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020 _a9789400769915
_9978-94-007-6991-5
024 7 _a10.1007/978-94-007-6991-5
_2doi
035 _ato000546170
040 _aSpringer
_cSpringer
_dRU-ToGU
050 4 _aLB5-3640
072 7 _aJNT
_2bicssc
072 7 _aJMRL
_2bicssc
072 7 _aEDU009000
_2bisacsh
072 7 _aEDU044000
_2bisacsh
082 0 4 _a371.3
_223
100 1 _aKutnick, Peter.
_eauthor.
_9455168
245 1 0 _aEffective Group Work in Primary School Classrooms
_helectronic resource
_bThe SPRinG Approach /
_cby Peter Kutnick, Peter Blatchford.
260 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2014.
300 _aXVIII, 212 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aProfessional Learning and Development in Schools and Higher Education ;
_v8
505 0 _aForeword -- 1. Can the grouping of children in classrooms affect their learning: an introduction to social pedagogy -- 2. Groups and classrooms -- 3. The SPRinG Project: the intervention programme and the evaluation methods -- 4. SPRinG at Key Stage 1: Effective group work with young children -- 5. Improving the effectiveness of collaborative group work at KS2: effects on pupil attainment, classroom behaviour and attitudes -- 6. ScotSPRinG: The effects of group work in Scottish primary schools on attainment, interaction and classroom relationships: Relational familiarity and class composition on support for group work; Andrew Tolmie -- 7. Teachers’ experiences of implementing the SPRinG Programme in schools; Ed Baines -- 8. Conclusions: The contribution of SPRinG to knowledge about collaborative group work.
520 _aThis book offers a challenge to traditional approaches to classroom teaching and pedagogy. The SPRinG (Social Pedagogic Research into Groupwork) project, part of a larger research programme on teaching and learning funded by the Economic and Social Research Council (ESRC), was developed to enhance the learning potential of pupils working in classroom groups by actively involving teachers in a programme designed to raise levels of group work during typical classroom learning activities. Internationally, the SPRinG project is the largest evaluation of effective group working methods in comparison to traditional teaching, with findings that show raised levels of pupil achievement and a doubling of sustained, active engagement in learning. The opening chapters present arguments regarding the relationship of social interaction and children’s cognitive development and examine theories that explain why social interactional processes should be integrated into primary school pedagogic practices. Next, the book describes the conceptual and methodological basis for the SPRinG studies, especially its focus on the relational approach, the type of involvement of teachers and classroom planning. Further chapters present key results and describe the background and methods used to establish SPRinG-based effects on pupil progress in mathematics, literacy and science, including both macro and micro assessments; how the SPRinG approach affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations and analyses of videotapes of groups working on specially designed tasks work; and effects on pupil self-completed measures of motivation and attitudes to group work. The book also analyses reflections of teachers who have worked with SPRinG: moving from theory to practice as well as adding insights associated with implementing SPRinG principles in schools. Drawing upon developmental psychological, social psychological and classroom research, it develops a new and ambitious social pedagogic approach to classroom learning, with a stress on group work, which will be of interest to researchers, teachers and policy-makers. This bookincludes contributions fromAndrew Tolmie andEd Baines, who were also involved inthe ScotSPRinG and SPRinG projects.
650 0 _aeducation.
_9566270
650 0 _aearly childhood education.
_9310089
650 0 _aDevelopmental psychology.
_9566366
650 1 4 _aEducation.
_9566271
650 2 4 _aLearning & Instruction.
_9303864
650 2 4 _aChild and School Psychology.
_9566374
650 2 4 _aChildhood Education.
_9310090
650 2 4 _aTeaching and Teacher Education.
_9316041
700 1 _aBlatchford, Peter.
_eauthor.
_9455169
710 2 _aSpringerLink (Online service)
_9143950
773 0 _tSpringer eBooks
830 0 _aProfessional Learning and Development in Schools and Higher Education ;
_9315274
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-6991-5
912 _aZDB-2-SHU
999 _c403945