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The research catalogue is an archive of ESRC-funded grants and outputs. Links, files and other content will no longer be maintained or updated after April 2014.

Improving the Effectiveness of Pupil Groups in Classrooms

Grant reference: L139251046

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Conference paper/presentation details

TLRP: Pupil grouping for learning in classrooms: results from the UK SPRinG study
This paper begins with a central premise concerning grouping for learning in classrooms, follows with two challenges and concludes by identifying how the study of social pedagogy of classrooms is developing. The central premise is that children are always found seated or working in some form of grouping in their classrooms, but that many of these groupings actually inhibit learning and the motivation to learn. Thus, the first challenge is to understand how pupil groups are currently used in schools – and how this may inhibit learning. To understand why pupil groups may not be effective in promoting learning, and how they may be changed to support learning, the paper consider the use of pupil groups within their natural classroom context. The paper is focused, in the main, on research related to primary schools and provides a review of current grouping practices in classrooms, particularly in England. The second challenge asks how group working can be made more effective. The authors draw upon recently completed large scale research in the UK. The SPRinG project is distinctive in integrating group work across the curriculum and over the school year, and it was developed through extensive collaboration with teachers. The paper presents the three principle guiding the SPRinG approach and the main conclusions of the study.
Original Document

Primary contributor

Author P Blatchford

Additional details