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  • 1.
    Barimani, M.
    et al.
    Karolinska Institute, Sweden.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Berlin, A.
    Karolinska Institute, Sweden.
    Childbirth and parenting preparation in antenatal classes2018In: Midwifery, ISSN 0266-6138, E-ISSN 1532-3099, Vol. 57Article in journal (Refereed)
    Abstract [en]

    Objectives: to describe topics (1) presented by midwives during antenatal classes and the amount of time spent on these topics and (2) raised and discussed by first-time parents and the amount of time spent on these topics. Design: qualitative; data were gathered using video or tape recordings and analysed using a three-pronged content analysis approach, i.e., conventional, summative, and directed analyses. Setting and participants: 3 antenatal courses in 2 antenatal units in a large Swedish city; 3 midwives; and 34 course participants. Findings: class content focused on childbirth preparation (67% of the entire antenatal course) and on parenting preparation (33%). Childbirth preparation facilitated parents understanding of the childbirth process, birthing milieu, the partners role, what could go wrong during delivery, and pain relief advantages and disadvantages. Parenting preparation enabled parents to (i) plan for those first moments with the newborn; (ii) care for/physically handle the infant; (iii) manage breastfeeding; (iv) manage the period at home immediately after childbirth; and (v) maintain their relationship. During the classes, parents expressed concerns about what could happened to newborns. Parents questions to midwives and discussion topics among parents were evenly distributed between childbirth preparation (52%) and parenting preparation (48%). Key conclusions: childbirth preparation and pain relief consumed 67% of course time. Parents particularly reflected on child issues, relationship, sex, and anxiety. Female and male participants actively listened to the midwives, appeared receptive to complex issues, and needed more time to ask questions. Parents appreciated the classes yet needed to more information for managing various post-childbirth situations. Implications for practice: while midwifery services vary among hospitals, regions, and countries, midwives might equalise content focus, offer classes in the second trimester, provide more time for parents to talk to each other, allow time in the course plan for parents to bring up new topics, and investigate: (i) ways in which antenatal course development and planning can improve; (ii) measures for evaluating courses; (iii) facilitator training; and (iv) parent satisfaction surveys.

  • 2.
    Barimani, Mia
    et al.
    Karolinska Institutet, Division for Reproductive Health, Women's and Children's Health, Sweden.
    Vikström, Anna
    Karolinska Institutet, Neurobiologi, Vårdvetenskap och Samhälle (NVS), Sektionen för omvårdnad, Sweden.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Berlin, Anita
    Karolinska Institutet, Neurobiologi, Vårdvetenskap och Samhälle (NVS), Sektionen för omvårdnad.
    Facilitating and inhibiting factors in transition to parenthood – ways in which health professionals can support parents2017In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 31, no 3, p. 537-546Article in journal (Refereed)
    Abstract [en]

    Background

    The transition to parenthood is an overwhelming life event. From a theoretical perspective, transition to parenthood is a developmental transition that contains certain phases and patterns.

    Aim

    This study aim was twofold (i) discover, describe and comprehend transitional conditions that parents perceive as facilitating and inhibiting during transition to parenthood and to (ii) use that knowledge to develop recommendations for professional interventions that support and facilitate transition to parenthood.

    Design

    Meleis transition theory framed the study's deductive qualitative approach – from planning to analysis.

    Methods

    In a secondary analysis, data were analysed (as per Meleis transition theory) from two studies that implemented interviews with 60 parents in Sweden between 2013 and 2014. Interview questions dealt with parents’ experiences of the transition to parenthood – in relation to experiences with parent-education groups, professional support and continuity after childbirth.

    Ethical issues

    A university research ethics board has approved the research.

    Results

    These factors facilitated transition to parenthood: perceiving parenthood as a normal part of life; enjoying the child's growth; being prepared and having knowledge; experiencing social support; receiving professional support, receiving information about resources within the health care; participating in well-functioning parent-education groups; and hearing professionals comment on gender differences as being complementary. These factors inhibited transition to parenthood: having unrealistic expectations; feeling stress and loss of control; experiencing breastfeeding demands and lack of sleep; facing a judgmental attitude about breastfeeding; being unprepared for reality; lacking information about reality; lacking professional support and information; lacking healthcare resources; participating in parent-education groups that did not function optimally; and hearing professionals accentuate gender differences in a problematic way.

    Conclusion

    Transition theory is appropriate for helping professionals understand and identify practices that might support parents during transition to parenthood. The study led to certain recommendations that are important for professionals to consider.

  • 3.
    Berlin, Anita
    et al.
    Karolinska Inst, Sweden.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Barimani, Mia
    Karolinska Inst, Sweden.
    Walk the talk: Leader behavior in parental education groups2018In: Nursing and Health Sciences, ISSN 1441-0745, E-ISSN 1442-2018, Vol. 20, no 2, p. 173-180Article in journal (Refereed)
    Abstract [en]

    Expectant and new parents are offered parental education groups as a way to support their transition to parenthood. Group leadership in these groups has been found to be challenging. Using a qualitative and summative design, the aim of the present study was to investigate how health professionals describe their role in parental education groups compared to their actual behavior. Thirteen health professional leaders in antenatal and child health services were interviewed. These descriptions were compared with the leaders actual behavior in video and audio-recordings of 16 different group sessions. The results revealed that regardless of how the leaders described their role, they acted as experts and left little time to parents for discussions and active participation. In particular, leaders who described themselves as discussion leaders did not walk the talk; that is, they did not do what they said they do when leading groups. That could be explained by lack of professional awareness, group leadership, and pedagogical skills. In order to provide high-quality parental support, leaders need training in group leadership and pedagogy combined with supervision and support on a regular basis.

