Team Learning: A Theoretical Integration and Review

With the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as multilevel (individual and team, not individual or team), dynamic (iterative and progressive; a process not an outcome), and emergent (outcomes of team learning can manifest in different ways over time). The integrative theoretical heuristic distinguishes team learning process theories, supporting emergent states, team knowledge representations, and respective influences on team performance and effectiveness. Promising directions for theory development and research are discussed

The influence of school and teaching quality on children’s progress in primary school

This report investigates the way school and classroom processes affect the cognitive progress and social/behavioural development of children between the ages of 6 (Year 1) and 10 (Year 5) in primary schools in England. The research is part of the larger longitudinal study of Effective Pre-School and Primary Education (EPPE 3-11) funded by the Department for Children, Schools and Families (DCSF) that is following children’s cognitive and social/behavioural development from ages 3 to 11 years. The EPPE 3-11 study investigates both pre-school and primary school influences on children’s attainment, progress and social/behavioural development. This report describes the results of quantitative analyses based on a subsample of 1160 EPPE children across Year 1 to 5 of primary education. The research builds on the earlier analyses of children’s Reading and Mathematics attainments and social/behavioural outcomes in Year 5 for the full EPPE 3-11 sample (see Sammons, 2007a; 2007b), by investigating relationships between children’s outcomes and measures of classroom processes, collected through direct observation of Year 5 classes in 125 focal schools chosen from the larger EPPE 3-11 data set. The analyses also explore patterns of association between children’s outcomes and broader measures of overall school characteristics derived from teacher questionnaires and Ofsted inspection reports for this sub-sample of schools

In pursuit of satisfaction and the prevention of embarrassment : affective state in group recommender systems

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Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Final Report from the Primary Phase: Pre-school, School and Family Influences on children's development during Key Stage 2 (7-11)

The Effective Pre-school and Primary Education 3-11 project (EPPE 3-11) has studied pre-school and primary school experiences for a national sample of approximately 2,800 children in England between the ages of 3 and 11 years. This Research Brief summarises the key findings up to the end of primary school. It focuses on the relationships between child, family, home, pre-school and primary school characteristics and pupils\u27 subsequent cognitive (Reading/English and Mathematics) and social/behavioural outcomes (\u27Self-regulation\u27, \u27Pro-social\u27 behaviour, \u27Hyperacti vity\u27 and \u27Anti-social\u27 behaviour) at ages 10 and 11 in Years 5 and 6 of primary school. It also reports on associations between pupils\u27 outcomes and \u27other\u27 factors such as pupils\u27 self-perceptions and their views of primary school at age 10, pupil mobility, out of school hours learning and season of birth. In addition, it explores the school/classroom practices and processes associated with pupil outcomes for a sub-group of pupils in 125 Year 5 classes. These findings update and extend earlier analyses of pupils\u27 outcomes in pre-school and Key Stage 1 (see Sylva et al., 2004) and form the end point of the primary school phase of the research

Effective primary pedagogical strategies in English and mathematics in key stage 2: a study of year 5 classroom practice drawn from the EPPSE 3-16 longitudinal study

Reference:DFE-RR129 Publication Type: Research Audience: Researchers, Statisticians, Teachers The Effective Provision of Pre-School, Primary and Secondary Education (EPPSE 3-16) project is a large scale, longitudinal, mixed-method research study that has followed the progress of 3000+ children since 1997 from the age of 3 to 16+ years. A continuing question for EPPSE was whether pre- and primary school experiences or children's early home learning environment (HLE) could reduce inequality. The study aimed to examine the differences between poor, average and excellent teachers, and how their teaching practices could be linked to the effectiveness of schools. While the original studies found that parents' socio-economic status (SES) and qualifications were significantly related to child outcomes, they also found that the quality of the early HLE was important. Also important, and particularly relevant to this study, was the extent to which educational influences (pre-school and primary school quality and effectiveness) also shaped children’s educational outcomes. During the primary phase (EPPE 3-11) of the longitudinal study the research team conducted contextualised, value-added analyses for all primary schools in England across three years (2002 – 2004) from Key Stage 1 to Key Stage 2. These analyses, based on multi-level modelling, considered children’s progress and attainment while controlling for a range of background factors (e.g. gender)

Final Report from the Primary phase: pre-school, school and family influences on children’s development during Key Stage 2 (7-11)

The Effective Pre-school and Primary Education project (EPPE 3-11) is Europe’s largest longitudinal study, which uses multi-level modelling to investigate the effects of pre-school and primary education on pupils’ developmental outcomes. This report explores individual, family and home learning environment (HLE) influences on pupils’ developmental outcomes at age 11. The educational influences of primary school are also investigated, showing how the academic effectiveness of each primary school is related to pupils’ outcomes. Also covered are the associations between pupils’ outcomes and their self-perceptions and views of school at age 10, as well as the impact of other factors such as pupil mobility, season of birth and out of school learning activities

Virtuality in human supervisory control: Assessing the effects of psychological and social remoteness

Virtuality would seem to offer certain advantages for human supervisory control. First, it could provide a physical analogue of the 'real world' environment. Second, it does not require control room engineers to be in the same place as each other. In order to investigate these issues, a low-fidelity simulation of an energy distribution network was developed. The main aims of the research were to assess some of the psychological concerns associated with virtual environments. First, it may result in the social isolation of the people, and it may have dramatic effects upon the nature of the work. Second, a direct physical correspondence with the 'real world' may not best support human supervisory control activities. Experimental teams were asked to control an energy distribution network. Measures of team performance, group identity and core job characteristics were taken. In general terms, the results showed that teams working in the same location performed better than team who were remote from one another