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Article: Grouping of pupils in secondary school classrooms: Possible links between pedagogy and learning

TitleGrouping of pupils in secondary school classrooms: Possible links between pedagogy and learning
Authors
KeywordsClassroom organisation
Mapping
Pupil grouping
Social pedagogy
Issue Date2005
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1381-2890
Citation
Social Psychology Of Education, 2005, v. 8 n. 4, p. 349-374 How to Cite?
AbstractPupil groupings within classrooms are a constant social pedagogic factor which effect participation and learning. The grouping of pupils provides a dynamic relationship between learning tasks and the classroom context within which learning takes place. This paper explores types of pupil groupings found in secondary school classrooms related to themes of group size and composition, learning task, group interaction and teacher presence. The paper questions how classroom groupings may be related to the circumstances that promote or inhibit school learning. Previous studies concerning classroom grouping in secondary schools have been dominated by ability or attainment level of the child. The approach and review presented in this study advances a new and more extensive understanding of social pedagogic activity within classrooms. Empirically, a novel classroom "mapping" method with follow-up questions for teachers was used to identify within-class grouping characteristics of children aged 12 and 15 years (in school Years 7 and 10), across curriculum subjects (English, mathematics, science and humanities) in secondary schools. Maps were drawn for 250 classrooms and explained by teachers from 47 schools in England. Results identified that a variety of groupings were found in most classes. Use of particular groupings related to phase of lesson and, to some extent, curriculum. The results showed: little pedagogic association with learning task or interaction; teacher presence associated with control of knowledge; and group composition dominated by stereotypical adolescent friendships. Discussion considers the social pedagogic potential of grouping (with regard to relational capital), control of knowledge and social structure of the classroom attributed to the teacher, and patterns of grouping that may be associated with polarisation in the classroom. © Springer 2005.
Persistent Identifierhttp://hdl.handle.net/10722/92964
ISSN
2015 Impact Factor: 0.855
2015 SCImago Journal Rankings: 0.735
References

 

DC FieldValueLanguage
dc.contributor.authorKutnick, Pen_HK
dc.contributor.authorBlatchford, Pen_HK
dc.contributor.authorBaines, Een_HK
dc.date.accessioned2010-09-22T05:05:20Z-
dc.date.available2010-09-22T05:05:20Z-
dc.date.issued2005en_HK
dc.identifier.citationSocial Psychology Of Education, 2005, v. 8 n. 4, p. 349-374en_HK
dc.identifier.issn1381-2890en_HK
dc.identifier.urihttp://hdl.handle.net/10722/92964-
dc.description.abstractPupil groupings within classrooms are a constant social pedagogic factor which effect participation and learning. The grouping of pupils provides a dynamic relationship between learning tasks and the classroom context within which learning takes place. This paper explores types of pupil groupings found in secondary school classrooms related to themes of group size and composition, learning task, group interaction and teacher presence. The paper questions how classroom groupings may be related to the circumstances that promote or inhibit school learning. Previous studies concerning classroom grouping in secondary schools have been dominated by ability or attainment level of the child. The approach and review presented in this study advances a new and more extensive understanding of social pedagogic activity within classrooms. Empirically, a novel classroom "mapping" method with follow-up questions for teachers was used to identify within-class grouping characteristics of children aged 12 and 15 years (in school Years 7 and 10), across curriculum subjects (English, mathematics, science and humanities) in secondary schools. Maps were drawn for 250 classrooms and explained by teachers from 47 schools in England. Results identified that a variety of groupings were found in most classes. Use of particular groupings related to phase of lesson and, to some extent, curriculum. The results showed: little pedagogic association with learning task or interaction; teacher presence associated with control of knowledge; and group composition dominated by stereotypical adolescent friendships. Discussion considers the social pedagogic potential of grouping (with regard to relational capital), control of knowledge and social structure of the classroom attributed to the teacher, and patterns of grouping that may be associated with polarisation in the classroom. © Springer 2005.en_HK
dc.languageengen_HK
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1381-2890en_HK
dc.relation.ispartofSocial Psychology of Educationen_HK
dc.subjectClassroom organisationen_HK
dc.subjectMappingen_HK
dc.subjectPupil groupingen_HK
dc.subjectSocial pedagogyen_HK
dc.titleGrouping of pupils in secondary school classrooms: Possible links between pedagogy and learningen_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.doi10.1007/s11218-005-1212-1en_HK
dc.identifier.scopuseid_2-s2.0-28044449724en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-28044449724&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume8en_HK
dc.identifier.issue4en_HK
dc.identifier.spage349en_HK
dc.identifier.epage374en_HK
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridKutnick, P=6602743302en_HK
dc.identifier.scopusauthoridBlatchford, P=7003974553en_HK
dc.identifier.scopusauthoridBaines, E=7004063555en_HK
dc.identifier.citeulike411677-

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