  • 4.
    Boo, Sofia
    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.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Att anpassa undervisning: till individ och grupp i klassrummet2017 (ed. 1)Book (Other academic)
    Abstract [sv]

    Tycker du att din svåraste arbetsuppgift som lärare är att anpassa undervisningen efter varje elevs förutsättningar och behov? Då är du inte ensam!

    Att anpassa undervisning är en grundbok som erbjuder en teoretisk och praktisk vägledning mot en undervisning anpassad till individ och grupp. Författarna sätter dagens rådande teorier om anpassningar i perspektiv och sammanhang genom en historisk återblick. De varvar sedan didaktiska aspekter av undervisningen – som metoder, strategier och dilemman – med färska exempel och erfarenheter från den svenska skolan. Här synliggörs de medvetna val som du som lärare måste göra, både gällande ämnesinnehållets strukturer och arbetsformer.

    Fokus ligger på vikten av ett systematiskt arbete – dels i syfte att låta effektiva anpassningar genomsyra den dagliga verksamheten, dels för att skapa en hållbar arbetssituation.

    Boken vänder sig till lärarstudenter och verksamma lärare i grundskolan.

  • 5.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, KarinLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.Samuelsson, MarcusLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.Thornberg, RobertLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärares etik och professionella arbete: skolan som moralisk praktik : en vänbok till Gunnel Colnerud2013Collection (editor) (Other academic)
    Abstract [sv]

    Gunnel Colnerud, professor vid Institutionen för beteendevetenskap och lärande, vid Linköpings universitet har under den största delen av sitt yrkesverksamma liv varit engagerad i skolfrågor av olika slag. Ofta har fokus för hennes intresse och uppdrag legat i att förstå skolans vardagsliv och det komplexa uppdrag som läraryrket innebär. Gunnel fyller 67 år i januari 2015 och denna vänbok är en hyllning till henne från kollegor, både nationellt och internationellt, samt tidigare doktorander. Bidragen i antologin, Lärares etik och professionella arbete - skolan som moralisk praktik, är tänkt att spegla de områden som Gunnel i sin forskning varit engagerad i.

    Innan Gunnel påbörjade sin forskarutbildning i pedagogik var hon verksam som psykolog inom skolhälsovården. Denna erfarenhet av att ha mött barn och elevers utsatthet samt lärares ständiga arbete med att möta olika typer av förändringar och hantera en komplex yrkesroll är något som Gunnel burit med sig in i sin forskning, vilket inte minst syns i hennes outtröttliga engagemang i att vara en forskare som bidrar till skolans praktik.

    I mitten av nittiotalet Jade Gunnel fram sin avhandling som byggde på intervjuer med yrkesverksamma lärare och handlade om etiska dilemman lärare ställs inför i sitt yrkesutövande. Gunnel har allt sedan avhandlingsarbetet varit mycket engagerad i etiska frågor i relation till läraruppdraget och var en av de pådrivande krafterna i att tillsammans med Sveriges båda lärarförbund formulera gemensamma yrkesetiska principer, som kom att benämnas Lärares yrkesetik. I detta arbete gjorde Gunnel betydande insatser genom att problematisera yrkesetik som fenomen, medverka i otaliga utbildningsinsatser för lärare och lärarstudenter inom området och sist men inte minst bidra till att etablera yrkesetik som forskningsfält.

    Ett kännetecknande drag för Gunnels forskning har varit den starka viljan och övertygelsen om att forskning om skola behöver ske i relation till och med skolans praktik. Tillsammans med sin make och kollega professor Kjell Granström etablerade Gunnel en forskarmiljö med fokus på praxisnära forskning. Vi som är redaktörer för denna vänbok har alla haft förmånen att vara doktorander till Gunnel eller Kjell och fått möjlighet att växa som forskare i en forskarmiljö som präglats av kreativitet, engagemang och spännande diskussioner.

    Norrköping och Linköping, oktober 2013

    Helene, Karin, Marcus & Robert

  • 6.
    Engvall, Margareta
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    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.
    How communicative teaching strategies create opportunities for mathematics learning2015In: CERME9: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer; Naďa Vondrová, Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME , 2015, p. 1368-1373Conference paper (Other academic)
    Abstract [en]

    The overall interest in this study is actions of the diverse participants in the mathematics primary classroom. More specifically, attention is put on typical communication strategies that teachers and students, in our research context, use during mathematics lessons. We present some examples with classroom data to illustrate how the strategies are used and hat opportunities to learn mathematics are offered as an outcome from the implemented actions by teachers and students.

