Toward a social pedagogy of classroom group work

By P. Blatchford, P. Kutnick, E. Baines, M. Galton. 2003

389 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/627cb09ed7f9d4d76078f2294126dfc611797e4f

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In Developmental and Educational Psychology

In Education

In Human Factors and Ergonomics

Citations in the corpus

Improving pupil group work interaction and dialogue in primary classrooms: results from a year‐long intervention study (2009, background): “conceptualised in general terms as involving children as co-learners (Blatchford et al., 2003), and was inclusive in that it incorporated collaborative, cooperative, and helping interactions.”
Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools (2011, background): “Research has found that effects of class size on academic outcomes can vary by pupil characteristics such as prior attainment level, disadvantage and minority group status (Blatchford et al., 2003; Ehrenberg et al., 2001; Finn&Achilles, 1999; Molnar et al., 1999).”
Effective Teaching and Learning for Pupils in Low Attaining Groups (2007, background): “Blatchford et al.’s (2004) study had concluded that the training opportunities for TAs were insufficiently focused on the pedagogic aspects of their role.”
Teacher interventions in small group work in secondary mathematics and science lessons (2016, background): “Several studies suggest that teachers should withhold queries regarding the content of the task and instead ask general questions, such as inviting contributions (Baines, Blatchford, and Chowne 2007; Blatchford et al. 2003; Myhill 2006).”
Support of the collaborative inquiry learning process: influence of support on task and team regulation (2012, methodology): “…heterogeneous group composition in terms of prior school achievement (Saab et al. 2005, 2007), since research has shown that groups of students with different levels of school grades are more successful working together than groups of students with similar learning results (Blatchford et al. 2003).”
Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration (2018, background): “Furthermore, research demonstrated that a large number of primary and secondary school teachers often place students in groups and let them work together without preparing students to perform collaborative activities productively (Blatchford et al., 2003).”
Challenges for cooperative learning implementation: reports from elementary school teachers (2017, background): “This is not easy for some teachers who doubt that their pupils can work effectively in groups (Baines, Rubie-Davies, and Blatchford 2009; Blatchford et al. 2003).”
Examining pre-service teacher competence in lesson planning pertaining to collaborative learning (2012, background): “Blatchford et al. (2003), Gillies (2000), Gillies (2006), Johnson and Johnson (2003), Slavin (1996) Teacher as a guide How will the teacher guide the collaborative learning process?”
The effect of class size on the teaching of pupils aged 7 – 11 years (2007, methodology): “A feature was the use of sophisticated multilevel statistical modeling to examine connections between class size and pupil attainment (for KS1 see Blatchford et al, 2003 ; for KS2 see Blatchford, Bassett, Brown, Martin, & Russell, 2004 ) and also relationships with other classroom processes, such ”
The effects of pupil grouping : literature review (2005, methodology): “Focus on the task is a very different approach from specific training programmes developed by Joyce & Showers (1983), the Social Pedagogic Research into Grouping (SPRinG) project (Blatchford et al., 2003) and others.”