Authors:
- Offers a major contribution to understanding and evidence on collaborative group work that challenges traditional approaches to teaching and pedagogy
- Develops a new and ambitious social pedagogic approach to classroom learning and group work
- Makes a substantial contribution to our knowledge of teaching and learning, particularly in the context of seeking more active forms of learning using more diverse forms of pedagogy
- Includes supplementary material: sn.pub/extras
Part of the book series: Professional Learning and Development in Schools and Higher Education (PROD, volume 8)
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Table of contents (8 chapters)
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Front Matter
About this book
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. Â
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, socialpsychological 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.
Keywords
- Social Pedagogic Research into Groupwork
- approaches to classroom learning
- classroom learning
- classroom teaching
- collaborative group work
- diverse forms of pedagogy
- effective group working methods
- enhancing learning potential
- group working skills
- personalised learning
- primary school pedagogic practices
- pupil-pupil interactions
- pupils' engagement in learning
- research on group work
- teacher-pupil interactions
- teaching-learning environment
- learning and instruction
Authors and Affiliations
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, Faculty of Education, University of Hong Kong, Hong Kong, Hong Kong SAR
Peter Kutnick
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University of London, Dept. Psychology and Human Development, Institute of Education, London, United Kingdom
Peter Blatchford
Bibliographic Information
Book Title: Effective Group Work in Primary School Classrooms
Book Subtitle: The SPRinG Approach
Authors: Peter Kutnick, Peter Blatchford
Series Title: Professional Learning and Development in Schools and Higher Education
DOI: https://doi.org/10.1007/978-94-007-6991-5
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media Dordrecht 2014
Hardcover ISBN: 978-94-007-6990-8Published: 03 July 2013
Softcover ISBN: 978-94-007-9841-0Published: 15 July 2015
eBook ISBN: 978-94-007-6991-5Published: 22 June 2013
Series ISSN: 1879-8624
Series E-ISSN: 2543-0556
Edition Number: 1
Number of Pages: XVIII, 212
Topics: Learning & Instruction, Child and School Psychology, Early Childhood Education, Teaching and Teacher Education