  • 7.
    Eriksson-Gustavsson, Anna-Lena
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Forslund Frykedal, KarinLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.Samuelsson, MarcusLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Specialpedagogik - i, om, för och med praktiken2016Collection (editor) (Other academic)
    Abstract [sv]

    Boken består av texter av flera författare med olika infallsvinklar på specialpedagogisk praktik. De beskriver och exemplifierar identifiering av svårigheter, samverkan mellan skolans olika stödinsatser samt hanteringen av specialpedagogiska dilemman.Läs merForskningen i och om specialpedagogik som presenteras och diskuteras i boken är relevant för praktiker i pedagogisk verksamhet. Närheten till praktiken har förstärkts genom samverkan med specialpedagogiskt verksamma lärare på fältet. Boken vänder sig till studenter som läser specialpedagogiska kurser inom lärarprogrammen och till studenter som läser till speciallärare eller specialpedagog. Den riktar sig också till verksamma förskollärare och lärare inom olika skolformer och åldersgrupper samt till en skolintresserad allmänhet.

  • 8.
    Forslund Frykedal, Karin
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Ambitioner som inte överrensstämmer - En studie kring elevers grupparbeten2006In: GRASP conference,2006, Linköping: Linköpings Universtitet , 2006, p. 88-Conference paper (Refereed)
  • 9.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Bedömning vid grupparbete2013In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac och Anders Hempel, Lund: Studentlitteratur, 2013, 3, p. 221-232Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Grupparbete är en vanligt förekommande arbetsform på alla nivåer i det svenska utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att man funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till belåtenhet för elever och studenter. Vid andra tillfällen uppstår mindre konstruktiva processer.

    Mer kunskap om grupparbeten som arbetsform har efterfrågats, både av studerande och av lärare. I Handbok för grupparbete presenteras viktiga aspekter att tänka på vid arbete i grupp och vad som händer när arbetsformen används i undervisning. I denna tredje upplaga av boken har alla kapitel vidareutvecklats och aktualiserats. Dessutom har antologin kompletterats med några för boken nya aspekter som är av intresse och bör beaktas för att skapa fungerande grupparbete i undervisning, nämligen ledarskap och bedömning vid grupparbete.

    Handbok för grupparbete vänder sig till alla som använder grupparbete som arbetsform, inom både universitet, högskola, skola och vuxenutbildning samt till dem som mer specifikt studerar grupprocesser inom olika utbildningsprogram. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av bokens innehåll.

  • 10.
    Forslund Frykedal, Karin
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Designing and Framing of the Task in School Study-Group2007In: The internation Study Association on Teachers and Teaching,2007, 2007, p. 21-32Conference paper (Refereed)
  • 11.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Educational Sciences.
    Elevers tillvägagångssätt vid grupparbete: Om ambitionsnivå och interaktionsmönster i samarbetssituationer2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the dissertation is to add to our knowledge and understanding of how groupwork and group tasks are construed among students. This is accomplished be creating a model, which describes the pattern of interaction and the experience that emerge as students try to handle the group-work situation. An additional aim is to use the outcomes of the study as a basis for discussions about how to carry out group-work in the classroom.

    The methodological point of departure is grounded theory and the theoretical perspective is symbolic interaktionism. A theoretical model - Students’ creation of trust in group-work - has been constructed from observations and interviews in grade 7 and 8 from a local school. The model describes what happens when students with different social and academic ambitions meet in a group assignment and become interdependent. The students have to consider their own and others’ ambitions, the composition of the group, as well as the task, and they have different possibilities to influence these factors. Easiest to influence are the construction of the task and the group composition, which they also try to do so as to diminish the differences in ambitions and the interdependency. They do not always succeed and they handle the remaining differences in ambitions and dependency through creation of trust, by constructing different behaviours during the group-work.

    The insights derived from the theoretical model - Students’ creation of trust in groupwork - could have practical implications when group-work is applied. This means that teacher could assist the students in their efforts to create trust among group members. This study has pointed out construction of the task, clear goals, and group composition as import pre- requisites for the use of group-work as a means of instruction. The dissertation ends with a discussion about teachers’ possibilities to contribute to collaboration in group-work through the construction of tasks, composition of the groups and to the construction of goals which creates situations of trust in group-work.

  • 12.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Forslund Frykedal: Group work as classroom management2010Conference paper (Refereed)
    Abstract [en]

    Management of group work as a classroom activity

     

     

    Teachers might use group work as one mode of teaching in the classroom. Group work is often regarded as one of three possible ways of classroom management but is sparsely used as an alternative to whole class instruction or individual work. In spite of previous research indicating several positive outcomes, teachers seem reluctant to use group work as classroom management. One reason asserted is that group work may give rise to classroom activities and processes among students, which might be difficult for the teacher to control. A second possible justification for not using group work may be that teachers lack knowledge of how to manage it and how to organise it in a profitable way. Additionally, could previous negative experiences of using group work in the classroom be a final conceivable explanation?

     

    The overarching purpose of this study is to study group work as classroom management from teachers’ perspective. A more specific aim is to conceptualise some aspects about classroom management and different teachers’ accounts of their behaviours when using group work in education.

     

    The study accounts for data compiled by teachers from three different schools through focus group interviews. The analysis was inspired by Grounded theory.

