The Effect of a New Approach to Group Work on Pupil-Pupil and Teacher-Pupil Interactions.

By P. Blatchford, E. Baines, Christine Rubie-Davies, P. Bassett, Anne Chowne. 2006

143 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/81cb5de4f45ac7cdd01617ebb6fdc4e544835d09

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. M. Boyle
3. Christine Rubie-Davies
4. Robyn M. Gillies
5. I. Clark
6. E. Baines
7. P. Bassett
8. Dylan Wiliam *

In Education

1. P. Blatchford
2. P. Brown
3. P. Bassett
4. M. Boyle
5. I. Clark
6. Robyn M. Gillies
7. Christine Rubie-Davies
8. Dylan Wiliam *

Citations in the corpus

• Improving the effectiveness of collaborative group work in primary schools: effects on science attainment (2007, background): “, 2006 ) and on attitudes and motivation (Blatchford et al.”
• Developing the theory of formative assessment (2009, background): “For peer-assessment, the teacher in classroom interaction can model for learners the way they should interact with one another, but far more will be involved (Blatchford et al. 2006; Mercer et al. 2004).”
• Improving pupil group work interaction and dialogue in primary classrooms: results from a year‐long intervention study (2009, methodology): “The project, described in detail elsewhere (Baines et al., 2007; Blatchford et al., 2006), was conducted over four years and involved teacher input in its development, implementation and evaluation thus enabling teachers to have ‘ownership’ of the approach (Galton & Williamson, 1992).”
• Teachers' reflections on cooperative learning: Issues of implementation (2010, background): “Teaching children the interpersonal and small-group skills that facilitate cooperation in groups is critical to the success of these groups (Blatchford et al., 2006; Johnson & Johnson, 1990).”
• Social effects of collaborative learning in primary schools (2010, methodology): “However, if group-work skills play a central role in facilitating these benefits, then the further implication is that this investment would be repaid to a greater extent if, as argued by Blatchford et al. (2005) and Kutnick and Manson (1998), it is preceded by a period in which preparatory activity”
• Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “Blatchford et al. (2006) in their empirical study into science education conclude that high-quality interactions are typified by predictions, explanations, justifications, and reasoning.”
• 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): “collaborative group work, though this needs careful development, and training for both teachers and pupils (Blatchford et al., 2006).”
• ‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups (2009, unknown): “A number of effective programs combine many of these elements (see Baines, Blatchford, & Chowne, 2007 ; Baines, Blatchford, & Kutnick, 2008 ; Blatchford, Baines, Rubie‐Davies, Bassett, & Chowne, 2006 ).”