Skip to main content

Supporting group work in Scottish primary classrooms: improving the quality of collaborative dialogue

Buy Article:

$53.17 plus tax (Refund Policy)

Abstract:

A large body of research has demonstrated the value of fostering peer interaction in the context of collaborative group work as an effective strategy to facilitate learning. The present study attempted to enable teachers in a varied sample of 24 Scottish primary classrooms to improve the quality of collaborative group work interaction among their pupils. Observations were carried out at three time points during the year of the intervention, both during whole class teaching and planned group work activity. A global rating instrument was also used to evaluate the overall quality of classroom environment created by participating class teachers to support group work sessions. The results showed significant increases both in the observed frequencies of children's collaborative dialogue and in the rated quality of classroom learning environments over the course of the study. The implications of these results are discussed in the context of current curricular reform.

Keywords: classroom communication; classrooms; cooperative learning; grouping; teachers

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/03057640802702000

Affiliations: 1: University of Strathclyde, UK 2: Institute of Education, University of London, UK 3: University of Stirling, UK 4: University of Cambridge, UK 5: University of Dundee, UK

Publication date: March 1, 2009

More about this publication?
routledg/ccje/2009/00000039/00000001/art00008
dcterms_title,dcterms_description,pub_keyword
6
5
20
40
5

Access Key

Free Content
Free content
New Content
New content
Open Access Content
Open access content
Subscribed Content
Subscribed content
Free Trial Content
Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more