Understanding Classroom Relationships and Interpersonal Processes That Underlie Effective Group Work: The Social Pedagogic Research Into Group Work (SPRinG) Relational Approach

• In Event: New Developments in Cooperative Learning Theory and Research

Abstract

While cooperative and collaborative learning studies have reported various effects that enhance group work and learning in school classrooms, recent reviews have identified problems in their classroom implementation – especially because they do not ‘problematise’ classroom peer relationships. The SPRinG (Social Pedagogic Research into Group work) approach places initial focus on development of positive peer relationships and large-scale quasi-experimental studies have shown its effectiveness. This paper explores why SPRinG was effective with regard to relational effects on classroom communication and interaction. We draw upon observations in 90 classrooms, with (observational) communication/dialogue and (self-report) relational analyses to identify that the relational approach: enhances high-order/elaborated dialogue and symmetric reciprocity within classroom communication; and effects can generalise to different types of classroom (urban/rural, single-/mixed-age).

Authors

• Peter Jay Kutnick, The University of Hong Kong

• Peter Blatchford, Institute of Education - London

• Andrew Kenneth Tolmie, Institute of Education - London