Grouping of people and/or things in school can involve challenging pedagogical problems and is a recurrent issue in research literature. Grouping of pupils sometimes aids learning, but detailed video-based analysis of how teachers (and pupils) group or ungroup (termed '(un)grouping') in classrooms is rare. This multimodal classroom interaction…

Pedagogical strategies for nurturing group creativity in school mathematics have remained largely unexplored despite their significance. In this study, we explored the use of role playing in mathematical modeling activities for nurturing group creativity in a 9th-grade mathematics class in Korea. We described the theoretical bases and types of…

Robust evidence supports the efficacy of early autism intervention. Despite broad consensus that earlier intervention leads to better outcomes, evidence for this has been limited to correlational studies. This study examined timing effects of the Early Social Interaction (ESI) model, a parent-implemented intervention, using a complete crossover…

We investigated how the level of variance in students' prior knowledge may have influenced their collaborative interactions and science learning in small groups. We examined learning outcomes from 102 groups from seven science teachers' classes and discourse from two contrasting groups: Homogeneous versus heterogeneous. We examined individual and…

This paper presents a study that examines the effect of a graduate course titled "Selected topics in interpersonal communication skills" on the students' interpersonal communication skills as part of their 21st century skills. Subject to the COVID-19 constraints, the course was taught online in the winter semester of 2021 to 46 students,…

This study aimed to examine the outcomes and feasibility of a hybrid group-based intervention combining physical activity and an individual goal-oriented approach for children with developmental disabilities. We employed a single-arm pre-test/post-test repeated-measures design. Outcome measures were based on participants' achievement of individual…

Leadership training commonly brings individuals or teams together in face-to-face settings to network and build their skills in groups referred to as "cohorts." The pandemic of 2020 forced leadership training programs to be held virtually, bringing into question how programs could foster a sense of "cohortness," or a collegial…

This article looks at how membership of a community impacts learning for individuals. Community membership and learning have received much attention from scholars and practitioners alike (for example, in Wolfensberger, 2012; Inkelas, Jessup-Anger, Wawrzynski, & Benjamin, 2007; Wenger, 1998). Specifically, many studies have focused on learning…

Large-group activities have increased in higher education since 2000. Research focused on the possibility to have positive effects on students' learning, regardless of the number of students by identifying facilitating factors. Hence, the achievement of learning results is used as a criterion of effectiveness. This review summarises the findings…

Co-operative group learning is known to be an effective instructional practice, especially for mathematics. While group work can be incorporated into the classroom in multiple ways, not every group is a co-operative learning community. In the current study, class observations and preservice teacher interviews were used to compare experiences…

Parent-child interaction is critical for early language and literacy development. Parent training programs have proliferated to support early interactions. However, many environmental and psychosocial factors can impact the quality of parent-child language and literacy interactions as well as training program outcomes. This preliminary randomized…

This article introduces 'Ding Ding Lok' (DDL), a group game especially designed for persons affected by mild-to-moderate intellectual disability and explores its utility in rehabilitation service settings in Hong Kong. Reports from service staff who participated in the pilot project were analysed using thematic analysis. Two key questions were…

Group contingencies have been used successfully to modify a variety of behaviors for children with diverse characteristics across multiple settings. However, these interventions have not been applied to increase social interactions (SI) between typically developing children and those with multiple or severe disabilities (MSD). Furthermore, little…

This qualitative study examines how youth of Color with and without disabilities used youth participatory action research (YPAR) to advance a youth-centered conceptualization of inclusive education (IE). We examined data over the course of an academic year, which included weekly video recordings of whole-group and small-group interactions in the…

Family-centered practices that build caregiver capacity are a central focus of early intervention services for young children with disabilities. The purpose of this study was to evaluate the feasibility of adapting the "Parents Interacting with Infants" (PIWI) facilitated playgroup model to target effective communication strategies for…