    The results reveal a connection between the teachers’ accounts of their employment of group work as a classroom activity device and their ideas pertaining to group work. One plausible interpretation is that the teachers’ considerations influence how they use group work as a mode of learning. The informants’ statements clearly demonstrate that they primarily expect the students’ to develop their ability to collaborate, rather than their subject knowledge, during group work. 

     

  • 13.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Lära i samarbetssituationer2009In: Dynamics Within and Outside the Lab: Proceedings from the 6th GRASP conference, Lund University, May 2008 / [ed] Stefan Jern & Johan Näslund, Linköping: LiU-tryck , 2009, 1, p. 81-93Chapter in book (Other academic)
    Abstract [en]

    Group-work is at method that facilitates students’ learning of team skills and academic knowledge. However, research show that the method is unusual in the Swedish schools. The present article accounts for a theoretical model, which describes the pattern of interaction, and the students’ experiences that emerge as they try to handle a group-work situation. The model elucidates four different conditions, which may have influence on the students’ work. The four conditions are (a) a difference of ambition, (b) group assignment, (c) group composition and (d) creation of trust. These conditions are discussed and problemized, with respect to the role of teachers and their influence when using group-work and how they can realize a well-functioning group-work.

  • 14.
    Forslund Frykedal, Karin
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Peer Interaction and Learning2005In: Nordic Educational Research Association NERA,2005, Oslo: Universitetsforlaget , 2005, p. 151-151Conference paper (Other academic)
  • 15.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samarbetslärande och elevsamarbete2016In: Specialpedagogik: i, om, för och med praktiken / [ed] Anna-Lena Eriksson-Gustavsson, Karin Forslund Frykedal, Marcus Samuelsson, Stockholm: Liber, 2016, 1, p. 20-35Chapter in book (Other academic)
  • 16.
    Forslund Frykedal, Karin
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Students Shaping of Group Work2005In: The Fifth open Conference on Group and Social Psychology,2005, 2005Conference paper (Other academic)
    Abstract [en]

      

  • 17.
    Forslund Frykedal, Karin
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Students Shaping of Group Work2006In: Nordic Educational Research Association,2006, 2006, p. 21-21Conference paper (Other academic)
    Abstract [en]

      

  • 18.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Undervisa med grupparbete som arbetsmetod2008Report (Other academic)
  • 19.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Undervisning med grupparbete som arbetsform2008Report (Other academic)
    Abstract [sv]

    Pedagogiskt arbete utgör ett karaktärsämne på lärarprogrammen i Linköping. Ämnet eller ämnesfältet är mångvetenskapligt och hämtar perspektiv, teorier och metoder från olika discipliner och kunskapsområden. En stor del av verksamheten organiseras som gemensamma lärprojekt där flera individer, både studenter och lärare (tutorer) är involverade i sökande efter kunskap (www.liu.se/iuv/pedarb/block3). Detta skapar en syn på kunskap som något som utvecklas i interaktion mellan människor i den kontext de  befinner  sig  i  (Säljö,  2005),  där  seminarier  och  grupparbete  blir  centrala arbetsformer för kunskapsutvecklingen. I kursplan för Block 3 som har titeln Läraren och lärarens arbete står under rubriken undervisning och examination följande.

    • Undervisningen  sker i form av verksamhetsförlagd  utbildning, föreläsningar, seminarier, arbete i grupp, samt individuellt arbete (ibid. s.21).

    Ovanstående kan tolkas som om olika former av interaktion och samarbete mellan studenter ska utgöra en betydande del av undervisningen. Som tutor är det därför viktigt att ha kunskap om interaktiva arbetsformer.

    I  Linköpings  Universitets  arbete  med  studentinflytande  som  en  god   kraft  i utbildningsarbetet (dnr LIU 1757/02-10, 2003-04-16) är ett av målen att utveckla studentaktiva utbildningsformer med mångfald i fråga om utformning och omfattning. Detta innebär att studenterna tillskrivs ett stort mått av ansvar för de egna studierna och samtidigt tilltros de förmåga att av egen kraft utforska nya kunskapsfält och lösa komplicerade problem. Författarna menar att bl. a. lärarprogrammen har långtgående studentaktiv pedagogik och nämner PBL och olika projektinriktade modeller som exempel   på   studentaktiva  arbetsformer.   Eftersom   innebörden   av   studentaktiv pedagogik  inte  är  explicit  uttryckt  måste  detta  bli  en  tolkningsfråga  men  olika studentinteraktiva arbetsformer bör innefattas.

  • 20.
    Forslund Frykedal, Karin
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Vägar över hinder för inlärning - En studie i läsutvecklingen hos barn med språkstörning och någon form av autismspektrumstörning2003Other (Other (popular science, discussion, etc.))
  • 21.
    Forslund Frykedal, Karin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Barimani, Mia
    Department of Learning, Informatics, Management and Ethics, Karolinska Institute, Stockholm, Sweden.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Berlin, Anita
    Department of Neurobiology, Care Sciences and Society, Karolinska Institute, Huddinge, Sweden.
    ”I Didn’T Fit In” – Reasons For Not Attending Parental Education Groups In Antenatal And Child Health Care2019In: The 21st Congress of the Nordic Federation of Midwives - Midwifery Across Borders - in Reykjavik, Iceland, 2-4 May 2019, 2019Conference paper (Refereed)
    Abstract [en]

    Background – In Sweden expectant and new parents are offered parental education groups (PE) during pregnancy in Antenatal Care (AC) and after delivery in Child health Care (CHC) with the goal of preparing for childbirth and parenthood. Parents also seek information from  other sources such as the webb and magazines to gain information. Nevertheless, many parents feel unprepared for parenthood. During pregnancy and the time closest to childbirth is an important part of the transition to parenting and parents are very receptive to advice and information. To gain more knowledge about parents’ participation in PE the aim of this study was to explore expectant and new parents’ reasons to participate or not participate in PE.

