title: The Effects of using Think-Pair-Share during Guided Reading Lessons

authors: Carss, Wendy Diane

subjects: Think-Pair-Share

abstract: The aim of this research was to describe the effects of Think-Pair-Share strategies, used during Guided Reading lessons, on reading achievement.  Think-Pair-Share is a co-operative teaching strategy that includes three components; time for thinking, time for sharing with a partner and time for each pair to share back to a larger group.  The use of Think-Pair-Share unites the cognitive and social aspects of learning, promoting the development of thinking and the construction of knowledge.  The strategy lends itself to inclusion within Guided Reading lessons, where the focus is on meaningful discussion around text and promotion of the use of comprehension skills and strategies to foster comprehension.  The literature review describes the effectiveness of explicit comprehension strategy instruction within the context of small group discussion.  Strategies that foster cooperative learning have been successful in developing interpersonal skills, cognitive skills and metacognitive awareness.  There is very little research documenting the effects of the use of the Think-Pair-Share strategy.

The study took place in a Year 6 classroom with two intervention groups, each containing six children.  One group was reading above their chronological age and the other below.  Control groups reading at these levels were also used. Three variations of Think-Pair-Share were utilised during the eight week intervention period; Predict-Pair-Share, Image-Pair-Share and Summarise-Pair-Share, and the research centred on the effects of the intervention on reading comprehension.  A quasi-experimental design was employed using a pre-test, post-test format and a mix of quantitative and qualitative measures to ascertain the effects.  
The results confirmed the positive effects of the strategy on reading achievement, especially for those students reading above their chronological age, although an extended period of intervention may have had more significant effects on those reading below.  Positive effects on aspects of oral language use, thinking, metacognitive awareness, and the development of reading comprehension strategies were noted with both of the intervention groups.  Results have significance for those concerned with implementing effective literacy practice.  They demonstrate the versatility of the Think-Pair-Share strategy as a tool to foster conversation, and one that can be adapted to suit the learning focus and the needs of particular groups of students.

text: The Effects of using Think-Pair-Share during Guided Reading Lessons The aim of this research was to describe the effects of Think-Pair-Share strategies, used during Guided Reading lessons, on reading achievement.  Think-Pair-Share is a co-operative teaching strategy that includes three components; time for thinking, time for sharing with a partner and time for each pair to share back to a larger group.  The use of Think-Pair-Share unites the cognitive and social aspects of learning, promoting the development of thinking and the construction of knowledge.  The strategy lends itself to inclusion within Guided Reading lessons, where the focus is on meaningful discussion around text and promotion of the use of comprehension skills and strategies to foster comprehension.  The literature review describes the effectiveness of explicit comprehension strategy instruction within the context of small group discussion.  Strategies that foster cooperative learning have been successful in developing interpersonal skills, cognitive skills and metacognitive awareness.  There is very little research documenting the effects of the use of the Think-Pair-Share strategy.

The study took place in a Year 6 classroom with two intervention groups, each containing six children.  One group was reading above their chronological age and the other below.  Control groups reading at these levels were also used. Three variations of Think-Pair-Share were utilised during the eight week intervention period; Predict-Pair-Share, Image-Pair-Share and Summarise-Pair-Share, and the research centred on the effects of the intervention on reading comprehension.  A quasi-experimental design was employed using a pre-test, post-test format and a mix of quantitative and qualitative measures to ascertain the effects.  
The results confirmed the positive effects of the strategy on reading achievement, especially for those students reading above their chronological age, although an extended period of intervention may have had more significant effects on those reading below.  Positive effects on aspects of oral language use, thinking, metacognitive awareness, and the development of reading comprehension strategies were noted with both of the intervention groups.  Results have significance for those concerned with implementing effective literacy practice.  They demonstrate the versatility of the Think-Pair-Share strategy as a tool to foster conversation, and one that can be adapted to suit the learning focus and the needs of particular groups of students.

year: 2007

title: Change in Local Places: the experince of a peri urban community

authors: Wright, Jason John

subjects: Change

abstract: ABSTRACT

This thesis explores change in place, and particularly the social tensions that arise from change in peri-urban communities. In this study, a review of relevant literature indicates that rural/urban fringe areas are dynamic places, as pressure for the conversion of rural land uses to rural residential function creates social and economic anxiety. 

With pressure for change, tensions between people, both inside and outside of the local community become more clearly articulated, as change for some members of the community is an un-welcomed progression. Others, who may have no association with the local community, grasp the opportunity for change, particularly if financial return is the end reward. This study considers various approaches to the analysis of these changes in place and develops a methodology that reveals the social dimension of change, and more particularly the tensions associated with shifting land use patterns and changing demographic characteristics in the peri-urban location of Matangi.

text: Change in Local Places: the experince of a peri urban community ABSTRACT

This thesis explores change in place, and particularly the social tensions that arise from change in peri-urban communities. In this study, a review of relevant literature indicates that rural/urban fringe areas are dynamic places, as pressure for the conversion of rural land uses to rural residential function creates social and economic anxiety. 

With pressure for change, tensions between people, both inside and outside of the local community become more clearly articulated, as change for some members of the community is an un-welcomed progression. Others, who may have no association with the local community, grasp the opportunity for change, particularly if financial return is the end reward. This study considers various approaches to the analysis of these changes in place and develops a methodology that reveals the social dimension of change, and more particularly the tensions associated with shifting land use patterns and changing demographic characteristics in the peri-urban location of Matangi.

year: 2006

title: Maori perspectives of the environment: A review of policy submissions made by iwi to Environment Waikato.

authors: Whangapirita, Laura

subjects: Maori

abstract: As part of our broader brief to gather, summarise, analyse and distribute information held by Environment Waikato on Maori and the environment, we evaluated and summarised those iwi policy submissions made toward the Proposed Waikato Regional Plan (1998). This report refers to values and beliefs sourced from iwi submissions held by Environment Waikato and are presented within a Maori values framework to highlight environmental perspectives of tangata whenua in the Waikato region.

text: Maori perspectives of the environment: A review of policy submissions made by iwi to Environment Waikato. As part of our broader brief to gather, summarise, analyse and distribute information held by Environment Waikato on Maori and the environment, we evaluated and summarised those iwi policy submissions made toward the Proposed Waikato Regional Plan (1998). This report refers to values and beliefs sourced from iwi submissions held by Environment Waikato and are presented within a Maori values framework to highlight environmental perspectives of tangata whenua in the Waikato region.

year: 2003-10