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Footnotes
1. The Social Pedagogical Research in Groupwork ( SPRinG) project - www.tlrp.org/proj/phase11/phase2a.html
2. Web sites at www.tlrp.org/proj/phase111/Scot_extb.html and www.groupworkscotland.org
3. A modified version of Harter's (1985) "Self-Perception Profile for Children" was used - the What I Am Like questionnaire - which contains a total of 20 items designed to assess Global Self-worth as well as 3 domain-specific judgements of competence or adequacy (Scholastic Competence, Social Acceptance, and Close Friendships).
4. Attitudes to group work were measured by a 6 item questionnaire, namely the My Feelings about Group Work ( MFAGW), the development of which was based on the ScotSPRinG project. Two questionnaires were used based on the CLEF (Cooperative Learning Form) measure used previously - one for pupils ( CLEFP-lite), and one for their teachers ( CLEFT-lite). Each comprised 17 items and was designed to assess the development of transferable skills in group work.
5. A 31-item questionnaire Attitudes to Science was used to explore pupils' attitudes towards the school subject of science.
6. For example any differences are probably not as a result of chance, but are present because the 2 sets of numbers are actually different, or as ns meaning non-significant with differences not present between the data sets being compared
7. What standardising the tests entails is to establish by how much from the average score each student varies in each of the different tests taken at different times. It assumes that a standard group of students would attain a similar range of marks in any test that they undertook. When standardisation takes place it adjusts the actual marks scored by the students to take account of the different scores possible on tests ( e.g. if one test were scored out of 15 and another scored out of 20), degree of difficulty of tests ( e.g. if some subject matter would be likely to be harder for students to learn and perform well in an examination) and other factors that may affect student performance ( e.g. tests taken at the end of a long day in school when pupils are tired may yield lower results). Standardising creates a common standard scoring scale and after conversion of the raw score places each student onto it. In this way it allows the results of students who took different tests at different times, under different conditions to be compared. It should be noted that the absolute size of these differences was not great.
8. One-way ANOVAs on pre-test (in high school) scores on Forces, Specific Science Topic 1, Specific Science Topic 2 and General Science all indicated that rural pupils performed more highly than urban pupils. F (1, 137) = 2.045 (p=.155), 6.100 (p=.015), 2.771 (p=.098) and 9.610 (p=.015).
9. Index used to assess the wider, class-level measures of the quality of group activity and its management by teachers and pupils derived form the original primary school project ( SPRinG - Teaching Observation Protocol)
10. rho=.387, n=150, p<0.0001
11. rho=.169, n=141, p<0.05
12. The measure indicating the extent to which children were socially connected to peers in their science class / work group, both in and out of school
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