     

    Method – A web questionnaire including open questions was answered by 915 parents with children aged 0 to 21 months. Open questions about (a) reasons to not participate, (b) anything that could change their mind and (c) parenting support instead of the PE was analyses using content analysis.

     

    Findings – The parents expressed reasons not to attend on an individual, group and organizational level. At an individual level they expressed personal reasons or that they had other forms of support. When it came to the group level the parents asked for more heterogeneity and openness regarding both the groups’ content and methods, not excluding parents and that parents’ different interests could be accommodated within the group. Reasons for not attending PE at organizational level were due to lack of information or invitation from AC or CHC, or that  PE was not available.

     

    Conclusion

    Parents ask for more nonconformity and diversity in PE. Despite of different approaches or attitudes all parents should be able to feel included in a way that would be relevant for them to participate in PE.

     

  • 22.
    Forslund Frykedal, Karin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Univ West, Sweden.
    Barimani, Mia
    Karolinska Inst, Sweden.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Berlin, Anita
    Karolinska Inst, Sweden.
    Parents reasons for not attending parental education groups in antenatal and child health care: A qualitative study2019In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 28, no 17-18, p. 3330-3338Article in journal (Refereed)
    Abstract [en]

    Aims and objectives To explore expectant and new parents reasons not to participate in parental education (PE) groups in antenatal care or child health care. Background In Sweden, expectant and new parents are offered PE groups in antenatal care and in child health care. Although many parents feel unprepared for parenthood, an urgent task is to attract parents to attend the PE groups. Design A total of 915 parents with children aged 0 to 21 months answered a web questionnaire with open questions about (a) reasons not to participate; (b) anything that could change their mind; and (c) parenting support instead of PE groups. This was analysed using content analysis. The study follows the SRQR guidelines. Results Parents expressed private reasons for not attending PE groups. Some parents also asked for more heterogeneity regarding content and methods, as well as accommodation of parents different interests. Other parents asked for like-minded individuals who were in similar situation to themselves. Lack of information or invitations from antenatal care or child health care, or that PE groups were unavailable, were additional reasons for not participating in groups. Conclusions Reasons for not attending PE groups were multifaceted from personal, self-interested and norm-critical reasons, to that the groups were not available or that the parents were not aware of their existence. Relevance to clinical practice Parents of today are a diverse group with different interests and needs. Nevertheless, all parents need to feel included in a way that makes participation in PE groups relevant for them. Thus, it is important for leaders to be aware of structures and norms, and to be able to create a group climate and a pedagogy of acceptance where group members value each others differences. However, to attract parents to participate in PE groups, it is necessary for clinical practice to work on individual, group and organisational levels.

  • 23.
    Forslund Frykedal, Karin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Assessment of knowledge and abilities in group work2011Conference paper (Refereed)
    Abstract [en]

    The purpose of this presentation is to address predicaments, which come into existence in the meeting between group work and assessment.

    In compulsory education there seems to be a dilemma between the request for individual assessment of student’s knowledge and abilities in addition to the demand of teaching collaboration abilities through group work. Knowledge and difficulties relating to assessment of group work are relevant factors when organising it. Accordingly, teachers often ask for more knowledge concerning methods for assessment in group work. What, when and how assessment ought to be done and on which level (individual and/or group) are questions often brought up by teachers. A review of previous research confirms that this is a neglected research area. Therefore, a need for more attention is justified.

    In the empirical study we have applied a grounded theory methodology and data have been assembled by means of group interviews. The informants were teachers, from forms 5-9 inthe nine-year compulsory school, from three schools inSweden.

     

    The results elucidate some of the teachers’ problems concerning assessment in group work as well as some pedagogical implications based on empirical findings. In other words, this presentation summarises the current state of our knowledge in this area and elucidates an urgent and basic question in the pedagogical practice that may generate knowledge of importance for teachers professional practising and further development.

     

  • 24.
    Forslund Frykedal, Karin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Assessment of students' learning when working in groups2011In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 53, no 3, p. 331-345Article in journal (Refereed)
    Abstract [en]

    The overarching interest in this project is to gain knowledge about what happens in the meeting between group work and assessment in pedagogical practice. Grounded theory methodology, was used as methodology and data have been gathered by focus group interviews with 11 teachers teaching students aged 11 to 16 years. The results show that teachers primarily used informal approaches, a general language and the descriptions about what they assessed and how assessment was carried out. This article elucidates some of the teachers’ problems concerning assessment in group work and some pedagogical implications based on empirical findings.

