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Article: Can the enhancement of group working in classrooms provide a basis for effective communication in support of school-based cognitive achievement in classrooms of young learners?

TitleCan the enhancement of group working in classrooms provide a basis for effective communication in support of school-based cognitive achievement in classrooms of young learners?
Authors
KeywordsGroup work
Relational approach
Social pedagogy
Issue Date2009
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0305764X.asp
Citation
Cambridge Journal Of Education, 2009, v. 39 n. 1, p. 71-94 How to Cite?
AbstractThis quasi-experimental study was part of the SPRinG project (Social Pedagogy Research into Group Work). The review notes group work in 'authentic' classrooms rarely fulfils its interactive or attainment potential. SPRinG classes undertook a programme of relational training to enhance children's group working skills while control classes maintained usual classroom practices. 980 children (38 classes) were studied over a school year. Interaction on a collaborative task, systematic work setting observations and reflective ratings of teacher actions were used to compare between SPRinG and control classes. Results show: SPRinG attainment was supported by increased engagement in group work, on-task focus, symmetric co-regulated communication and decreased social distraction. The study identifies enhanced reading/mathematics attainment in SPRinG classes. The teachers' role changed within SPRinG classes - becoming less directive and more supportive of group activity; but not all teachers acted in the same manner. Higher levels of implementation of SPRinG activities were associated with enhanced pupil dialogue and engagement.
Persistent Identifierhttp://hdl.handle.net/10722/92969
ISSN
2015 Impact Factor: 1.0
2015 SCImago Journal Rankings: 0.469
References

 

DC FieldValueLanguage
dc.contributor.authorKutnick, Pen_HK
dc.contributor.authorBerdondini, Len_HK
dc.date.accessioned2010-09-22T05:05:29Z-
dc.date.available2010-09-22T05:05:29Z-
dc.date.issued2009en_HK
dc.identifier.citationCambridge Journal Of Education, 2009, v. 39 n. 1, p. 71-94en_HK
dc.identifier.issn0305-764Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/92969-
dc.description.abstractThis quasi-experimental study was part of the SPRinG project (Social Pedagogy Research into Group Work). The review notes group work in 'authentic' classrooms rarely fulfils its interactive or attainment potential. SPRinG classes undertook a programme of relational training to enhance children's group working skills while control classes maintained usual classroom practices. 980 children (38 classes) were studied over a school year. Interaction on a collaborative task, systematic work setting observations and reflective ratings of teacher actions were used to compare between SPRinG and control classes. Results show: SPRinG attainment was supported by increased engagement in group work, on-task focus, symmetric co-regulated communication and decreased social distraction. The study identifies enhanced reading/mathematics attainment in SPRinG classes. The teachers' role changed within SPRinG classes - becoming less directive and more supportive of group activity; but not all teachers acted in the same manner. Higher levels of implementation of SPRinG activities were associated with enhanced pupil dialogue and engagement.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0305764X.aspen_HK
dc.relation.ispartofCambridge Journal of Educationen_HK
dc.subjectGroup worken_HK
dc.subjectRelational approachen_HK
dc.subjectSocial pedagogyen_HK
dc.titleCan the enhancement of group working in classrooms provide a basis for effective communication in support of school-based cognitive achievement in classrooms of young learners?en_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.doi10.1080/03057640902836880en_HK
dc.identifier.scopuseid_2-s2.0-67651235484en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-67651235484&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume39en_HK
dc.identifier.issue1en_HK
dc.identifier.spage71en_HK
dc.identifier.epage94en_HK
dc.identifier.eissn1469-3577-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridKutnick, P=6602743302en_HK
dc.identifier.scopusauthoridBerdondini, L=6603659343en_HK
dc.identifier.citeulike4242798-

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