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.
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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 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: | https://discovery.ucl.ac.uk/id/eprint/1473940 |
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