ScotSPRinG: The Effects of Group Work in Scottish Primary Schools on Attainment, Interaction and Classroom Relationships

Abstract

Chapter 6 provides results from the ScotSPRinG extension to the original SPRinG studies (presented in Chaps. 4 and 5). Before beginning the ScotSPRinG 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 mixed-aged classes? The ScotSPRinG design varied slightly from SPRinG in timescale, and included some additional instruments to assess classroom relationships (concerning work and play) among children and types of collaborative talk used within groups. The study was undertaken with 24 Experimental classes (575 children) and 3 Control classes (78 children) and focused on science lessons similar to those described in Chap. 5. Comparison with Control classes 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 children’s increased use of propositions and explanations. Though dialogue of this type was productive for learning, it also created tensions between group members. However, improvements in children’s group work skills offset these tensions and le to better social relationships. ScotSPRinG teachers varied to some extent in their take up of the SPRinG principles and where teachers were most effective in their support for group work children showed most progress in science attainment. The positive effects of the ScotSPRinG intervention were strikingly consistent across urban and rural classes and across single- and mixed-age classes—showing that the SPRinG programme can be successfully undertaken in different educational contexts. As in Chap. 4, the authors conclude that the inclusion of initial relational skills training at the start of the school year is likely to provide an important basis for further, cyclic group work developments through the rest of the year.