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  • 1.
    Forsell, Johan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Assessment of abilities and knowledge learned in group2017In: 18th Biennial Conference on Teachers and Teaching: Salamanca, 3-7 July 2017 / [ed] Andrea Suárez-López; Mariela Cañete-Alavez; Juanjo Mena, 2017Conference paper (Refereed)
    Abstract [en]

    Working cooperatively in groups is proven by numerous of studies to have positive effects on students learning. Researchers also describe how learning in groups comes with certain challenges and dilemmas.

    Teachers find it challenging to assess abilities and knowledge learned within a group. Students’, on the other hand, may consider unfairness as a problem when teachers assess individual abilities and knowledge based on the whole group. This ongoing research projects aim is to investigate how a short educational intervention can influence teachers´ understanding of assessment of abilities and knowledge learned in groups and how to develop new strategies to cope differently with the problems and dilemmas tied to the subject.

    The study is carried out in Swedish upper secondary high schools (students 15-18 years). The research includes six teachers who realize the same group task in their classes. Three of the teachers will function as a control group and get the intervention after the group project is carried out. The main content of the educational intervention is theories of how to assess abilities and knowledge learned in groups.

    Data is collected by individual interviews with the teachers and group interviews with students before and after the intervention and group project are carried out. Data will also be collected by video observation during the group project. This study will contribute with new important insights and knowledge of how teachers assess abilities and knowledge learned in groups and how they can develop strategies to cope with the challenges that comes with that.

  • 2.
    Forsell, Johan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
    Lärobok i kommunikation2013 (ed. 1)Book (Other academic)
    Abstract [sv]

    Lärobok i kommunikation är en nyskriven bok för 100p kursen i Kommunikation, tänkt för studieförberedandeprogram.

    Att kommunicera är något djupt mänskligt. Hela tiden sänder människor ut signaler med sitt kroppsspråk, sin röst eller kanske genom medier. I denna bok i kommunikation tittar vi närmare på vad kommunikation egentligen är.

    Författaren presenterar kommunikationsteorier men också en del handfasta och konkreta råd i hur man blir en bättre kommunikatör. I boken betonas särskilt delar som kommunikation i konflikter, hur det sociala sammanhanget påverkar vårt sätt att kommunicera och framväxten av mediesamhället och mediekulturer. Den löpande framställningen varvas med case, övningsuppgifter och intressanta fördjupningsrutor.

    Lärobok i kommunikation passar dig som:

    • Vill få både teoretiska modeller och handfasta tips.
    • Ha en bok framtagen för kursplanen i Gy 2011.
    • Vill läsa en bok med ett tydligt berättande språk.
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    presentationsbild
  • 3.
    Forsell, Johan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
    Lärobok i sociologi2012 (ed. 1)Book (Other academic)
    Abstract [sv]

    Lärobok i sociologi vänder sig till elever som läser 100p sociologi på studieförberedande gymnasieprogram.

    Boken är en introduktion till ämnet skriven direkt för gymnasiet. Läsaren presenteras för klassikerna, de grundläggande metodfrågorna, teorier och modeller. Centrala begrep som individ, identitet, genus, klass och etnicitet får också stort utrymme i presentationen.

    Tre kapitel har större metodavsnitt om sociologisk metod. Sist i varje kapitel finns en sammanfattning, uppgifter och tips på litteratur för vidare studier.Lärobok i sociologi är:

    • en nyskriven bok
    • en bok anpassad för gymnasiet
    • en bok  med ett berättande språk
    Download (jpg)
    presentationsbild
  • 4.
    Forsell, Johan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Group Work Assessment: Assessing Social Skills at Group Level2020In: Small Group Research, ISSN 1046-4964, E-ISSN 1552-8278, Vol. 51, no 1, p. 87-124Article in journal (Refereed)
    Abstract [en]

    Group work assessment is often described by teachers as complex and challenging, with individual assessment and fair assessment emerging as dilemmas. The aim of this literature review is to explore and systematize research about group work assessment in educational settings. This is an integrated research area consisting of research combining group work and classroom assessment. A database search was conducted, inspired by the guidelines of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The analysis and categorization evolved into a typology consisting of five themes: (a) purpose of group work assessment, (b) what is assessed in group work, (c) methods for group work assessment, (d) effects and consequences of group work assessment, and (e) quality in group work assessment. The findings reveal that research in the field of group work assessment notably focuses on social skills and group processes. Peer assessment plays a prominent role and teachers as assessors are surprising absences in the reviewed research.

