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Article

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Published version

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2014

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cc-by-nc-nd (c) Álvarez Álvarez, Carmen et al., 2014
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/114267

Cuando la Comunidad entra en la escuela: un estudio de casos sobre los grupos interactivos, valorados por sus protagonistas

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Abstract

This article discusses the impact of interactive groups on primary school pupils' learning and teaching. The analysis's has focused in the satisfaction degree of the participants in this activity. Interactive groups is one of the most prominent classroom practices which schools as learning communities undertake. The article summarizes a case study conducted in a Spanish school in an urban primary school. This paper echoes the voices of all the people involved in the interactive groups: students, teachers, volunteers and family members. A survey was distributed among children in Y5 and Y6, a group interview was conducted with children in Y1 and Y2. Data collection included information from a total of 148 students, 24 teachers and 6 volunteers. Results indicates interactive groups is perceived in a very positive way from the whole community. Furthermore, the interactive groups promote both school success and moral values through the direct involvement of the community in the learning process. All these main contributions are discussed in the paper.

Subject

Treball de grup en educació, Satisfacció, Relacions família-escola, Voluntariat

Subject (English)

Group work in education, Satisfaction, Home-school relationships, Voluntarism

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Articles publicats en revistes (Didàctica i Organització Educativa)
Articles publicats en revistes (Grup de Recerca LMI)

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ÁLVAREZ ÁLVAREZ, Carmen and PUIGDELLÍVOL, Ignasi. Cuando la Comunidad entra en la escuela: un estudio de casos sobre los grupos interactivos, valorados por sus protagonistas. Profesorado. Revista de Curriculum y Formación del Profesorado. 2014. Vol. 18, num. 3, pags. 239-253. ISSN 1138-414X. [consulted: 12 of August of 2026]. Available at: https://hdl.handle.net/2445/114267

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