Children’s Interactions in Ability-based Groups in a Primary Classroom

The article reports data from an aspect of the study which aimed to study the nature of children’s interactions and their perceptions of ability-based groups in a primary classroom in England. Previous studies on ability-based group have mainly used quantitative research designs to study children’s...

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Autores principales:	Samyia Ambreen, Jean Conteh
Formato:	article
Lenguaje:	EN
Publicado:	Foxton Books 2021
Materias:	ability-based groups children’s interactions ethnographic research primary classrooms Education L
Acceso en línea:	http://dx.doi.org/10.31757/euer.415 https://doaj.org/article/15f46517dcb94293a64140f8bfadf1cd
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spelling	oai:doaj.org-article:15f46517dcb94293a64140f8bfadf1cd2021-12-02T17:44:54ZChildren’s Interactions in Ability-based Groups in a Primary Classroomhttp://dx.doi.org/10.31757/euer.4152517-6323https://doaj.org/article/15f46517dcb94293a64140f8bfadf1cd2021-02-01T00:00:00Zhttps://eu-er.com//wp-content/uploads/2021/02/EUER-11-12-20-AMBREEN.pdfhttps://doaj.org/toc/2517-6323The article reports data from an aspect of the study which aimed to study the nature of children’s interactions and their perceptions of ability-based groups in a primary classroom in England. Previous studies on ability-based group have mainly used quantitative research designs to study children’s interactions and appeared to award less opportunities to children to talk about their experiences of working in ability-based groups. This study has used qualitative ethnographic research design to study children’s interactions and their perceptions of working in ability-based groups. Children’s interactions were studied using participant observations and debriefing activities were used to elicit children’s perspectives on their recorded interactions. Furthermore, informal conversational interviews were also used to hear children’s perspectives on their experiences of working in ability-based groups. The article only focuses on data related to children’s interactions, which revealed that children appeared to be cooperative, non-cooperative and competitive towards their peers in ability-based groups. We noted that children interpreted the group structure and learning task distinctively when deciding whether or not to work with others in groups. In some cases, children exhibited gender-biased attitudes while interacting with their peers. Children showed cooperative attitudes towards same-sex peers and non-cooperative attitudes towards other-sex peers. The findings highlight the importance of fully understanding children’s contexts and their dynamic influences on children’s interactions during their routinely organised abilitybased group work. These also highlight the importance of listening to children’s perspectives while studying their interactions in ability groups in the mainstream primary classrooms.Samyia Ambreen Jean Conteh Foxton Booksarticleability-based groupschildren’s interactionsethnographic researchprimary classroomsEducationLENThe European Educational Researcher, Vol 4, Iss 1, Pp 85-107 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	ability-based groups children’s interactions ethnographic research primary classrooms Education L
spellingShingle	ability-based groups children’s interactions ethnographic research primary classrooms Education L Samyia Ambreen Jean Conteh Children’s Interactions in Ability-based Groups in a Primary Classroom
description	The article reports data from an aspect of the study which aimed to study the nature of children’s interactions and their perceptions of ability-based groups in a primary classroom in England. Previous studies on ability-based group have mainly used quantitative research designs to study children’s interactions and appeared to award less opportunities to children to talk about their experiences of working in ability-based groups. This study has used qualitative ethnographic research design to study children’s interactions and their perceptions of working in ability-based groups. Children’s interactions were studied using participant observations and debriefing activities were used to elicit children’s perspectives on their recorded interactions. Furthermore, informal conversational interviews were also used to hear children’s perspectives on their experiences of working in ability-based groups. The article only focuses on data related to children’s interactions, which revealed that children appeared to be cooperative, non-cooperative and competitive towards their peers in ability-based groups. We noted that children interpreted the group structure and learning task distinctively when deciding whether or not to work with others in groups. In some cases, children exhibited gender-biased attitudes while interacting with their peers. Children showed cooperative attitudes towards same-sex peers and non-cooperative attitudes towards other-sex peers. The findings highlight the importance of fully understanding children’s contexts and their dynamic influences on children’s interactions during their routinely organised abilitybased group work. These also highlight the importance of listening to children’s perspectives while studying their interactions in ability groups in the mainstream primary classrooms.
format	article
author	Samyia Ambreen Jean Conteh
author_facet	Samyia Ambreen Jean Conteh
author_sort	Samyia Ambreen
title	Children’s Interactions in Ability-based Groups in a Primary Classroom
title_short	Children’s Interactions in Ability-based Groups in a Primary Classroom
title_full	Children’s Interactions in Ability-based Groups in a Primary Classroom
title_fullStr	Children’s Interactions in Ability-based Groups in a Primary Classroom
title_full_unstemmed	Children’s Interactions in Ability-based Groups in a Primary Classroom
title_sort	children’s interactions in ability-based groups in a primary classroom
publisher	Foxton Books
publishDate	2021
url	http://dx.doi.org/10.31757/euer.415 https://doaj.org/article/15f46517dcb94293a64140f8bfadf1cd
work_keys_str_mv	AT samyiaambreen childrensinteractionsinabilitybasedgroupsinaprimaryclassroom AT jeanconteh childrensinteractionsinabilitybasedgroupsinaprimaryclassroom
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Children’s Interactions in Ability-based Groups in a Primary Classroom

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