Improving the effectiveness of collaborative group work in primary schools: effects on science attainment.

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Bibliographic Details
Title:	Improving the effectiveness of collaborative group work in primary schools: effects on science attainment.
Authors:	Baines, Ed, Blatchford, Peter, Chowne, Anne
Source:	British Educational Research Journal. Oct2007, Vol. 33 Issue 5, p663-680. 18p. 1 Chart.
Subjects:	Group work in education, Assessment of education, School children, Science ability testing, Educational attainment, Effective teaching
Abstract:	This longitudinal research tests the effectiveness of the SPRinG programme, which was developed through a collaboration between researchers and teachers and designed to provide teachers with strategies for enhancing pupil group work in 'authentic' classroom settings. An evaluation study involved comparing pupils in SPRinG classrooms and trained in group work skills with those who were not in terms of science attainment. There were 560 and 1027 pupils (8-10 years) in the experimental and control groups respectively. 'Macro' attainment data were collected at the start of the year. 'Micro' attainment data were collected in the spring and summer before and after science lessons involving either group work (intervention) or the control teachers' usual approach. SPRinG pupils made greater academic progress than control pupils. Findings are discussed relative to enhancing the quantity and quality of group work in schools and a social pedagogic approach to classroom learning. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	This longitudinal research tests the effectiveness of the SPRinG programme, which was developed through a collaboration between researchers and teachers and designed to provide teachers with strategies for enhancing pupil group work in 'authentic' classroom settings. An evaluation study involved comparing pupils in SPRinG classrooms and trained in group work skills with those who were not in terms of science attainment. There were 560 and 1027 pupils (8-10 years) in the experimental and control groups respectively. 'Macro' attainment data were collected at the start of the year. 'Micro' attainment data were collected in the spring and summer before and after science lessons involving either group work (intervention) or the control teachers' usual approach. SPRinG pupils made greater academic progress than control pupils. Findings are discussed relative to enhancing the quantity and quality of group work in schools and a social pedagogic approach to classroom learning. [ABSTRACT FROM AUTHOR]
ISSN:	01411926
DOI:	10.1080/01411920701582231