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Enhancing cooperative group work practices in primary schools

Christie, D. (2009) Enhancing cooperative group work practices in primary schools. In: Earli - Fostering Communities of Learners, 2009-08-25 - 2009-08-29, Amsterdam.

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Abstract

This study investigated the effects of a continuing professional development (CPD) initiative that provided collaborative group work skills training for primary school teachers. The study collected data from 24 primary school classrooms in different schools in a variety of urban and rural settings. The sample was composed of 332 pupils aged 9-12 years old, and 24 primary school teachers. Results indicated the CPD initiative had a significant impact on the attainment of pupils in science. In addition data indicated that the CPD promoted effective discourse and pupil dialogue during science lessons. Pre-post test observation scores were significantly different in terms of children giving of suggestions or courses of actions, offering of explanations, and telling someone to say something or carry out an action. Increases in effective dialogue were significantly correlated to increased science attainment. Teacher evaluations of the impact of the CPD were positive. Significant correlations were found between teacher evaluation of impact upon pupil learning and increased attainment in science. The design and structure of CPD initiatives and the implications for practice, policy and future research are explored.

Item type: Conference or Workshop Item (Paper)
ID code: 20621
Keywords: enhancing cooperative group work practices, primary schools, continuing professional development (CPD) initiative, collaborative group work skills training, Primary Education
Subjects: Education > Theory and practice of education > Primary Education
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Related URLs:
    Depositing user: Mrs Marie Henderson
    Date Deposited: 15 Jun 2010 14:57
    Last modified: 04 Oct 2012 17:38
    URI: http://strathprints.strath.ac.uk/id/eprint/20621

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