Collaborative approaches designed to increase writing productivity (amount written) as well as writing quality were implemented over a period of six months with a small group of 12 six year olds in a Primary School in Newcastle, NSW, Australia. The study demonstrated the positive nature of peer interactions with an increase in quality and productivity of writing products. The classroom teacher employed action research approaches where observations informed action, which in turn was reflected upon. Some central themes emerged from this study. It was found that collaboration often meant that students shared strengths and expertise, provided encouragement and assistance, as well as provided opportunities for peer tutoring.
Educational Action Research Vol. 15, Issue 2, p. 159-180
This is an electronic version of an article published in Educational Action Research, Vol. 15, Issue 2, p. 159-180. Educational Action Research is available online at: http://www.tandfonline.com/openurl?genre=article&issn=0965-0792&volume=15&issue=2&spage=159