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Article: Toward a social pedagogy of classroom group work

TitleToward a social pedagogy of classroom group work
Authors
KeywordsAuthentic classrooms
Collaboration
Group work
Social pedagogy
Issue Date2003
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/ijedures
Citation
International Journal Of Educational Research, 2003, v. 39 n. 1-2, p. 153-172 How to Cite?
AbstractIn any classroom, pupils will be drawn together for many purposes and we can refer to such within classroom contexts as 'groupings'. The teacher often creates these, and the way that they are set up, and how they are used for particular learning purposes. If the relationships between grouping size, interaction type and learning tasks in groups are planned strategically then learning experiences will be more effective. However, research suggests that the relationships between these elements are often unplanned and the 'social pedagogic' potential of classroom learning is therefore unrealised. In this paper we explore the notion of social pedagogy in relation to group work. It is argued that research and theory relevant to group work in classrooms is limited, and that a new approach, sensitive to group work under everyday classroom conditions is required. This paper identifies key features of a social pedagogy of classroom group work, which can inform effective group work in classrooms. It also describes the background to a current large scale UK project which has been set up to design with teachers a programme of high quality group work in classrooms at both primary and secondary phases. © 2003 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/92962
ISSN
2015 Impact Factor: 1.244
2015 SCImago Journal Rankings: 0.893
References

 

DC FieldValueLanguage
dc.contributor.authorBlatchford, Pen_HK
dc.contributor.authorKutnick, Pen_HK
dc.contributor.authorBaines, Een_HK
dc.contributor.authorGalton, Men_HK
dc.date.accessioned2010-09-22T05:05:17Z-
dc.date.available2010-09-22T05:05:17Z-
dc.date.issued2003en_HK
dc.identifier.citationInternational Journal Of Educational Research, 2003, v. 39 n. 1-2, p. 153-172en_HK
dc.identifier.issn0883-0355en_HK
dc.identifier.urihttp://hdl.handle.net/10722/92962-
dc.description.abstractIn any classroom, pupils will be drawn together for many purposes and we can refer to such within classroom contexts as 'groupings'. The teacher often creates these, and the way that they are set up, and how they are used for particular learning purposes. If the relationships between grouping size, interaction type and learning tasks in groups are planned strategically then learning experiences will be more effective. However, research suggests that the relationships between these elements are often unplanned and the 'social pedagogic' potential of classroom learning is therefore unrealised. In this paper we explore the notion of social pedagogy in relation to group work. It is argued that research and theory relevant to group work in classrooms is limited, and that a new approach, sensitive to group work under everyday classroom conditions is required. This paper identifies key features of a social pedagogy of classroom group work, which can inform effective group work in classrooms. It also describes the background to a current large scale UK project which has been set up to design with teachers a programme of high quality group work in classrooms at both primary and secondary phases. © 2003 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/ijeduresen_HK
dc.relation.ispartofInternational Journal of Educational Researchen_HK
dc.subjectAuthentic classroomsen_HK
dc.subjectCollaborationen_HK
dc.subjectGroup worken_HK
dc.subjectSocial pedagogyen_HK
dc.titleToward a social pedagogy of classroom group worken_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/S0883-0355(03)00078-8en_HK
dc.identifier.scopuseid_2-s2.0-12144280923en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-12144280923&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume39en_HK
dc.identifier.issue1-2en_HK
dc.identifier.spage153en_HK
dc.identifier.epage172en_HK
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridBlatchford, P=7003974553en_HK
dc.identifier.scopusauthoridKutnick, P=6602743302en_HK
dc.identifier.scopusauthoridBaines, E=7004063555en_HK
dc.identifier.scopusauthoridGalton, M=7003790130en_HK
dc.identifier.citeulike3063605-

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