Children's and young people's rights to a voice have been enshrined in social care and health legislation for many years. However. their opportunity to have an active role in decision making in their education appears, until recently, to have been relatively lacking. Students as Researchers (STARs) projects are whole-school initiatives where children are given opportunities to undertake student-led research. The benefits of such work have been \veil documented. Despite this, to date, there has been minimal published research into their use with pupils in specialist educational settings, in comparison with the greater body of research undertaken with their mainstream cow1terparts. The present study investigated the way in which a ST ARs project could be implemented in a primary specialist provision for children with Social. Emotional and Behavioural Difficulties (SEBD) in a Local Authority in the South of England, and subsequently how those within the setting perceived it. A qualitative research design was adopted consisting of two parallel strands - the Process of Implementation and the Evaluation strand. The intervention was evaluated through the use of semi-structured interviews and thematic analysis was used to uncover key themes. Findings from these interviews, examples of pupil work and observations reported in a reflective journal, suggested that the intervention was viewed positively by those involved. Themes which emerged from the interviews included perceived benefits and challenges of implementing the intervention, the future of the intervention at the school, development of skills, pupil competence and behaviour. The study has provided useful conclusions regarding implications for the practice of those working with pupils with SEBD. including educational psychologists.

Σε αυτή την εργασία μελετώνται οι διαφορές μεταξύ της δια ζώσης και της εξ αποστάσεως συνεργασίας στα πλαίσια μιας υπολογιστικά υποστηριζόμενης άσκησης μοντελοποίησης. Ένα μαθηματικό πρόβλημα σχεδιάστηκε και δόθηκε στους συμμετέχοντες. Εξετάστηκε σε βάθος η διαδικασία μοντελοποίησης στο ModellingSpace, ένα υπολογιστικά υποστηριζόμενο και συνεργατικό περιβάλλον μάθησης. Δεκαέξι μαθητές γ’ Γυμνασίου συμμετείχαν στην έρευνα και δούλεψαν σε δυάδες. Οι μισές δυάδες εργάστηκαν δια ζώσης, ενώ οι υπόλοιπες δούλεψαν εξ αποστάσεως. Η ανάλυση δεδομένων εστίασε στην αναγνώριση γνωστικών στρατηγικών μοντελοποίησης. Τα αποτελέσματα προτείνουν ότι οι δυάδες που εργάστηκαν εξ αποστάσεως έδωσαν έμφαση στην ανάλυση και στη σύνθεση, καθώς παρουσίασαν υψηλότερη μαθησιακή απόδοση (διαφορά προτεστ και μετατεστ), ενώ οι δια ζώσης δυάδες χρειάστηκαν την υποστήριξη του δασκάλου και παρουσίασαν ισχυρότερες κοινωνικές αλληλεπιδράσεις. Παρόλο το γεγονός ότι οι ενέργειες των δυάδων δια ζώσης ήταν περισσότερες σε αριθμό, οι δυάδες που εργάστηκαν εξ αποστάσεως φαίνεται ότι εστίασαν περισσότερο στη δραστηριότητα. Σχετικά με τις αλληλεπιδράσεις και στις δύο ομάδες παρουσιάστηκε διερευνητική ομιλία προς την επίλυση του προβλήματος. Επιπλέον λιγότερες φάνηκαν να είναι οι διαφωνίες μεταξύ των συνεργατών. Τα αποτελέσματα μπορούν να δώσουν ερμηνείες για τη σχεδίαση μαθησιακών προγραμμάτων και για τη διευκόλυνση των συνεργατικών δραστηριοτήτων. / In this study, the differences between online and face-to-face collaboration in the context of a computer-supported modeling task are examined. A mathematical problem was designed and given to the participants. Their modeling process using ModellingSpace, a collaborative computer-supported educational environment, was closely monitored. Sixteen ninth grade students participated in the study, who worked in groups of two. Half of the groups worked face-to-face, whereas the rest collaborated online. The data analysis focused on the identification of cognitive modeling strategies. The obtained results suggest that pairs who worked online emphasized on analysis and synthesis and demonstrated a higher learning gain, whereas face-to-face pairs needed the teacher’s support and demonstrated stronger social interaction. Despite the fact that the actions of face-to-face dyads were more in number, the dyads that worked online seemed to present more task oriented actions. Regarding the interactions, in both groups a mutual exploration of the problem is depicted. Moreover, few disagreements were observed. The findings, which are discussed extensively, may have a number of implications for the design of learning programs and the facilitation of collaborative tasks.