NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ789485
Record Type: Journal
Publication Date: 2002
Pages: 16
Abstractor: Author
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0950-0790
The Influence of Pupil-Generated Ground Rules on Collaborative Learning in the Classroom: A Pilot Study
Bullen, Kathryn; Moore, Kirsty; Trollope, Jennifer
Evaluation and Research in Education, v16 n4 p202-217 2002
The aim of this small-scale study was to investigate the effect of pupil-generated ground rules on peer group learning in a class of 9-year-old boys. The study examined the type of talk used by participants working in a group before the introduction of ground rules and compared this with that used after the introduction of ground rules. It was predicted that rules would change the quality and quantity of talk in particular the use of "exploratory talk". This hypothesis was supported by the results from both quantitative and qualitative analyses. The results provided additional evidence for Dawes et al.'s (1992) contention that pupil-generated ground rules enhance peer group learning. However, such a small-scale study was not without limitations and the results have to be treated cautiously before firmer conclusions can be made. The implications of the findings are discussed in relation to existing theory and suggestions for subsequent research and professional practice are made. (Contains 1 table.)
Multilingual Matters. Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, BS21 7HH, UK. Tel: +44-1275-876519; Fax: +44-1275-871673; e-mail: info@multilingual-matters.com; Web site: http://www.multilingual-matters.com/multi/journals.asp
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom