Exploring the characteristics of small groups within science and English secondary classrooms
MacQuarrie, Sarah and Howe, Christine and Boyle, Jim (2012) Exploring the characteristics of small groups within science and English secondary classrooms. Cambridge Journal of Education, 42 (4). pp. 527-546. ISSN 0305-764X (https://doi.org/10.1080/0305764X.2012.733345)
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Studies of primary education within the UK have shown that small groups can feature within classrooms; however, equivalent research within secondary education remains scarce. Research has established effective group work approaches, yet secondary teachers may encounter difficulties employing approaches tied to parameters embedded within primary education. This problem is compounded as minor adjustments to the conditions surrounding group work are known to have consequences for its efficacy within classrooms. This paper reports naturalistic systematic observation of group work practice within 23 science and English secondary classrooms in Scotland. Pupils completed tasks according to whether they were situated within group work or conventional classes. Forms of dialogue known to be conducive to learning were prevalent whilst pupils worked in groups. The change in pupils’ behaviours does not appear to stem from the content of teachers’ talk. Teachers’ behaviour suggested they approach small groups as smaller structures equivalent to a whole-class set-up.
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Item type: Article ID code: 41085 Dates: DateEventDecember 2012Published20 November 2012Published OnlineSubjects: Philosophy. Psychology. Religion > Psychology Department: Faculty of Humanities and Social Sciences (HaSS) > Psychological Sciences and Health > Psychology Depositing user: Pure Administrator Date deposited: 11 Sep 2012 14:26 Last modified: 08 Apr 2024 20:07 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/41085