標(biāo)題: Titlebook: Effective Group Work in Primary School Classrooms; The SPRinG Approach Peter Kutnick,Peter Blatchford Book 2014 Springer Science+Business M [打印本頁] 作者: ODDS 時(shí)間: 2025-3-21 19:59
書目名稱Effective Group Work in Primary School Classrooms影響因子(影響力)
書目名稱Effective Group Work in Primary School Classrooms影響因子(影響力)學(xué)科排名
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書目名稱Effective Group Work in Primary School Classrooms被引頻次學(xué)科排名
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書目名稱Effective Group Work in Primary School Classrooms年度引用學(xué)科排名
書目名稱Effective Group Work in Primary School Classrooms讀者反饋
書目名稱Effective Group Work in Primary School Classrooms讀者反饋學(xué)科排名
作者: 窩轉(zhuǎn)脊椎動(dòng)物 時(shí)間: 2025-3-21 20:35
Das zeichnet Werbefilmideen aus,d Kutnick. Social pedagogy of learning recognizes that most acts of learning take place in a social context (between the learner and others), and learning that takes place in school-based classrooms presents a number of unusual circumstances which impinge upon the effectiveness of that learning. To 作者: cataract 時(shí)間: 2025-3-22 02:34 作者: 種族被根除 時(shí)間: 2025-3-22 07:41
Adalbert W. A. Pauldrach,Tadziu Hoffmannment of the theories that explain why social interactional processes should be integrated into primary school pedagogic practices. At the same time, both experimental and naturalistic studies of social interaction (in classrooms) have had limited effects on the development of school children in thei作者: CLOWN 時(shí)間: 2025-3-22 10:09 作者: 歡樂東方 時(shí)間: 2025-3-22 13:43
Das grundlegende Inventar: Zeit und Raum,round and methods used to establish whether SPRinG affected pupil progress in science, on the basis of both macro and micro assessments; whether it affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations in classrooms and analyses of video作者: 歡樂東方 時(shí)間: 2025-3-22 20:48
https://doi.org/10.1007/978-3-662-06459-7 study, Tolmie and colleagues had the benefit of reviewing early SPRinG results and on this basis posed a number of associated research questions: would SPRinG transfer to contexts outside of England, and would the programme be similarly effective in urban and rural schools as well as single- and mi作者: micronized 時(shí)間: 2025-3-22 21:40
Einführung und Konzept des Buchesctice as well as adding classroom insights associated with implementing SPRinG principles in classrooms. Chapter 7 describes the process of implementing and working with the SPRinG programme in authentic KS2 classrooms. As such, the aims and content of the chapter make this different in style from t作者: 浮雕 時(shí)間: 2025-3-23 02:52
Das normale EKG und seine normalen Variantens what the SPRinG project has contributed to knowledge on collaborative and co-operative group work; examines the credibility and ‘warrant’ of the methods used; explores what we have learned about the key components of the SPRinG approach; and ends with a further look at how the SPRinG project helps作者: 思考 時(shí)間: 2025-3-23 06:32 作者: Introduction 時(shí)間: 2025-3-23 09:48 作者: 偽證 時(shí)間: 2025-3-23 17:19 作者: Lice692 時(shí)間: 2025-3-23 21:56 作者: thwart 時(shí)間: 2025-3-24 01:50 作者: myocardium 時(shí)間: 2025-3-24 03:31
Conclusions: The Contribution of SPRinG to Knowledge About Collaborative Group Work,e levels, in different classroom contexts and different countries, we argue that the SPRinG approach, in order to be effective, must be supported by a wider awareness of a social pedagogic approach that is further supported in policy and the larger community.作者: Tempor 時(shí)間: 2025-3-24 10:06
Book 2014ect, 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 duri作者: 裙帶關(guān)系 時(shí)間: 2025-3-24 13:27
1879-8624 pedagogy.Develops a new and ambitious social pedagogic appr.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 a作者: 不規(guī)則 時(shí)間: 2025-3-24 16:52 作者: 濃縮 時(shí)間: 2025-3-24 21:12
Groups and Classrooms, with a few premises, namely that: during the majority of time that children spend in their classrooms, they are found in some form of peer-based group; cognitive and other learning practices are intimately connected to the child’s interactions with teachers and peers; and there are a number of expe作者: muffler 時(shí)間: 2025-3-24 23:48 作者: Left-Atrium 時(shí)間: 2025-3-25 04:07
