Kutnick / Blatchford Effective Group Work in Primary School Classrooms

The SPRinG Approach
1. Auflage 2013
ISBN: 978-94-007-6991-5
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 8, 223 Seiten

Reihe: Professional Learning and Development in Schools and Higher Education

This 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 book includes contributions from Andrew Tolmie and Ed Baines, who were also involved in the ScotSPRinG and SPRinG projects.

Autoren/Hrsg.

Kutnick, Peter

Blatchford, Peter

Inhaltsverzeichnis

1;Foreword;5
1.1;The Content of the Book: The SPRinG Approach;6
1.2;Who the Book Is Intended to Reach;8
2;Acknowledgements;9
2.1;Definitions;9
2.2;References;11
3;Contents;12
4;About the Authors;16
5;Chapter 1 Can the Grouping of Children in Classrooms Affect Their Learning; An Introduction to Social Pedagogy;18
5.1;1.1 Introduction;18
5.2;1.2 How Does the Classroom Context Affect Learning?;20
5.3;1.3 Grouping and Learning: A Preliminary View;23
5.3.1;1.3.1 Cognitive Processes and Group Work in Schools;25
5.3.2;1.3.2 Peer Relations;27
5.4;1.4 Social Processes Underlying Group Work in Schools;28
5.5;1.5 Relationships among Children as Learners within Group Work;31
5.6;1.6 The Book;32
5.7;References;34
6;Chapter 2 Groups and Classrooms;39
6.1;2.1 Introduction;39
6.2;2.2 Background Issues in Promoting Development and Understanding via Effective Group Work in Classrooms: Understanding Pedagogy and Opening the `Black Box';39
6.3;2.3Experimental and Naturalistic Studies of Group Workin Primary School Classrooms;41
6.3.1;2.3.1 Experimental Research;41
6.3.2;2.3.2 Naturalistic Studies;45
6.3.2.1;2.3.2.1 First Phase of Naturalistic Classroom Studies;45
6.3.2.2;Size and Number of Groupings in Classrooms;48
6.3.2.3;Types of Working Arrangements;48
6.3.2.4;Adult Support of Groupings;49
6.3.2.5;Group Composition;50
6.3.2.6;Curriculum Area and Task Type;51
6.3.2.7;Summary of Phase 1 Studies and Some Concerns;51
6.3.2.8;2.3.2.2 Second Phase of Naturalistic Classroom Studies;52
6.3.2.9;The Attainment Context Within the Classroom;53
6.3.2.10;Group Size and Number, and Classroom Seating and Working Arrangements;53
6.3.2.11;Working Interactions Within Groupings;55
6.3.2.12;Number of Adults in Classes and Adult Role in Relation to Groupings;55
6.3.2.13;Grouping Composition;56
6.3.2.14;Learning Task Type;57
6.3.2.15;Learning Task Type in Relation to Grouping Size;57
6.3.2.16;Interaction Type and Curriculum Area;58
6.3.2.17;2.3.2.3 Some General Conclusions from Phase 2 Naturalistic Classroom Studies: Findings from Classroom Mapping;59
6.4;2.4 Chapter Summary;60
6.5;References;61
7;Chapter 3 The SPRinG Project: The Intervention Programme and the Evaluation Methods;66
7.1;3.1 Introduction;66
7.2;3.2 The SPRinG Project;67
7.2.1;3.2.1 The SPRinG Approach: Building on a Social Pedagogyof Classroom Learning;69
7.2.1.1;3.2.1.1 Preparation of the Classroom Context for Group Work;70
7.2.1.2;Class Seating Arrangements;70
7.2.1.3;Group Size;70
7.2.1.4;The Number of Groups in the Class;71
