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Article: Improving the effects of group working in classrooms with young school-aged children: Facilitating attainment, interaction and classroom activity

TitleImproving the effects of group working in classrooms with young school-aged children: Facilitating attainment, interaction and classroom activity
Authors
KeywordsGroup work
Relational approach
Social pedagogy
Issue Date2008
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/learninstruc
Citation
Learning And Instruction, 2008, v. 18 n. 1, p. 83-95 How to Cite?
AbstractWithin primary school classrooms children are often seated in groups but research shows that pupils do not collaborate or learn effectively within these groups. This study is focused on children 5-7 years old. Using a quasi-experimental design, children in experimental classes undertook relational activities to improve the effectiveness of group working during a school year. Nine hundred and eighty children (from 17 experimental and 21 control classes) were assessed and compared for attainment (reading and mathematics), motivation for group working and behavioural/communicative actions. Over a school year, children in experimental classes improved more than children in control classes with regard to academic attainment, motivation to work with others, group and on-task focus and showed high levels of communicative interaction with partners. It is concluded that young children are capable of engaging in effective group work that promotes academic achievement. © 2006 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/92961
ISSN
2015 Impact Factor: 3.692
2015 SCImago Journal Rankings: 2.851
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorKutnick, Pen_HK
dc.contributor.authorOta, Cen_HK
dc.contributor.authorBerdondini, Len_HK
dc.date.accessioned2010-09-22T05:05:14Z-
dc.date.available2010-09-22T05:05:14Z-
dc.date.issued2008en_HK
dc.identifier.citationLearning And Instruction, 2008, v. 18 n. 1, p. 83-95en_HK
dc.identifier.issn0959-4752en_HK
dc.identifier.urihttp://hdl.handle.net/10722/92961-
dc.description.abstractWithin primary school classrooms children are often seated in groups but research shows that pupils do not collaborate or learn effectively within these groups. This study is focused on children 5-7 years old. Using a quasi-experimental design, children in experimental classes undertook relational activities to improve the effectiveness of group working during a school year. Nine hundred and eighty children (from 17 experimental and 21 control classes) were assessed and compared for attainment (reading and mathematics), motivation for group working and behavioural/communicative actions. Over a school year, children in experimental classes improved more than children in control classes with regard to academic attainment, motivation to work with others, group and on-task focus and showed high levels of communicative interaction with partners. It is concluded that young children are capable of engaging in effective group work that promotes academic achievement. © 2006 Elsevier Ltd. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/learninstrucen_HK
dc.relation.ispartofLearning and Instructionen_HK
dc.subjectGroup worken_HK
dc.subjectRelational approachen_HK
dc.subjectSocial pedagogyen_HK
dc.titleImproving the effects of group working in classrooms with young school-aged children: Facilitating attainment, interaction and classroom activityen_HK
dc.typeArticleen_HK
dc.identifier.emailKutnick, P: pkutnick@hku.hken_HK
dc.identifier.authorityKutnick, P=rp01414en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.learninstruc.2006.12.002en_HK
dc.identifier.scopuseid_2-s2.0-39749200872en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-39749200872&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume18en_HK
dc.identifier.issue1en_HK
dc.identifier.spage83en_HK
dc.identifier.epage95en_HK
dc.identifier.eissn1873-3263-
dc.identifier.isiWOS:000254787900007-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridKutnick, P=6602743302en_HK
dc.identifier.scopusauthoridOta, C=23668824100en_HK
dc.identifier.scopusauthoridBerdondini, L=6603659343en_HK

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