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	<title>HKU SRT Science of Learning &#187; Relational approach</title>
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		<title>Can the enhancement of group working in classrooms provide a basis for effective communication in support of school‐based cognitive achievement in classrooms of young learners?</title>
		<link>https://sol.edu.hku.hk/can-the-enhancement-of-group-working-in-classrooms-provide-a-basis-for-effective-communication-in-support-of-school%e2%80%90based-cognitive-achievement-in-classrooms-of-young-learners/</link>
		<comments>https://sol.edu.hku.hk/can-the-enhancement-of-group-working-in-classrooms-provide-a-basis-for-effective-communication-in-support-of-school%e2%80%90based-cognitive-achievement-in-classrooms-of-young-learners/#comments</comments>
		<pubDate>Fri, 25 Oct 2013 03:53:18 +0000</pubDate>
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				<category><![CDATA[Subtheme 3※Building Tools and Theory for Learning across Levels]]></category>
		<category><![CDATA[◎Research Seminar]]></category>
		<category><![CDATA[Group work]]></category>
		<category><![CDATA[Relational approach]]></category>
		<category><![CDATA[Social pedagogy]]></category>

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		<description><![CDATA[Kutnick, Peter, and Lucia Berdondini. &#8220;Can the enhancement of group working in classrooms provide a basis for effective communication in support of school‐based cognitive achievement in classrooms of young learners?.&#8221; Cambridge Journal of Education 39.1 (2009): 71-94. Abstract: This quasi‐experimental study was part of the SPRinG project (Social Pedagogy Research into Group Work). The review]]></description>
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