7.2.1.5;Group Stability;71
7.2.1.6;Group Composition;72
7.2.1.7;3.2.1.2 Preparation of Lessons and Activities Involving Group Work: Curriculum and Group Work Activities;73
7.2.1.8;3.2.1.3 A Relational Approach to Facilitate Group Working;74
7.2.1.9;3.2.1.4 Involvement of Teachers in the Support of Group Work;76
7.3;3.3 Evaluation of the SPRinG Programme: The Intervention and Research Design;77
7.3.1;3.3.1 The SPRinG Programme and How it was Implemented;77
7.3.1.1;3.3.1.1 Principles and Practices;78
7.3.1.2;3.3.1.2 Training in Social, Communication and AdvancedGroup Working Skills;78
7.4;3.4 Evaluating the SPRinG Project;79
7.4.1;3.4.1 Research Design;79
7.4.2;3.4.2 Samples;81
7.4.3;3.4.3 Methods of Data Collection: Measures of Pupil Attainment, Classroom Behavior, Motivation/Attitudes to Learning and Classroom Implementation;82
7.4.3.1;3.4.3.1 Pupil Attainment;83
7.4.3.2;Key Stage 1;83
7.4.3.3;Key Stage 2;84
7.4.3.4;3.4.3.2 Classroom Behaviour Measures;85
7.4.3.5;Systematic Observation;85
7.4.3.6;Pupil Group Work Dialogue Analysis;86
7.4.3.7;3.4.3.3 Motivational/Attitudinal Measures Regarding Classroom Learning;87
7.4.3.8;3.4.3.4 Classroom Rating Scale (S-TOP) of Classroom Implementation;88
7.4.3.9;Statistical Analyses;89
7.5;3.5 The Scottish Extension: ScotSPRinG;89
7.5.1;3.5.1 The Sample;90
7.5.2;3.5.2 Methods of Data Collection: ScotSPRinG;90
7.6;3.6 Insights into the Implementation of SPRinG: A Qualitative Approach into Whole School and Within-Class Implementation;91
7.7;3.7 Chapter Summary;91
7.8;References;92
8;Chapter 4 SPRinG at Key Stage 1: Effective Group Work with Young Children;95
8.1;4.1 Introduction;95
8.2;4.2 Ineffective Group Work;95
8.2.1;4.2.1 Are Children too Young for Group Work?;96
8.2.2;4.2.2 Quality of Talk Within Groups;97
8.2.3;4.2.3 Quality of Relationships Supporting Group Work;98
8.3;4.3 Particular Research Questions Considered in this Chapter;99
8.4;4.4 Method;99
8.5;4.5 Results During and at the End of the Group Work Programme;100
8.5.1;4.5.1 Effects of SPRinG Training Over Time;100
8.5.1.1;4.5.1.1 Attainment in Mathematics and Reading/Literacy;100
8.5.1.2;4.5.1.2 Systematic Observation of Behaviour;103
8.5.1.3;4.5.1.3 Communication within Pairs Undertaking Joint Concept Maps;105
8.5.1.4;4.5.1.4 Motivation and Attitudes Regarding Classroom Learning;107
8.5.1.5;4.5.1.5 Classroom Rating Scale;108
8.6;4.6 Discussion;111
8.6.1;4.6.1 Relational Training;112
8.6.2;4.6.2 The Classroom as Conducive to Group Working;112
8.6.3;4.6.3 Role of the Teacher;113
8.7;References;114
9;Chapter 5 Improving the Effectiveness of Collaborative Group Work at KS2: Effects on Pupil Attainment, Classroom Behaviour and Attitudes;116
9.1;5.1 Introduction;116
9.1.1;5.1.1 Attainment in the Classroom;116
9.1.1.1;5.1.1.1 Why Science was Chosen at KS2;116
9.1.1.2;5.1.1.2 Types of Pupil Knowledge and Delayed Effects;117
9.1.2;5.1.2 Pupil-Pupil and Teacher-Pupil Interactions;118
9.1.2.1;5.1.2.1 Pupil-Pupil Interaction/Dialogue;118
