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Improving the Effectiveness of Collaborative Group Work at KS2: Effects on Pupil Attainment, Classroom Behaviour and Attitudes

  • Peter Kutnick
  • Peter Blatchford
Chapter
Part of the Professional Learning and Development in Schools and Higher Education book series (PROD, volume 8)

Abstract

This chapter presents the key results from the main evaluation of the implementation of SPRinG at KS2 (pupils aged 7–11 years). It describes the background and methods used to establish whether SPRinG affected pupil progress in science, on the basis of both macro and micro assessments; whether it affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations in classrooms and analyses of videotapes of groups working on specially designed tasks work; and whether it affected pupil self completed measures of motivation and attitudes to group work. With regard to attainment, we found that KS2 aged pupils showed much more progress over the school year than Control pupils on the overall ‘macro’ and ‘micro’ sub tests, indicating the experience of high quality group work led to better progress in science understanding and knowledge. On-the-spot and video based systematic observations showed more active, sustained co-operative engagement, more connectedness and more collaborative higher order inferential joint reasoning within SPRinG groups than in control comparisons. Results of the effect of SPRinG involvement on motivation/attitudinal dimensions were less clear cut but we did find that KS2 involvement in SPRinG arrested deteriorating attitudes to mathematics and science found in the Control group.

Keywords

Control Class Classroom Behaviour SPRinG Group Procedural Talk Sustained Interaction 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of Hong KongHong KongHong Kong SAR
  2. 2.The Department of Psychology and Human Development Institute of EducationUniversity of LondonLondonUK

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