Peer Groups and Children's Development

By Christine Howe. 2010

103 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/542eae4256ad4b44228738e9bfbf72f681c87419

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Citations in the corpus

The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn (2013, background): “…collective thinking, which includes how people solve problems in groups or how one person helps another to learn, has been pursued quite separately by developmental, educational, and discursive psychologists (see, e.g., Cazden, 2001; Howe, 2010; Mercer & Littleton, 2007; Middleton & Edwards, 1990).”
Teacher interventions in small group work in secondary mathematics and science lessons (2016, background): “ing, and group work has become increasingly common in classrooms throughout the world (Galton and Hargreaves 2009; Howe 2010; Mercer and Littleton 2007; Slavin 2009).”
Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “However, such progress does not necessarily generalize to other contexts or relate to longer term growth (e.g., Howe, 2009; Howe&Zachariou, 2017).”
The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations (2013, background): “Her insights are common among other teachers involved in IGs and are consistent with the literature on group and cooperative work (Galton et al., 2009; Howe, 2010; Slavin, 1991; Webb, 1989).”
Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2018, background): “Previous research has shown that the quality of discussion within student–student interaction crucially determines the effects of small-group work (Howe, 2010; Mercer & Littleton, 2007; Van Boxtel, Van der Linden, & Kanselaar, 2000).”