peer relationships

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tandfonline.com – “Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”

Posted on by Troels Gannerup Christensen - Læst 19 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper explores the peer relationship experiences of 23 primary-school children who had been designated as “lower-attaining”. It is written against the backdrop of the mental health crisis among young people in Britain. Using John Macmurray’s principles of equality and freedom as underpinning positive personal relationships, it investigates how “lower-attaining” children experience their peer relationships in a climate where attainment in mathematics and English is politically prioritised over the nurturing of positive relationships. We drew on the recent literature pertaining to peer relationships in general; and peer relationships among “lower-attainers” in particular. We build on the assumption that positive personal relationships support creative learning and high attainment. Using 107 extended individual and paired/triad activity-interviews as well as lesson… Continue Reading →

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tandfonline.com – Face-to-face promotive interaction leading to successful cooperative learning: A review study

Posted on by Troels Gannerup Christensen - Læst 27 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The article presents a review of 34 studies conducted from 1995 to 2017 focusing on face-to-face promotive interaction (FtFPI) factors that may lead to successful cooperative learning (CL) in small groups, as guided by the following research question: “Which FtFPI factors lead to successful CL in small groups?“ A manual and citation database search were used to find relevant studies. The findings indicate that students’ interpersonal behavior, their experiences and active participation in the CL process, communication and support to each other, and teachers’ influence on promoting students’ interaction leading to successful CL in small groups. Moreover, these factors may lead to students’ deep learning. However, the review suggests that systematic preparations must be made by both teachers… Continue Reading →