Student Perceptions of Small-Group Learning


by Ida Rose Florez & Mary McCaslin - 2008

Background/Context: Elementary school teachers regularly arrange students in small groups for learning activities. A rich literature discusses various types of small-group learning formats and how those formats affect achievement. Few studies, however, have examined students’ perceptions of small-group learning experiences. Our work extends the small-group literature by studying stories written in response to a picture of children in a small group by students who attend Comprehensive School Reform (CSR) schools about learning in small groups.

Research Question: We examined students’ responses to pictures of small-group situations. Story analysis was guided by the following questions: How do student stories portray small-group experiences? Specifically, do students’ representations focus on achievement or affiliation? Are their representations positive and optimistic, or negative and pessimistic? What motivational systems are attributed to story characters? What are their challenges, behaviors, and goals? What do story characters feel, and how do they manage emotions?

Population: Students (N = 183) in Grades 3–5 who attended three CSR schools.

Research Design: Data collection consisted of student stories in response to a picture of three children working in a group in a classroom. Project instruments and procedures are an adaptation of the Thematic Apperception Test (TAT).

Conclusions: Results suggest that students in these CSR schools held positive beliefs about their small-group learning experiences. The stories portrayed students as active, compliant participants who supported one another’s learning, sometimes found their experiences personally meaningful, and were concerned with both achievement and affiliation. Students rarely represented competitive themes and never described rejection, being ignored, or giving up. Students told stories about small-group learning in school that sound like a typical day in most schools: They portray students who work together, support one another, and get the job done.



To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Student Perceptions of Small-Group Learning
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 110 Number 11, 2008, p. 2438-2451
https://www.tcrecord.org ID Number: 15283, Date Accessed: 10/28/2020 10:09:17 AM

Purchase Reprint Rights for this article or review