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Book: Effective Group Work in Primary School Classrooms: The SPRinG Approach

TitleEffective Group Work in Primary School Classrooms: The SPRinG Approach
Authors
KeywordsEducation
Early childhood education
Developmental psychology
Learning & Instruction
Child and School Psychology
Issue Date2014
PublisherSpringer
Citation
Kutnick, PJ & Blatchford, P. Effective Group Work in Primary School Classrooms: The SPRinG Approach. Dordrecht: Springer. 2014 How to Cite?
AbstractThis book offers a challenge to traditional approaches to classroom teaching and pedagogy. The SPRinG (Social Pedagogic Research into Groupwork) project, part of a larger research programme on teaching and learning funded by the Economic and Social Research Council (ESRC), was developed to enhance the learning potential of pupils working in classroom groups by actively involving teachers in a programme designed to raise levels of group work during typical classroom learning activities. Internationally, the SPRinG project is the largest evaluation of effective group working methods in comparison to traditional teaching, with findings that show raised levels of pupil achievement and a doubling of sustained, active engagement in learning. The opening chapters present arguments regarding the relationship of social interaction and children's cognitive development and examine theories that explain why social interactional processes should be integrated into primary school pedagogic practices. Next, the book describes the conceptual and methodological basis for the SPRinG studies, especially its focus on the relational approach, the type of involvement of teachers and classroom planning. Further chapters present key results and describe the background and methods used to establish SPRinG-based effects on pupil progress in mathematics, literacy and science, including both macro and micro assessments; how the SPRinG approach affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations and analyses of videotapes of groups working on specially designed tasks work; and effects on pupil self-completed measures of motivation and attitudes to group work. The book also analyses reflections of teachers who have worked with SPRinG: moving from theory to practice as well as adding insights associated with implementing SPRinG principles in schools. Drawing upon developmental psychological, social psychological and classroom research, it develops a new and ambitious social pedagogic approach to classroom learning, with a stress on group work, which will be of interest to researchers, teachers and policy-makers. This book includes contributions from Andrew Tolmie and Ed Baines, who were also involved in the ScotSPRinG and SPRinG projects.
Persistent Identifierhttp://hdl.handle.net/10722/188090
ISBN
Series/Report no.Professional Learning and Development in Schools and Higher Education; 8

 

DC FieldValueLanguage
dc.contributor.authorKutnick, PJen_US
dc.contributor.authorBlatchford, Pen_US
dc.date.accessioned2013-08-21T07:30:07Z-
dc.date.available2013-08-21T07:30:07Z-
dc.date.issued2014en_US
dc.identifier.citationKutnick, PJ & Blatchford, P. Effective Group Work in Primary School Classrooms: The SPRinG Approach. Dordrecht: Springer. 2014en_US
dc.identifier.isbn9789400769908en_US
dc.identifier.urihttp://hdl.handle.net/10722/188090-
dc.description.abstractThis book offers a challenge to traditional approaches to classroom teaching and pedagogy. The SPRinG (Social Pedagogic Research into Groupwork) project, part of a larger research programme on teaching and learning funded by the Economic and Social Research Council (ESRC), was developed to enhance the learning potential of pupils working in classroom groups by actively involving teachers in a programme designed to raise levels of group work during typical classroom learning activities. Internationally, the SPRinG project is the largest evaluation of effective group working methods in comparison to traditional teaching, with findings that show raised levels of pupil achievement and a doubling of sustained, active engagement in learning. The opening chapters present arguments regarding the relationship of social interaction and children's cognitive development and examine theories that explain why social interactional processes should be integrated into primary school pedagogic practices. Next, the book describes the conceptual and methodological basis for the SPRinG studies, especially its focus on the relational approach, the type of involvement of teachers and classroom planning. Further chapters present key results and describe the background and methods used to establish SPRinG-based effects on pupil progress in mathematics, literacy and science, including both macro and micro assessments; how the SPRinG approach affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations and analyses of videotapes of groups working on specially designed tasks work; and effects on pupil self-completed measures of motivation and attitudes to group work. The book also analyses reflections of teachers who have worked with SPRinG: moving from theory to practice as well as adding insights associated with implementing SPRinG principles in schools. Drawing upon developmental psychological, social psychological and classroom research, it develops a new and ambitious social pedagogic approach to classroom learning, with a stress on group work, which will be of interest to researchers, teachers and policy-makers. This book includes contributions from Andrew Tolmie and Ed Baines, who were also involved in the ScotSPRinG and SPRinG projects.-
dc.languageengen_US
dc.publisherSpringeren_US
dc.relation.ispartofseriesProfessional Learning and Development in Schools and Higher Education; 8-
dc.subjectEducation-
dc.subjectEarly childhood education-
dc.subjectDevelopmental psychology-
dc.subjectLearning & Instruction-
dc.subjectChild and School Psychology-
dc.titleEffective Group Work in Primary School Classrooms: The SPRinG Approachen_US
dc.typeBooken_US
dc.identifier.emailKutnick, PJ: pkutnick@hku.hken_US
dc.identifier.authorityKutnick, PJ=rp01414en_US
dc.identifier.doi10.1007/978-94-007-6991-5-
dc.identifier.hkuros220201en_US
dc.identifier.spage1-
dc.identifier.epage212en_US
dc.publisher.placeDordrechten_US

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