Pupil Groupings in Primary School Classrooms: Sites for learning and social pedagogy?

By P. Kutnick, P. Blatchford, E. Baines. 2002

111 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/34561aa89710700f1a966380d79304faac14ab72

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. P. Blatchford
2. Christine Rubie-Davies
3. E. Baines
4. M. Galton
5. Judy Sebba
6. P. Kutnick
7. Robyn M. Gillies
8. P. Bassett

In Education

1. P. Blatchford
2. Christine Rubie-Davies
3. E. Baines
4. M. Galton
5. Judy Sebba
6. P. Kutnick
7. P. Bassett
8. P. Brown

Citations in the corpus

• Toward a social pedagogy of classroom group work (2003, background): “One surprising finding is the predominant use of same-ability level within groupings in UK schools, even in the case of the youngest children in school (Kutnick et al., 2002).”
• The effects of pupil grouping : literature review (2005, methodology): “Low attaining children, especially those with behaviour problems, are likely to be excluded from group working and made to work individually or with other low attaining children (Kutnick et al., 2002; Webb, 1989).”
• Improving pupil group work interaction and dialogue in primary classrooms: results from a year‐long intervention study (2009, background): “, 2003 ; Kutnick, Blatchford, & Baines, 2002 ) and pupil–pupil interaction often involves off‐task talk or procedural talk of limited value to learning (Galton et al.”