    Download full text (pdf)
    Group Work Assessment: Assessing Social Skills at Group Level
  • 5.
    Forsell, Johan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Teachers’ perceived challenges in group work assessment2021In: Cogent Education, E-ISSN 2331-186X, Vol. 8, no 1, article id 1886474Article in journal (Refereed)
    Abstract [en]

    Group work assessment is a challenging and complex practice for teachers. This study focuses on the challenges teachers perceive before and after participating in a group work assessment project that emphasizes individual assessment. By conducting a qualitative thematic analysis of twelve interviews with six teachers at upper secondary schools in Sweden, several challenges could be identified. The most prominent challenge concerning group work assessment is how to discern students’ individual performance within groups. This challenge has consequences for both the validity and the fairness of the assessment. Further, teachers experienced challenges with (un)fairness in group work assessment, in terms of both achieving fairness and having to deal with students’ emotions regarding perceived unfairness. The results also show how teachers perceive inadequate conditions, such as a lack of time and methods, and generate challenges in their practice, which is also related to reliability.

    Download full text (pdf)
    fulltext
  • 6.
    Forsell, Johan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lidström, Tina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Educational Sciences.
    Tenglet, Elisabeth
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Åkesson, Emilia
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Editorial: Navigating in a Measurable Epistemic Landscape2020In: Confero: Essays on education, philosophy and politics, E-ISSN 2001-4562, Vol. 7, no 1, p. 5-9Article in journal (Other academic)
    Abstract [en]

    For this special issue on Navigating in a Measurable Epistemic Landscape we invited contributions from scholars with various disciplinary backgrounds to debate the measurable epistemic values, logics and practices of educational institutions such as school and university. Hence, we further the discussion of Confero’s first issue Managing by Measuring: Academic Knowledge Production under the Ranks (Nylander et al., 2013) by highlighting the measurable epistemic landscape of the broader educational system.

    Download full text (pdf)
    fulltext
  • 7.
    Forsell, Johan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Tenglet, Elisabeth
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Wessbo, Simon
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    The “Bashing” of Education Research2018In: Confero: Essays on education, philosophy and politics, E-ISSN 2001-4562, Vol. 6, no 1, p. 5-12Article in journal (Other academic)
    Abstract [en]

    This special issue of Confero presents six essays with different aims and scope, which relate to the criticism or “bashing” of educational research. Starting with Martin Malmström’s essay How do you think it feels? On Being the Epitome of Pseudoscience that clearly connects to the bashing theme, the other essays elucidate and question related aspects of the universities, of pedagogy, teacher education and educational research. Together the essays form a dialogue on the underpinning perspectives on science and learning, not only in the field on education but academia at large. To clarify, the intention of this issue is not to constrain the critics, but an ambition to deepen the conversation and open up for different perspectives and voices.

    Download full text (pdf)
    Confero 6-1 The "Bashing" of Educational Research
  • 8.
    Näslund, Johan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forsell, Johan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Studerandes syn på grupparbete2020In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac, Anders Hempel, Lund: Studentlitteratur AB, 2020, Vol. sidorna 289-305, p. 289-305Chapter in book (Other academic)
  • 9.
    Wessbo, Simon
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Forsell, Johan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Martín-Bylund, Anna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Vestergren, Sara
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Open issue2017In: Confero: Essays on education, philosophy and politics, E-ISSN 2001-4562, Vol. 5, no 1, p. 5-10Article in journal (Other academic)
    Abstract [en]

    This open issue of Confero presents four essays that all relate to questions of education and power. Laila Nielsen and Ralph Leighton compare how conditions of citizenship regarding ethnicity, gender, and social class are understood, based on interviews with teachers and students in upper secondary schools in England and Sweden. The second essay is written by Rasoul Nejadmehr who gives a thorough account of the "scientific education" as the dominant educational paradigm of the present. Through a historical analysis, Nejadmehr shows how this paradigm is deeply embedded with racial, colonial, and Eurocentric biases. The third essay by Marcus Samuelsson analyzes offical and unofficial inspections of the classroom that takes place when authorities conduct audits, but also when pupils post videos on social media. In the fourth essay of this issue, Tomas Wedin discusses changes in the Swedish school during the period of 1946-2000. 

1 - 9 of 9
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  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
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  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • text
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