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Improving the Effectiveness of Pupil Groups in Classrooms

Grant reference: L139251046

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Conference paper/presentation details

TLRP: Improving the effectiveness of pupil groupwork: effects on pupil-pupil interactions, teacher-pupil interactions and classroom engagement
This paper presents the main results of one of the SPRinG (Social Pedagogic Research into Group-work) projects, which aimed to address the wide gap between the potential of group-work to influence learning and working relationships, on the one hand, and the limited use of group-work in schools, on the other. The project was driven by the concerns of teachers and pupils, that they were not able to get as much out of group-work as they would like. To overcome this gap the project sought to develop a new approach to conceptualizing group-work in classrooms in order to integrate group-work into the fabric of the school day. It was an ambitious longitudinal project which developed with teachers a program of group-work that could be successfully integrated into school life. The SPRinG program is distinctive in terms of: a) an inclusive view of classroom groups that recognized the contributions of previous research but sought to put them together in a more general application; b) its three key principles: a relational approach, the role of teachers, and creating the classroom context; c) its developmental basis; d) the integration of group-work into all class and curricular activities; and e) an intervention over a longer time frame than many studies, extending over a full school year.
Original Document

Primary contributor

Author P Blatchford

Additional details

No