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?

P. Kutnick, L. Berdondini

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

This 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.
LanguageEnglish
Pages71-94
Number of pages24
JournalCambridge Journal of Education
Volume39
Issue number1
DOIs
Publication statusPublished - Mar 2009

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cognitive achievement
group work
working group
classroom
communication
social pedagogy
school
teacher's role
teacher
pupil
rating
dialogue
mathematics
interaction
Group

Keywords

  • group work
  • social pedagogy
  • relational approach

Cite this

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abstract = "This 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.",
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