    Background: The overarching interest in this project is to gain knowledge about what happens in the meeting between group work and assessment in pedagogical practice. There seems to be a tension between the demand for individual assessment of students’ knowledge and abilities and the demand to teach students collaboration abilities through group work. A previous study concerning teachers’ management of group work as a classroom activity (Hammar Chiriac & Forslund Frykedal, 2011) reveals that assessment is a highly relevant factor. In addition, teachers seem to experience difficulties and acknowledge some challenges and problems as regards assessing students working in a group.

    Purpose: The main purpose of this study was to obtain not only increased knowledge of how teachers assess individual learning occurring in group work, but also explore how teachers manage the emerging challenges. An additional purpose was, with support from previous research within the area, to provide a means of handling these challenges.

    Sample: Data were gathered by means of three focus group interviews. The informants were 11 teachers. They taught students aged 11 to 16 years in compulsory education in Sweden during the spring of 2009.

    Design and method:  Grounded theory methodology, together with the theoretical perspective of symbolic interactionism, was used to increase comprehension of the teachers’ problems when assessing learning outcome in group work. The transcribed discussions in the focus groups were analysed by means of theoretical sampling, and a number of categories emerged.

    Results: The results show that teachers primarily used informal approaches when they assessed students’ knowledge and abilities in group work situations. The teachers used a general level when talking about assessment and the descriptions about what they assess were vague. In the teachers’ accounts of what is assessed it is possible to distinguish both the product and the process carried out at an individual as well as at a group level. Furthermore, the results reveal two different assessment strategies, that is how the assessment was carried out; by teachers (from outside the group) or by students (from inside the group). Additionally, the results disclosed that the teachers have difficulties in concretising and verbalising what and how they assess. The teachers also experienced uncertainty and contradictory demands concerning assessment of students in group work. They were concerned about this difficulty.

    Conclusion: The teachers were of the opinion that group work is used foremost to develop group work abilities and not as a means of acquiring academic knowledge. This influenced the teachers’ mode of using assessment, that is, they focussed on assessing the collaborative abilities. This article elucidates some of the teachers’ problems concerning assessment in group work and some pedagogical implications based on empirical findings. Research-based theories and models within these areas could increase teachers’ confidence, which, in turn, could increase good practice, their ability to use group work as a mode and also their competence in assessment.

  • 25.
    Forslund Frykedal, Karin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Arts and Sciences.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Att göra det okända känt: Om bedömning av kunskaper och färdigheter vid arbete i grupp2010Report (Other academic)
    Abstract [en]

    An encompassing knowledge interest in this project is to study what happens in the meetingbetween group work and assessment in the pedagogical practice. There seems to be adilemma between the demand for individual assessment of student’s knowledge and abilitiesand the demand of teaching collaboration abilities through group work. A previous studyconcerning teachers’ management of group work as classroom activity (Hammar Chiriac &Forslund Frykedal, 2010) reveals that assessment is a highly relevant factor when organisinggroup work in a school setting. In addition, teachers seem to experience difficulties andacknowledge some challenges and problems about assessing students working in a group. Toour knowledge this is a rather neglected research area and very little attention has been paid toresearch on assessment of students’ performance in collaborative situations.The main purpose in this study is to explore and comprehend teachers’ conceptions ofdifficulties and worries in connection with assessing students in collaborative situations.Furthermore, we intend to scrutinize what knowledge previous research may provide as acontribution to proficiency about assessment of group work.In the empirical study we have applied a grounded theory methodology and data havebeen assembled by means of group interviews. The informants were teachers, from forms 5-9in the nine-year compulsory school in Sweden.Previous research provides little theoretical knowledge or useful tools aiding the teachersin their task but comprises more of self- and peer assessment and how group members couldcontribute to the assessment.The result shows that teachers rather use informal than formal assessment. The informalassessment is mostly done by circulating in the classroom and observing the groups.Additionally, the result discloses that the teachers have difficulties to concretize and putwords on what and how they assess. In the discussion we present some pedagogicalimplications, which may be useful in the pedagogical practice. The pedagogical implicationsare based on empirical results and previous research.

  • 26.
    Forslund Frykedal, Karin
    et al.
    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 management in the classroom2014In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 58, no 2, p. 222-234Article in journal (Refereed)
    Abstract [en]

    This study aims to provide a better understanding of teachers’ managing roles when using group work in the classroom. Building on Granström’s (2007) two concepts of leadership and teachership, a more specific aim is to investigate teachers’ managing roles when using group work and how teachers’ presumptions affect the way in which they manage the pedagogical mode. The results show that teachers’ managing roles influence teachers’ willingness to use group work. Teachers may be unwilling to use group work based on their presumption that it teaches students only collaboration abilities and not subject knowledge. This may be a supplemental yet significant explanation as to why group work continues to decrease in classrooms.

     

  • 27.
    Forslund Frykedal, Karin
    et al.
    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.
    Läraren som arbetsledare vid grupparbete i klassrummet2011In: The individual and the group - Future chalanges: Proceedings from the 7th GRASP conference, University of Gothenburg, May 2010 / [ed] Christian Jacobsson & Max Rapp Ricciardi, Göteborg: University of Gothenburg , 2011, p. 8-18Conference paper (Other academic)
    Abstract [en]

    The main purpose of this paper is to increase and deepen the knowledge about teacher’s management of group work in the classroom. A more specific aim is to create and present a model illustrating different possible ways for teachers’ management appropriate for group work. The result shows that it is beneficial, but not sufficient, to use the two concepts leadership and teachership, to create a complete model. To ascertain a complete model it is also necessary to pay attention to the teachers’ considerations, which play a decisive influence on teachers’ willingness to use group work. By combining leadership, teachership and considerations it was possible to create and present a model of four possible ways for teachers’ management pertaining group work.

