.::Journal 1::.

Journal 1
Title: Writers develop Skills Through Collaboration: an Action Research Approach
Author: Kate Ferguson-Patrick, University of Newcastle, Australia

Abstract:

This paper reports a study of cooperation. The study has been conducted in order to demonstrate the positive nature of peer interactions with an increase in quality and productivity of writing products. Research found that collaboration mean student shared strengths and expertise and also provided encouragement and assistance.

Samples:

Ø 12 six-year-olds students of Primary School in Newcastle, NSW, Australia.

Settings:

Ø Primary School in Newcastle, NSW, Australia.

Procedures:

This action research involved 2 cycles which are in cycle 1 student work individually while in cycle 2 students work in pair. There were 5 phase of intervention during research. Below is the phase involved in this research:

Ø 1^st phase: develop collaboration

ü Teach basic interpretation skills for collaboration

ü Use ‘Y’ charts (promote discussion of particular social skills)

ü Students write together in pairs

Ø 2^nd phase: consideration of individual accountability

ü Ask children to use different colour pencils in order to detect who do most in writing process.

Ø 3^rd phase: Ability level consideration

ü Students being partnered in mixed ability partnerships.

Ø 4^th phase: Considered pre-writing talk

ü Observe students in writing and taking notes.

Ø 5^th phase: further reading- recognition and noting of peer collaboration and peer tutoring, co-writing and co-responding

Findings:

Study shows that teachers should vary students’ partner while they were working in group or pair. Children work with higher ability partner will sometimes get frustrated when they can’t do what his/her partner do. Sometimes teachers must allow students to work with their partner that have same ability in order to share strength and help each other.