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The challenges of implementing group work in primary school classrooms and including pupils with special educational needs

Baines, E; Blatchford, P; Webster, R; (2015) The challenges of implementing group work in primary school classrooms and including pupils with special educational needs. Education 3-13 , 43 (1) pp. 15-29. 10.1080/03004279.2015.961689. Green open access

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Abstract

Findings from two studies are discussed in relation to the experiences and challenges faced by teachers trying to implement effective group work in schools and classrooms and to reflect on the lessons learnt about how to involve pupils with special educational needs (SEN). The first study reports on UK primary school teachers' experiences of implementing a year-long intervention designed to improve the effectiveness of pupils' collaborative group-working in classrooms (the SPRinG [Social Pedagogic Research into Group-work] project). The second study (the MAST [Making a Statement] project) involved systematic observations of 48 pupils with SEN (and comparison pupils) and case studies undertaken in the context of primary school classrooms.

Type: Article
Title: The challenges of implementing group work in primary school classrooms and including pupils with special educational needs
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/03004279.2015.961689
Publisher version: http://dx.doi.org/10.1080/03004279.2015.961689
Language: English
Additional information: This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 on 24 September 2014, available online: http://www.tandfonline.com/10.1080/03004279.2015.961689.
Keywords: collaborative group work, Special Educational Needs, primary schools, social skills
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development > IOE PHD Centre for Inclusive Educ
URI: http://discovery.ucl.ac.uk/id/eprint/1473940
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