9.1.2.2;Task Related Pupil-Pupil Interactions;119
9.1.2.3;Group Participation and Ethos;119
9.1.2.4;Conversation Length: Substantial and Sustained Interactions;119
9.1.2.5;Type and Level of Dialogue: `Inferential' and `Text Based' Talk;120
9.1.2.6;Disputes and Arguments Between Pupils;121
9.1.2.7;Differences Between Types of Pupils;121
9.1.2.8;5.1.2.2 Teacher-Pupil Interaction;121
9.1.3;5.1.3 SPRinG and Pupil Attitudes/Motivation;122
9.1.4;5.1.4 Particular Research Questions Considered in this Chapter;122
9.1.4.1;5.1.4.1 Pupil Attainment;122
9.1.4.2;5.1.4.2 Classroom Interactions;122
9.1.4.3;5.1.4.3 Pupil Attitudes and Motivation;123
9.2;5.2 Method;123
9.2.1;5.2.1 Sample;123
9.2.2;5.2.2 Attainment;125
9.2.2.1;5.2.2.1 Macro Attainment Measures;125
9.2.2.2;5.2.2.2 Micro Measures;125
9.2.2.3;5.2.2.3 Treatment of Data and Statistical Analyses;126
9.2.3;5.2.3 Observation Measures of Pupil-Pupil and Teacher-Pupil Interactions;127
9.2.4;5.2.4 Motivational/Attitudinal Measures;128
9.3;5.3 Results;128
9.3.1;5.3.1 Attainment;128
9.3.1.1;5.3.1.1 Macro Tests;128
9.3.1.2;5.3.1.2 Micro Tests;129
9.3.1.3;5.3.1.3 Delayed Effects;129
9.3.2;5.3.2 Pupil-Pupil and Teacher-Pupil Interaction;130
9.3.2.1;5.3.2.1 On-The-Spot Systematic Observations;130
9.3.2.2;Pupil-Pupil Interaction/Dialogue;130
9.3.2.3;Teacher-Pupil Interaction;131
9.3.2.4;5.3.2.2 Video Observations;132
9.3.3;5.3.3 Attitudes and Motivation;133
9.4;5.4 Discussion;133
9.4.1;5.4.1 Attainment;133
9.4.1.1;5.4.1.1 Type of Knowledge and Delayed Effect;134
9.4.1.2;5.4.1.2 Pupil Differences;134
9.4.2;5.4.2 SPRinG and Pupil-Pupil and Teacher-Pupil Interaction;135
9.4.2.1;5.4.2.1 Differences Between Types of Pupils;137
9.4.2.2;5.4.2.2 Teacher-Pupil Interaction;137
9.4.3;5.4.3 SPRinG and Pupil Attitudes/Motivation;138
9.5;References;138
10;Chapter 6 ScotSPRinG: The Effects of Group Work in Scottish Primary Schools on Attainment, Interaction and Classroom Relationships;141
10.1;6.1 Introduction;141
10.2;6.2 Research Design;144
10.2.1;6.2.1 Sample;144
10.2.2;6.2.2 Intervention: Teacher Induction and Support;145
10.2.3;6.2.3 Pre- and Post-Intervention Measurements;146
10.2.3.1;6.2.3.1 Pupil Attainment: Science;146
10.2.3.2;6.2.3.2 Classroom Relational Assessment;147
10.2.3.3;6.2.3.3 Classroom Behaviour Measurements;148
10.2.3.4;Classroom Systematic Observation;148
10.2.3.5;6.2.3.4 Classroom Rating Scale;149
10.2.3.6;6.2.3.5 Teacher Ratings;149
10.3;6.3 Data Analysis;150
10.3.1;6.3.1 Results During and at the End of the Group Work Programme;150
10.3.1.1;6.3.1.1 Effects of ScotSPRinG Training Over Time;150
10.3.1.2;Urban vs. Rural Differences in Pre-Intervention Out-of-Class Relationships;150
10.3.1.3;Variation in Quality of Implementation;151
10.3.1.4;Improvements in Productive Dialogue and Group Work Skills;152
10.3.1.5;Pre- to Post-Intervention (Attainment) Gains in Understanding of Evaporation and Forces;154
10.3.1.6;Pre- to Post-Intervention Improvements in Work and Play Relations;155
10.3.1.7;6.3.1.2 Factors Influencing Changes in Science Understanding;156
