Titlebook: Effective Group Work in Primary School Classrooms; The SPRinG Approach Peter Kutnick,Peter Blatchford Book 2014 Springer Science+Business M

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,Teachers’ Experiences of Implementing the SPRinG Programme in Schools,ng, ensuring that children could communicate effectively with their group partners and including children with special needs and emotional problems within groups. Lessons and curriculum subjects were prepared to facilitate group working, especially allowing children to be included via briefing and d

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Das zeichnet Werbefilmideen aus,our view of social pedagogy. Mapping shows that children undertake a range of learning tasks and interact with their teacher in a variety of ways—but mapping also notes that children spend most of their time with peers and in some form of classroom group. Interacting in close proximity with others h

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Alkohol und das Paradigma der Trunksuchtcontexts can be set up to promote active (mainly cognitive) and interactive learning by children especially with regard to children’s collaborative talk. Naturalistic studies, on the other hand, focus on the whole class and have shown how learning opportunities may be hindered by social contexts fou

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Das grundlegende Inventar: Zeit und Raum,ot and video based systematic observations showed more active, sustained co-operative engagement, more connectedness and more collaborative higher order inferential joint reasoning within SPRinG groups than in control comparisons. Results of the effect of SPRinG involvement on motivation/attitudinal

反應(yīng)

https://doi.org/10.1007/978-3-662-06459-7classes 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 childr