  • 28.
    Forslund Frykedal, Karin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Student collaboration in group work - Inclusion as active participation2017Conference paper (Refereed)
    Abstract [en]

    Group work is an educational mode that promotes both learning and socialization among students, and students’ engagement and participation in the group work has proven to be important. Empirical research conducted on the implementation of inclusive and collaborative processes in group work is sparse. Based on social psychological perspective we will in this study focus on inclusive and collaborative processes when students are working in small groups.

     

    The aim of the study was to investigate and describe students’ inclusive and collaborative processes in group work and how the teacher supports or impedes these transactions.

     

    Social Interdependence Theory (Johnson & Johnson, 2002), one of the dominant influences on Cooperative learning, was utilized as the theoretical perspective overarching the study. Data were obtained through observations made from video-recording 500 minutes of group work undertaken in one Year 5 classroom at a municipal school in Sweden and were analysed using thematic analysis (Braun & Clark, 2006). Part of Black-Hawkins (2010, 2013) framework of participation was used to define inclusion and for the analysis of inclusive and collaborative processes.

     

    The results suggest that students’ active participation in the analytical discussions around the group task and discussions around group work structures, together with the teacher’s more defined feedback and avoidance of the traditional authoritative role are examples on prerequisites for group work to be enacted in an inclusive and collaborative manner. These prerequisites give the students opportunities to be accountable both for the individual and the group’s collective work. 

  • 29.
    Forslund Frykedal, Karin
    et al.
    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.
    Student Collaboration in Group Work: Inclusion as Participation2018In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, no 2, p. 183-198Article in journal (Refereed)
    Abstract [en]

    Group work is an educational mode that promotes learning and socialisation among students. In this study, we focused on the inclusive processes when students work in small groups. The aim was to investigate and describe students’ inclusive and collaborative processes in group work and how the teacher supported or impeded these transactions. Social Interdependence Theory was utilised as the theoretical perspective overarching the study. The observational data employed were collected by video-recording group work. A part of Black-Hawkins framework of participation was used to define inclusion and for the analysis of inclusive and collaborative processes. The results suggest that students’ active participation in the discussions around the group work structures and analytical discussions, together with the teacher’s more defined feedback and avoidance of the traditional authoritative role, are examples of prerequisites for group work to be enacted in an inclusive manner.

  • 30.
    Forslund Frykedal, Karin
    et al.
    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. Linköping University, Faculty of Arts and Sciences.
    To make the unknown known. Assessment in group work among students2017In: Journal of Education Research, ISSN 1935-052X, Vol. 10, no 2, p. 149-162Article in journal (Refereed)
    Abstract [en]

    When group work is used as pedagogical practice in compulsory schools, teachers are expected to assess each student’s individual knowledge even if learning has been gained in interaction with other students. This can be particularly challenge for teachers, i.e., the dilemma of reconciling the demands for individual assessment while fulfilling the demand to teach cooperation abilities through group work. Earlier studies concerning group work as classroom activity (Forslund Frykedal & Hammar Chiriac, 2010, 2011; Hammar Chiriac & Forslund Frykedal, 2011) reveal that assessment is a highly relevant but challenging factor when organising group work in educational settings. To our knowledge, assessment in group work is a rather neglected research area with very little attention being paid to research about this phenomenon. Previous research therefore provides little theoretical knowledge or useful tools to assist teachers in resolving these apparently conflicting demands. The main focus in this chapter is to present and elucidate our current knowledge about assessment in group work. Some of the aspects considered and problematized in this chapter are:

     

    • Purpose of the assessment;
    • What is assessed;
    • How the assessment is carried out;
    • Which level is in focus – individual level, group level or both;
    • How the feedback is implemented; and
    • Who is assessing – teacher, students or both.

     

    Furthermore, an empirically grounded model with the purpose of clarifying different aspects of group assessment will be presented. Finally, the chapter is concluded with some pedagogical implications being suggested.

  • 31.
    Forslund Frykedal, Karin
    et al.
    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.
    To make the unknown known: assessment in group work amongst students2016In: Student learning: assessment, perceptions and strategies / [ed] Dale Bowen, Nova Science Publishers, Inc., 2016, 1, p. 61-79Chapter in book (Other academic)
  • 32.
    Forslund Frykedal, Karin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    The role as moderator and mediator in parent education groups - a leadership and teaching approach model from a parent perspective2015In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 24, no 13-14, p. 1966-1974Article in journal (Refereed)
    Abstract [en]

    Aims and objectives. To investigate the didactic and social leadership in parent education groups based on a parent perspective, and to conceptualize parent experiences of the leader roles in these groups.

