Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/2712
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Supporting group work in Scottish primary classrooms: improving the quality of collaborative dialogue
Authors: Christie, Donald
Tolmie, Andrew Kenneth
Thurston, Allen
Howe, Christine
Topping, Keith J
Contact Email: allen.thurston@stir.ac.uk
Keywords: cooperative learning
grouping
classrooms
teachers
classroom communication
Issue Date: Mar-2009
Publisher: Taylor & Francis (Routledge)
Citation: Christie D, Tolmie AK, Thurston A, Howe C & Topping KJ (2009) Supporting group work in Scottish primary classrooms: improving the quality of collaborative dialogue, Cambridge Journal of Education, 39 (1), pp. 141-156.
Abstract: A large body of research has demonstrated the value of fostering peer interaction in the context of collaborative group work as an effective strategy to facilitate learning. The present study attempted to enable teachers in a varied sample of 24 Scottish primary classrooms to improve the quality of collaborative group work interaction among their pupils. Observations were carried out at three time points during the year of the intervention, both during whole class teaching and planned group work activity. A global rating instrument was also used to evaluate the overall quality of classroom environment created by participating class teachers to support group work sessions. The results showed significant increases both in the observed frequencies of children's collaborative dialogue and in the rated quality of classroom learning environments over the course of the study. The implications of these results are discussed in the context of current curricular reform.
Type: Journal Article
URI: http://hdl.handle.net/1893/2712
DOI Link: http://dx.doi.org/10.1080/03057640802702000
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.
Affiliation: University of Strathclyde
University of London
Education
University of Cambridge
University of Dundee

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