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Article: Teachers' understandings of the relationship between within-class (pupil) grouping and learning in secondary schools

TitleTeachers' understandings of the relationship between within-class (pupil) grouping and learning in secondary schools
Authors
KeywordsLesson phases
Pupil groupings
Secondary school classrooms
Social pedagogy
Issue Date2005
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/routledge/00131881.asp
Citation
Educational Research, 2005, v. 47 n. 1, p. 1-24 How to Cite?
AbstractAs part of a project designed to provide information on the nature and uses of within-class pupil groupings for teaching and learning in secondary schools in England, this paper focuses on qualitative interviews with 20 teachers from three core curriculum areas in six schools. Interviews concerned the range and explanations for teachers' choices of group size and related teaching and learning practices. Interviews were transcribed and semantically content analysed. Results show that in some subjects (e.g. science and English) small group work formed an integral part of lessons. This was influenced by practical factors such as the need to share equipment or by the inherently interactive nature of the curriculum area (e.g. the role of discussion within English literature). In other subjects, groupings used in classrooms were dependent on individual teacher preferences. Only a few teachers considered the relation of social interaction and thinking, a dominant theme in current theories of learning. Teachers gave little actual pedagogic consideration to the learning purposes of different sizes of groupings. The size and composition of groups were heavily influenced by issues of pupil behaviour. Other factors that affected teachers' practice were the physical environment of the classroom and school seating policies. © 2005 NFER.
Persistent Identifierhttp://hdl.handle.net/10722/92970
ISSN
2015 Impact Factor: 0.589
2015 SCImago Journal Rankings: 0.490
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorKutnick, Pen_HK
dc.contributor.authorBlatchford, Pen_HK
dc.contributor.authorClark, Hen_HK
dc.contributor.authorMacIntyre, Hen_HK
dc.contributor.authorBaines, Een_HK
dc.date.accessioned2010-09-22T05:05:31Z-
dc.date.available2010-09-22T05:05:31Z-
dc.date.issued2005en_HK
dc.identifier.citationEducational Research, 2005, v. 47 n. 1, p. 1-24en_HK
dc.identifier.issn0013-1881en_HK
dc.identifier.urihttp://hdl.handle.net/10722/92970-
dc.description.abstractAs part of a project designed to provide information on the nature and uses of within-class pupil groupings for teaching and learning in secondary schools in England, this paper focuses on qualitative interviews with 20 teachers from three core curriculum areas in six schools. Interviews concerned the range and explanations for teachers' choices of group size and related teaching and learning practices. Interviews were transcribed and semantically content analysed. Results show that in some subjects (e.g. science and English) small group work formed an integral part of lessons. This was influenced by practical factors such as the need to share equipment or by the inherently interactive nature of the curriculum area (e.g. the role of discussion within English literature). In other subjects, groupings used in classrooms were dependent on individual teacher preferences. Only a few teachers considered the relation of social interaction and thinking, a dominant theme in current theories of learning. Teachers gave little actual pedagogic consideration to the learning purposes of different sizes of groupings. The size and composition of groups were heavily influenced by issues of pupil behaviour. Other factors that affected teachers' practice were the physical environment of the classroom and school seating policies. © 2005 NFER.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/routledge/00131881.aspen_HK
dc.relation.ispartofEducational Researchen_HK
dc.subjectLesson phasesen_HK
dc.subjectPupil groupingsen_HK
dc.subjectSecondary school classroomsen_HK
dc.subjectSocial pedagogyen_HK
dc.titleTeachers' understandings of the relationship between within-class (pupil) grouping and learning in secondary schoolsen_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.doi10.1080/0013188042000337532en_HK
dc.identifier.scopuseid_2-s2.0-15744385397en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-15744385397&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume47en_HK
dc.identifier.issue1en_HK
dc.identifier.spage1en_HK
dc.identifier.epage24en_HK
dc.identifier.isiWOS:000228061900001-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridKutnick, P=6602743302en_HK
dc.identifier.scopusauthoridBlatchford, P=7003974553en_HK
dc.identifier.scopusauthoridClark, H=8278172400en_HK
dc.identifier.scopusauthoridMacIntyre, H=8278172500en_HK
dc.identifier.scopusauthoridBaines, E=7004063555en_HK
dc.identifier.citeulike111717-

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