intervention study. Cambridge Journal of Education, 39 (1). pp. 95-117. ISSN Print: 0305-764X Online: 1469-3577
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Abstract
Findings are reported from a year-long evaluation of the effectiveness of the SPRinG programme relative to a control group. SPRinG aimed to address the wide gap between the potential of group interaction to promote learning and its limited use in schools. The project involved working with teachers to develop strategies for enhancing pupil group-work and dialogue, and to implement a pupil relational and group skills training programme. Video observations were conducted of a sub-sample of pupil groups (31 SPRinG; 29 Control groups) working on a specially designed group decision-making activity undertaken in everyday classroom settings. SPRinG groups displayed higher levels of participation, engagement, active and sustained discussion, high level inferential joint reasoning and lower levels of group disruptive blocking behaviours. We argue that group-work can be successfully implemented into everyday school classrooms, and improve pupil interactions and high level discussion, provided teachers take time to train pupils in relational and group-working skills.
| Item Type: | Article |
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| Additional Information: | This is an electronic version of an article published in Baines, Ed and Rubie-Davies, Christine and Blatchford, Peter (2009) Improving pupil group work interaction and dialogue in primary classrooms: results from a year-long intervention study. Cambridge Journal of Education, 39 (1). pp. 95-117. Cambridge Journal of Education is available online at: http://www.informaworld.com/10.1080/03057640802701960 |
| Uncontrolled Keywords: | Primary school Pedagogy |
| Subjects: | Departments > Psychology and Human Development |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 04 Mar 2010 15:00 |
| Last Modified: | 26 Jun 2012 22:25 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/1192 |
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