Changes in grouping practices over primary and secondary school

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

189 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cb92fae5af2f2da2f2494bd83e2d06f2011c42e2

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teachers' reflections on cooperative learning: Issues of implementation (2010, background): “…because research indicates that students are often placed in groups with little consideration being given to their composition, the quality of the activity they are asked to undertake, or any discussion on how they are to resolve difficulties (Baines et al., 2003, 2008; Galton et al., 1999).”
Cooperative learning as an evidence-based teaching strategy: what teachers know, believe, and how they use it (2020, background): “A study with British teachers revealed that they use peer interactive work very infrequently (Baines, Blatchford, and Kutnick 2003).”
Improving pupil group work interaction and dialogue in primary classrooms: results from a year‐long intervention study (2009, background): “Students often sit in groups but rarely work together as groups (Baines et al., 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., 1999).”
Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs (2016, background): “Thus, teachers are responsible for making decisions regarding the grouping of students and the resulting nested context within classrooms (Baines et al. 2003).”
The Effects of Cooperative Learning on Junior High School Students' Behaviours, Discourse and Learning During a Science-Based Learning Activity (2008, background): “There is no doubt that many teachers group students for convenience rather than ensuring that the key elements that identify cooperative learning are present (Baines et al., 2003; Gillies, 2003).”
Teacher interventions in small group work in secondary mathematics and science lessons (2016, background): “However, while group work is potentially very productive, it commonly is not: and students often ﬁ nd engaging in collaborative work dif ﬁ cult (Baines, Blatchford, and Kutnick 2003; Galton et al. 1999; Howe and Abedin 2013).”
The Effect of a New Approach to Group Work on Pupil-Pupil and Teacher-Pupil Interactions. (2006, background): “Observational research has shown that for the most part, pupils either experience whole-class teaching sessions or individual work (Baines et al., 2003).”
Challenges for cooperative learning implementation: reports from elementary school teachers (2017, background): “In the United Kingdom, Baines, Blatchford, and Kutnick (2003) found that pupils spend 64% of their time in individual or individualised work, 20% in collective discussion and are involved for less than 12% of their time in peer interaction.”