2007/10/01 by Ed Baines, Peter Blatchford, Anne Chowne
Psychology · Social Sciences · #Early Childhood Education and Development #Innovative Teaching and Learning Methods #Parental Involvement in Education
paper · doi:10.1080/01411920701582231
openalex publication_date 2007/10/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
This longitudinal research tests the effectiveness of the SPRinG programme, which was developed through a collaboration between researchers and teachers and designed to provide teachers with strategies for enhancing pupil group work in ‘authentic’ classroom settings. An evaluation study involved comparing pupils in SPRinG classrooms and trained in group work skills with those who were not in terms of science attainment. There were 560 and 1027 pupils (8–10 years) in the experimental and control groups respectively. ‘Macro’ attainment data were collected at the start of the year. ‘Micro’ attainment data were collected in the spring and summer before and after science lessons involving either group work (intervention) or the control teachers' usual approach. SPRinG pupils made greater academic progress than control pupils. Findings are discussed relative to enhancing the quantity and quality of group work in schools and a social pedagogic approach to classroom learning.