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Effective Group Work in Primary School Classrooms - The SPRinG Approach (Paperback, Softcover reprint of the original 1st ed. 2014)
Loot Price: R3,620
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Effective Group Work in Primary School Classrooms - The SPRinG Approach (Paperback, Softcover reprint of the original 1st ed. 2014)
Series: Professional Learning and Development in Schools and Higher Education, 8
Expected to ship within 10 - 15 working days
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This book offers a challenge to traditional approaches to classroom
teaching and pedagogy. The SPRinG (Social Pedagogic Research into
Groupwork) project, part of a larger research programme on teaching
and learning funded by the Economic and Social Research Council
(ESRC), was developed to enhance the learning potential of pupils
working in classroom groups by actively involving teachers in a
programme designed to raise levels of group work during typical
classroom learning activities. Internationally, the SPRinG project
is the largest evaluation of effective group working methods in
comparison to traditional teaching, with findings that show raised
levels of pupil achievement and a doubling of sustained, active
engagement in learning. The opening chapters present arguments
regarding the relationship of social interaction and children's
cognitive development and examine theories that explain why social
interactional processes should be integrated into primary school
pedagogic practices. Next, the book describes the conceptual and
methodological basis for the SPRinG studies, especially its focus
on the relational approach, the type of involvement of teachers and
classroom planning. Further chapters present key results and
describe the background and methods used to establish SPRinG-based
effects on pupil progress in mathematics, literacy and science,
including both macro and micro assessments; how the SPRinG approach
affected pupil-pupil interactions and teacher-pupil interactions,
as measured by systematic on-the-spot observations and analyses of
videotapes of groups working on specially designed tasks work; and
effects on pupil self-completed measures of motivation and
attitudes to group work. The book also analyses reflections of
teachers who have worked with SPRinG: moving from theory to
practice as well as adding insights associated with implementing
SPRinG principles in schools. Drawing upon developmental
psychological, social psychological and classroom research, it
develops a new and ambitious social pedagogic approach to classroom
learning, with a stress on group work, which will be of interest to
researchers, teachers and policy-makers. This book includes
contributions from Andrew Tolmie and Ed Baines, who were also
involved in the ScotSPRinG and SPRinG projects.
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