Topic
Group work
About: Group work is a research topic. Over the lifetime, 7572 publications have been published within this topic receiving 113199 citations.
Papers published on a yearly basis
1 / 2
Papers
TL;DR: In this paper, the authors present a conceptualization of student engagement based on the culmination of concentration, interest, and enjoyment (i.e., flow), and investigate how adolescents spent their time in high school and the conditions under which they reported being engaged.
Abstract: We present a conceptualization of student engagement based on the culmination of concentration, interest, and enjoyment (i.e., flow). Using a longitudinal sample of 526 high school students across the U.S., we investigated how adolescents spent their time in high school and the conditions under which they reported being engaged. Participants experienced increased engagement when the perceived challenge of the task and their own skills were high and in balance, the instruction was relevant, and the learning environment was under their control. Participants were also more engaged in individual and group work versus listening to lectures, watching videos, or taking exams. Suggestions to increase engagement, such as focusing on learning activities that support students’ autonomy and provide an appropriate level of challenge for students’ skills, conclude the article.
1,326 citations
Book•
1 Jan 1989
TL;DR: In this paper, the authors present a managerial approach to the study of organizational behavior, with an emphasis on improving work performance through a better understanding of human resources, focusing on human resources.
Abstract: This text presents a managerial approach to the study of organizational behaviour, with an emphasis on improving work performance through a better understanding of human resources It is concerned with interactions within the structure and operation of organizations, the process of management and behaviour of people at work The central theme is the need for organizational effectiveness and the importance of the role of management as an integrating activity The text is written with the minimum of technical terminology and the format is clearly structured The concepts and ideas presented provide a basis on which to formulate a critical appraisal of different perspectives on the structure, operation and management of organizations, and interactions among the people which work in them The text contains end-of-chapter exercises and case studies for practical assignments and group work, open text design and clear writing style, to make the book acessible to students The author takes a managerial rather than a sociological approach to organizational behaviour and uses 2-colour text throughout It is suitable for first-year undergraduate programmes in oragnizational behaviour, BTEC HNC/D Business and Finance, DMS and MBA courses
1,124 citations
TL;DR: The study found that pairs produced shorter but better texts in terms of task fulfilment, grammatical accuracy, and complexity.
1,089 citations
TL;DR: The use of group work in classroom second language learning has long been supported by sound pedagogical arguments as discussed by the authors, and a psycholinguistic rationale for group work has emerged from second language acquisition research on conversation between non-native speakers, or interlanguage talk.
Abstract: The use of group work in classroom second language learning has long been supported by sound pedagogical arguments. Recently, however, a psycholinguistic rationale for group work has emerged from second language acquisition research on conversation between non-native speakers, or interlanguage talk. Provided careful attention is paid to the structure of tasks students work on together, the negotiation work possible in group activity makes it an attractive alternative to the teacher-led, “lockstep” mode and a viable classroom substitute for individual conversations with native speakers.
1,035 citations
TL;DR: The authors explored how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations, concluding that the saliency of the identity dimension for young persons' occupational plans was found to strongly predict their intended choice of a physics career.
Abstract: This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally about their backgrounds, high school science experiences, and science attitudes, the study uses multiple regression to examine the responses of 3,829 students from 34 randomly selected US colleges/universities. Confirming the salience of the identity dimension for young persons' occupational plans, the measure for students' physics identity used in this study was found to strongly predict their intended choice of a physics career. Physics identity, in turn, was found to correlate positively with a desire for an intrinsically fulfilling career and negatively with a desire for personal/family time and opportunities to work with others. Physics identity was also positively predicted by several high school physics characteristics/experiences such as a focus on conceptual understanding, real-world/contextual connections, students answering questions or making comments, students teaching classmates, and having an encouraging teacher. Even though equally beneficial for both genders, females reported experiencing a conceptual focus and real-world/contextual connections less frequently. The explicit discussion of under-representation of women in science was positively related to physics identity for female students but had no impact for male students. Surprisingly, several experiences that were hypothesized to be important for females' physics identity were found to be non-significant including having female scientist guest speakers, discussion of women scientists' work, and the frequency of group work. This study exemplifies a useful theoretical framework based on identity, which can be employed to further examine persistence in science, and illustrates possible avenues for change in high school physics teaching. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 978–1003, 2010
968 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2025 | 49 |
| 2024 | 108 |
| 2023 | 134 |
| 2022 | 151 |
| 2021 | 276 |
| 2020 | 336 |