Pupil Grouping for Learning: Developing a Social Pedagogy of the Classroom

  • Ed Baines
  • Peter Blatchford
  • Peter Kutnick
Part of the Computer-Supported Collaborative Learning book series (CULS, volume 8)

Studies of grouping practices in everyday classrooms in England show that the potential of group work as a pedagogic approach, that can enhance learning and active engagement among pupils, is not being realised. Three main principles for the effective use of group work in schools are highlighted. These are that teacher practices should focus on enhancing pupils’ relational skills, carefully structuring the classroom and group context and on providing structure and support to group interactions. These principles and their associated practices form the core of a recent UK group work program for teachers. Results from a year long evaluation of this program show that pupils made greater progress in general and specific measures of attainment and were more likely to show behaviours indicative of effective group interactions than pupils in a comparison group. Findings emphasise the need for educators to implement a social pedagogic approach, rather than individualised approaches, to teaching and learning in classrooms.


Group Work Cooperative Learning Naturalistic Study Classroom Context Effective Group 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media, LLC 2008

Authors and Affiliations

  • Ed Baines
    • 1
  • Peter Blatchford
    • 1
  • Peter Kutnick
    • 2
  1. 1.School of Psychology and Human DevelopmentUniversity of LondonUK
  2. 2.Psychology and educationKing's College LondonUK

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