SPRinG at Key Stage 1: Effective Group Work with Young Children,oms. This chapter focuses on the implementation of the programme in the early years of primary schools. The study reported is set against a background that finds few group working and/or co-operative studies previously undertaken with children in the 5–7 year age group. The study was undertaken usin作者: Salivary-Gland 時(shí)間: 2025-3-25 09:49
Improving the Effectiveness of Collaborative Group Work at KS2: Effects on Pupil Attainment, Classrround and methods used to establish whether SPRinG affected pupil progress in science, on the basis of both macro and micro assessments; whether it affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations in classrooms and analyses of video作者: Confound 時(shí)間: 2025-3-25 13:14 作者: 變色龍 時(shí)間: 2025-3-25 18:40
,Teachers’ Experiences of Implementing the SPRinG Programme in Schools,ctice as well as adding classroom insights associated with implementing SPRinG principles in classrooms. Chapter 7 describes the process of implementing and working with the SPRinG programme in authentic KS2 classrooms. As such, the aims and content of the chapter make this different in style from t作者: UNT 時(shí)間: 2025-3-25 21:44 作者: Saline 時(shí)間: 2025-3-26 01:47 作者: Palate 時(shí)間: 2025-3-26 04:38
Groups and Classrooms,contexts can be set up to promote active (mainly cognitive) and interactive learning by children especially with regard to children’s collaborative talk. Naturalistic studies, on the other hand, focus on the whole class and have shown how learning opportunities may be hindered by social contexts fou作者: 東西 時(shí)間: 2025-3-26 11:47 作者: 半身雕像 時(shí)間: 2025-3-26 13:12
SPRinG at Key Stage 1: Effective Group Work with Young Children,e who increased their mutual or symmetric conversations with peers. Classes that showed the most progress were organized by teachers who were most committed to bringing SPRinG principles into their classrooms. And, behavioural analyses showed that the relational skills promoted at the start of the S作者: 滴注 時(shí)間: 2025-3-26 18:55 作者: 混沌 時(shí)間: 2025-3-26 21:37 作者: 煩人 時(shí)間: 2025-3-27 04:04
,Teachers’ Experiences of Implementing the SPRinG Programme in Schools,ng, ensuring that children could communicate effectively with their group partners and including children with special needs and emotional problems within groups. Lessons and curriculum subjects were prepared to facilitate group working, especially allowing children to be included via briefing and d作者: 階層 時(shí)間: 2025-3-27 05:45 作者: 落葉劑 時(shí)間: 2025-3-27 13:15 作者: FLASK 時(shí)間: 2025-3-27 14:14
Das zeichnet Werbefilmideen aus,our view of social pedagogy. Mapping shows that children undertake a range of learning tasks and interact with their teacher in a variety of ways—but mapping also notes that children spend most of their time with peers and in some form of classroom group. Interacting in close proximity with others h作者: vibrant 時(shí)間: 2025-3-27 17:56
Alkohol und das Paradigma der Trunksuchtcontexts can be set up to promote active (mainly cognitive) and interactive learning by children especially with regard to children’s collaborative talk. Naturalistic studies, on the other hand, focus on the whole class and have shown how learning opportunities may be hindered by social contexts fou作者: abstemious 時(shí)間: 2025-3-28 00:17 作者: gain631 時(shí)間: 2025-3-28 04:12 作者: facetious 時(shí)間: 2025-3-28 07:09
Das grundlegende Inventar: Zeit und Raum,ot and video based systematic observations showed more active, sustained co-operative engagement, more connectedness and more collaborative higher order inferential joint reasoning within SPRinG groups than in control comparisons. Results of the effect of SPRinG involvement on motivation/attitudinal作者: 反應(yīng) 時(shí)間: 2025-3-28 13:33
https://doi.org/10.1007/978-3-662-06459-7classes showed ScotSPRinG children exhibited significant increases in science knowledge. They also showed increased use of propositions and explanations in their science discussions and increased positive perceptions of classmates as both work and play partners. Attainment was also related to childr作者: malign 時(shí)間: 2025-3-28 17:43 作者: LIMN 時(shí)間: 2025-3-28 22:06
