When Smart Groups Fail

By Brigid Barron. 2003

1,470 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9024f59c490e7b2334f1646094aa5c5559f84e6a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics (2010, neutral): “For example, Barron (2000, 2003) used quantitative methods to find response patterns that reliably differentiated among more and less successful collaborative groups.”
Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning. (2011, background): “Therefore, collaboration is typically described based on certain types of a) shared learning processes such as joint creation of understanding (Barron, 2003; Littleton & Whitelock, 2005), knowledge building (Scardamalia & Bereiter, 1991; Scardamalia & Bereiter, 2006), constructing group cognition…”
When Is It Better to Learn Together? Insights from Research on Collaborative Learning (2015, background): “Several investigations of collaborative engagement have shown that processes related to the joint management of attention and the construction of common ground are critical for collaborative success (Barron 2003; Meade et al. 2009).”
Knowledge convergence in collaborative learning: Concepts and assessment (2007, background): “One important aspect of this mutual influence is that knowledge is shared and converges through social interaction (Barron, 2003; Roschelle, 1996; Ickes & Gonzales, 1996).”
Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding? (2014, neutral): “learning (Barron 2003; Summers and Volet 2010).”
EFFICIENCY AND INNOVATION IN TRANSFER (2005, background): “" They simply set the stage so that intensive, interactive problem-finding and problem-solving activities can be orchestrated by teachers and students (see, e.g., Barron, 2003; Crews et al., 1995).”
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): “Indeed, research on group work has provided extensive support for the idea that simply leaving students together in a small group cannot by itself fulfil the potential of interaction in terms of individual development and learning (Barron, 2003).”
Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction (2017, background): “gaze, gestures, sighing, laughter) affords the observing important elements of the socio-emotional processes of collaborative learning, such as joint attention (Allwood, Nivre, & Ahlsén, 1993; Barron, 2003) and expressive behaviors of emotion (Cahour, 2013).”
Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities (2009, result): “This prediction is consistent with the literature on collaboration, showing that even though a majority of collaborative learning studies find learning advantages compared with individual learning, some studies do not obtain such advantages (Barron, 2003; Yetter et al., 2006).”
Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams: The Role of Peer Influence in Robotics Engineering Activity (2014, background): “Social challenges of interaction, status, and positioning can interfere with successful task outcomes (e.g., Arvaja, Salovaara, Hakkinen, & Jarvela, 2007; Barron, 2003; Blumenfeld, Marx, Soloway, & Krajcik, 1996; Cohen, 1994).”
Conceptualizing Perseverance in Problem Solving as Collective Enterprise (2017, background): “Ultimately, like others, this analysis places a premium on the generative and significant work that children can accomplish together (Barron, 2003; Boaler, 2008; Cohen & Lotan, 2014; CCSI, 2010; Langer-Osuna, 2016; National Research Council, & Mathematics Learning Study Committee, 2001; Sengupta-Irv”
Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work (2004, background): “Productive classroom discussions require not just participation but active engagement in particular learning processes including uncovering divergent positions and resolving them through fair and moderated argument (Barron, 2003; Jimenenez-Aleixandre, Rodriguez, & Duschl, 2000; Phelps & Damon, 1989;”
Socially shared regulation of learning and participation in social interaction in collaborative learning (2017, background): “…shared understandings (Clark & Brennan, 1991; Clark, 1996), and the importance of coordinated and cohesive participation has been repeatedly emphasized in collaborative learning research (e.g., Barron, 2001, 2003; Cohen,1994; Erkens, Prangsma, & Jaspers, 2006; Kreijns, Kirschner, & Jochems, 2003).”