10.3.1.8;6.3.1.3 Factors Influencing Changes in Class Relations;156
10.4;6.4 Discussion: Implications for the Applicability…;157
10.5;References;159
11;Chapter 7 Teachers' Experiences of Implementingthe SPRinG Programme in Schools;160
11.1;7.1 Introduction;160
11.2;7.2 Four Aspects to Examine;161
11.2.1;7.2.1 Whole School Approach to SPRinG Implementation;161
11.2.2;7.2.2 Implementing SPRinG into the Classroom Curriculum;162
11.2.3;7.2.3 Key Principles and Practices;162
11.2.4;7.2.4 Views On the Impact of SPRinG;163
11.3;7.3 Data on Teachers' Views and Experiences;164
11.3.1;7.3.1 Interviews;164
11.4;7.4 Findings;166
11.4.1;7.4.1 Approach to the Integration of SPRinG at A Whole School Level;166
11.4.2;7.4.2 Teacher Implementation of SPRinG Group Work Within Classrooms;168
11.4.2.1;7.4.2.1 Implementing SPRinG Into the Timetable and Curriculum;169
11.4.2.2;7.4.2.2 Teacher Uncertainties About Implementation;170
11.4.2.3;Pupil Immaturity;170
11.4.2.4;7.4.2.3 Teacher Control, Classroom Management and Confidence;171
11.4.2.5;7.4.2.4 Impact on Teachers' Professional Practice;173
11.4.3;7.4.3 SPRinG Principles and Practices;173
11.4.3.1;7.4.3.1 Preparing the Classroom and Groups for Group Work;174
11.4.3.2;7.4.3.2 Preparing Lessons and Activities Involving Group Work;177
11.4.3.3;Briefing and Debriefing;177
11.4.3.4;7.4.3.3 Adult Role In Supporting Groups and Individuals Undertaking Group Work;180
11.4.3.5;Interacting with the Group;182
11.4.3.6;Coaching;183
11.4.3.7;7.4.3.4 A Relational Approach: Pupil Training and Group Interactions;184
11.4.3.8;The Aspects of Group Work Pupils Find Difficult;185
11.5;7.5 Perceived Impact of SPRinG on Learning and Skills;188
11.6;7.6 Discussion;190
11.7;References;194
12;Chapter 8 Conclusions: The Contribution of SPRinG to Knowledge About Collaborative Group Work;196
12.1;8.1 Introduction;196
12.2;8.2 What SPRinG Has Contributed to Knowledge About Collaborative Group Work;196
12.3;8.3 The Contribution of the SPRinG Methodologyto Understanding Collaborative Group Work;199
12.4;8.4 `Warrant';200
12.4.1;8.4.1 Some Methodological Issues: Validity withina Quasi-Experimental Design;200
12.5;8.5 What We Have Learned about Key Features of the SPRinG Project;202
12.5.1;8.5.1 The Relational Approach;202
12.5.2;8.5.2 Role of the Teacher;205
12.5.3;8.5.3 Classroom Context;208
12.5.4;8.5.4 Curriculum and Group Work Activities;210
12.6;8.6 Thinking Beyond the Immediate Use of SPRinG; SomeFurther Concerns Regarding the Viability of GroupWorkin the Classroom;212
12.6.1;8.6.1 The Potential for Peer-Based Learning in the Classroom;211
12.6.2;8.6.2 Informal Peer Relations;213
12.6.3;8.6.3 The Role of Other Adults in the Classroomand the Success of Group Work;215
12.6.3.1;8.6.3.1 Teaching Assistants;215
12.6.3.2;8.6.3.2 Training Teachers for Group Work;215
12.7;8.7 Toward a Broader Social Pedagogy of Classroom Learning;216
12.7.1;8.7.1 Contextual Approach;216
12.7.2;8.7.2 Social Pedagogical Approach;217
12.8;8.8 Final Conclusion;219
12.9;References;220