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One of the fundamental purposes of educational research is to provide evidence to facilitate effective practice. However, the evidence itself does not have much value for practitioners unless key information about the context from which the evidence was generated is also provided. In this paper, we use the word ‘context’ to refer to factors that are relevant for learning, including the interactions that learners experience with multiple people, artefacts, and environments. Unfortunately, in many educational research studies, either these factors do not get the required attention or information about them is presented in an incoherent structure. The resultant lack of information leads to two significant drawbacks. First, it creates confusion among practitioners who want to apply research evidence in their practice. Second, it leads to research studies that on the face of it are similar, but that in reality have resulted from evidence that has been collected in significantly different contexts being included under the same categories in reviews, meta-reviews, and best-evidence syntheses. In this paper, we draw on the concept of ‘relatability’ of evidence and present taxonomy for collaborative problem-solving (CPS) that can be used to provide the valuable information against which research evidence can be indexed. By addressing the need for more detailed information about the contextual factors from which the evidence is generated to bridge the gap between research and practice in CPS research, we aim to exemplify the approach that is needed in educational research more generally.

This longitudinal research tests the effectiveness of the SPRinG programme, which was developed through a collaboration between researchers and teachers and designed to provide teachers with strategies for enhancing pupil group work in 'authentic' classroom settings. An evaluation study involved comparing pupils in SPRinG classrooms and trained in group work skills with those who were not in terms of science attainment. There were 560 and 1027 pupils (8-10 years) in the experimental and control groups respectively. 'Macro' attainment data were collected at the start of the year. 'Micro' attainment data were collected in the spring and summer before and after science lessons involving either group work (intervention) or the control teachers' usual approach. SPRinG pupils made greater academic progress than control pupils. Findings are discussed relative to enhancing the quantity and quality of group work in schools and a social pedagogic approach to classroom learning.

This short‐term longitudinal study examined activities at recess and peer relations. We were interested in changes over the school year, and the sex and ethnic mix of groups. Data came from systematic observations of 129 pupils (61 boys and 68 girls) aged 7–8 years. Results showed that peer interaction dominated recess. Ball games increased over the year, and chasing games decreased. Aggression was most common during vigorous play and conversation, but not ball games. Cleavage in boys' and girls' play and activity was common but not inevitable. Mixed‐sex play was not supported by particular game types. Boys' game networks were larger than those of girls but there were no sex differences in active networks. There was little ethnic group segregation on playgrounds, and games became more integrated with time. The results indicate that playground activities can have a positive role in social relations between different ethnic groups.

Background/Objectives: In addition to the nutritional benefits of healthier school food, anecdotes describe improvements in children's behaviour and educational outcomes when school food or the school dining room environment is improved. This study hypothesized that a school food and dining room intervention would improve pupils’ learning-related classroom behaviour. Subjects/Methods: A controlled intervention trial involving six primary schools matched in triplets and randomly assigned to a 12-week intervention (promotion of healthier school food at lunchtime and changes in the school dining environment) or 12-week wait-listed control group. Study outcome was learning-related behaviours measured in a random sample of 146 pupils in years 3–5. Results: On-task and off-task behaviours were observed and used as proxy measures for concentration and disengagement (disruption), respectively. Teacher–pupil on-task engagement was 3.4 times more likely in the intervention schools compared with the control schools (adjusted model odds ratio (OR)=3.40 (95% confidence interval (CI)=1.56, 7.36), P=0.009). However, on-task pupil–pupil behaviour was less likely in the intervention group (adjusted model OR=0.45 (95% CI=0.28, 0.70), P<0.001). Similarly, off-task pupil–pupil behaviour was more likely in the intervention group than in the control group in both the unadjusted model (OR=2.18 (95% CI=1.52, 3.13), P<0.001) and the adjusted model (OR=2.28 (95% CI=1.25, 4.17), P=0.007). Conclusions: This study offers some support for the hypothesis that a school food and dining room intervention can have a positive impact on pupils’ alertness. However, if raised alertness is not channelled and supervised, it may result in increased off-task behaviour when pupils are working together.

Grouping students on the basis of some estimate of their academic ability is a widely used approach in many countries to the organisation of pupils for instructional purposes, though its exact nature varies between and within countries. This review examines the nature and rationale for the use of ability grouping; it also summarises findings relating to academic achievement and explanatory processes.

Pupil groupings within classrooms are a constant social pedagogic factor which effect participation and learning. The grouping of pupils provides a dynamic relationship between learning tasks and the classroom context within which learning takes place. This paper explores types of pupil groupings found in secondary school classrooms related to themes of group size and composition, learning task, group interaction and teacher presence. The paper questions how classroom groupings may be related to the circumstances that promote or inhibit school learning. Previous studies concerning classroom grouping in secondary schools have been dominated by ability or attainment level of the child. The approach and review presented in this study advances a new and more extensive understanding of social pedagogic activity within classrooms. Empirically, a novel classroom \"mapping\" method with follow-up questions for teachers was used to identify within-class grouping characteristics of children aged 12 and 15 years (in school Years 7 and 10), across curriculum subjects (English, mathematics, science and humanities) in secondary schools. Maps were drawn for 250 classrooms and explained by teachers from 47 schools in England. Results identified that a variety of groupings were found in most classes. Use of particular groupings related to phase of lesson and, to some extent, curriculum. The results showed: little pedagogic association with learning task or interaction; teacher presence associated with control of knowledge; and group composition dominated by stereotypical adolescent friendships. Discussion considers the social pedagogic potential of grouping (with regard to relational capital), control of knowledge and social structure of the classroom attributed to the teacher, and patterns of grouping that may be associated with polarisation in the classroom.[PUBLICATION ABSTRACT]

Studies of teaching and learning within classrooms rarely consider the multilayered effects of social context, especially involving within-class groupings. Yet, all pupils in classes are placed in some form of grouping throughout their classroom life and this will have an impact on their learning. This article seeks to move forward the understanding of within-class groupings in real classrooms. Five 'core themes' central to pupils' experience of groups in classrooms are identified (group size, group composition, learning tasks, within group interaction and adult presence) and used as a basis to collect information on classroom groupings (using a novel classroom 'mapping' survey). Teachers in 187 classrooms from Years 2 and 5 were surveyed and undertook the mapping during normal classroom work time. The most common group size found was the small group of 4-6 pupils. Other group sizes, including whole classes, individuals, dyads, and triads were less frequent. Most pupil groupings were teacher designated and combined girls and boys of similar ability. Groupings mainly studied English and mathematics, and worked on individuated tasks involving the practice or revision of skills/knowledge. Adults were present with one-third of groupings-with particular adults interacting with particular types of groupings (low-ability boys, high-ability girls, and whole classes). When data from the themes are interrelated, especially group size and composition with learning task and interaction type, many points of concern arise. Findings suggest that teachers may not think strategically about the size and composition of groupings in relation to the tasks assigned. Adult presence is associated with control of knowledge and behaviour, and different types of adults are associated with the support of groupings at different levels of ability. Teachers provide little training for children to develop group work skills, and offer little opportunity for these skills to be practised in the promotion of learning. The findings and discussion combine to identify that the area of 'social pedagogy of pupil grouping' is a new and legitimate concern, and that further (and more focused) research in the area should be undertaken.

This longitudinal study describes playground games of children progressing across their first year of schooling. Boys, in comparison with girls, played more games, especially chase and ball games, and played a greater variety of games. Also, the variety of boys' games increased across the school year. Girls played more verbal games than boys. The study found that facility with games forecast boys' social competence and both boys' and girls' adjustment to first grade. Children's groups remained ethnically segregated across the school year. Results are discussed in terms of the role of games as an important developmental task during middle childhood. (DIPF/Orig.).

Background. There has been a vigorous debate for many years about the educational effects of class size differences, but even if differences have an impact on pupils’ academic progress this still leaves unanswered important questions about what mediates the effect. Aims. This paper is informed by a classroom contextual perspective, and examines associations between class size and within class groupings (in terms of size and number of groups, adult presence in groups, and type of interaction between grouping members). Age differences in these relationships are also explored. Samples. The quantitative study is based on analysis of 3157 groupings, from 672 Reception, Year 2 and Year 5 classes in 331 schools. The qualitative study was based on 12 classes in 8 case study schools, and questionnaire responses completed by over 100 class teachers. Methods. Links between size of class and within class groupings were examined on the basis of a ‘ grouping mapping survey’, in which teachers at a given time in the school day provided information on group size and number, adult presence, and type of interaction between pupils, and complementary qualitative analyses of data from teacher‐completed questionnaires, and interviews. Results. The number of groups in a class increased with the size of the class. Over all three year groups, small classes had on average just over three groups, while large classes approached six groups. The size of groups in the class decreased with size of class. In class sizes over 25, pupils were more likely to be in a large group of 7‐10, while in classes under 25 they were more likely to be in whole class groupings. Qualitative analyses showed that teachers felt that groups of 7‐10 pupils had negative educational effects, for example, in terms of the quality and quantity of teaching and children's concentration and contribution in groups. Conclusions. Results suggest that the effects of class size can be best seen as through the size and number of groups, which will then have implications for learning experiences. So while debate about size of class has often been in terms of reduced size of class resulting in pupil academic gains, it is also important educationally to consider within class grouping size and number, and their effects.