    Background.  Leadership in parent education groups has been associated with a lack of confidence in one's ability to function in that role. Research on how it can be delivered to produce a favourable outcome is scarce. It can be difficult to abandon the role of expert and let participants set their own learning agenda. To facilitate these processes requires leadership skills, knowledge of group dynamics, as well as pedagogical skills.

    Design.  Qualitative interview study.

    Methods. Semi-structured interviews with parents (25 participants, 21 interviews). Transcripts were analysed using, first, thematic analysis, then comparative analysis.

    Results.  The study resulted in a four-field model, The Leadership – Teaching Approach model. It consists of the dimensions "Teaching approaches" ("Knowledge is imparted" and "Knowledge is jointly constructed "), and "Leadership approaches" ("Instrumental approach" and "Investigative approach").

    Conclusions. Using an investigative approach is necessary in order to get a well-functioning group that can help the expectant and new parents in the transition to parenthood. Supervision can help develop an awareness of one's professional role as a nurse and leader of a parent education group.

    Relevance to clinical practice.  The actions and choices of nurses as leaders of parent groups have an impact on how the participants perceive and take in the content and purpose of the group, and whether they perceive it as meaningful. Getting support in reflecting about one’s role as a leader in this context can help create a learning environment in which the participants can become engaged in the activities and be strengthened by the experience. 

  • 33.
    Forslund Frykedal, Karin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Barimani, Mia
    Karolinska Institutet, Solna, Sweden.
    Berlin, Anita
    Karolinska Institutet, Solna, Sweden.
    Leaders limitations and approaches to creating conditions for interaction and communication in parental groups: A qualitative study2019In: Journal of Child Health Care, ISSN 1367-4935, E-ISSN 1741-2889, Vol. 23, no 1, p. 147-159Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to describe and understand parental group (PG) leaders experiences of creating conditions for interaction and communication. The data consisted of 10 interviews with 14 leaders. The transcribed interviews were analysed using thematic analysis. The results showed that the leaders ambition was to create a parent-centred learning environment by establishing conditions for interaction and communication between the parents in the PGs. However, the leaders experience was that their professional competencies were insufficient and that they lacked pedagogical tools to create constructive group discussions. Nevertheless, they found other ways to facilitate interactive processes. Based on their experience in the PG, the leaders constructed informal socio-emotional roles for themselves (e.g. caring role and personal role) and let their more formal task roles (e.g. professional role, group leader and consulting role) recede into the background, so as to remove the imbalance of power between the leaders and the parents. They believed this would make the parents feel more confident and make it easier for them to start communicating and interacting. This personal approach places them in a vulnerable position in the PG, in which it is easy for them to feel offended by parents criticism, questioning or silence.

  • 34.
    Forslund Frykedal, Karin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Berlin, Anita
    Karolinska Institutet, Neurobiologi, Vårdvetenskap och Samhälle (NVS), Sektionen för omvårdnad.
    Barimani, Mia
    Karolinska Institutet, Division for Reproductive Health, Women's and Children's Health.
    With or without the group: Swedish midwives' and child healthcare nurses' experiences in leading parent education groups2016In: Health Promotion International, ISSN 0957-4824, E-ISSN 1460-2245, Vol. 31, no 4, p. 899-907Article in journal (Refereed)
    Abstract [en]

    The aim of the study was to describe and to understand midwives’ and child health care nurses’ experiences of working with parent education groups through their descriptions of the role and what they find rewarding and challenging in that work. Data were collected through three open-ended questions from a web survey: “How do you refer to your role when working in parent education?” “What is the biggest challenge or difficulty for you when working in parent education?” and “What is most rewarding when working in parent education?” The answers were analysed by using qualitative content analysis and correlation analysis. The results show that the midwives and child health care nurses either included or excluded the group when describing their role as leaders and their influence on parents. The same applies to what they found rewarding and what was difficult and challenging for them in working with the groups. Primarily, the leaders who excluded the group expressed a lack of competence on a professional level in managing groups and using the right teaching methods to process the knowledge content. One important question to deal with is how to best support midwives and nurses in child health care to be prepared for working with parent education groups. One obvious thing is to provide specialized training in an educational sense. An important aspect could also be providing supervision, individually or in groups.

  • 35.
    Forslund Frykedal, Karin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    "What's in it for me?" A study on students' accommodation and resistance during group work.2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, no 5, p. 500-514Article in journal (Refereed)
  • 36.
    Forslund Frykedal, Karin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thorsten, Anja
    Linköpings kommun.
    Individanpassat arbetssätt– utmaningar och möjligheter2013In: Venue, ISSN 2001-788XArticle in journal (Refereed)
    Abstract [sv]

    Det har inom det svenska skolsystemet länge funnits en strävan att utveckla en skola som med hjälp av individualiserade arbetssätt ökar möjligheten för varje elev att lära och utvecklas utifrån sina förutsättningar. Individualisering är följaktligen en term som ofta används i svensk skolkontext och som begrepp finns det omskrivet i alla skolans styrdokument. Eleven i centrum har därför kommit att betraktas som ett viktigt inslag i undervisningen och i linje med det har arbetsformer som utgår från individens förutsättningar och förmågor blivit ideal.

  • 37.
    Forslund Frykedal, Karin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thorsten, Anja
    Slestadsskolan, Linköpings kommun.
    Individualisierung im schwedischen Schulkontext2012In: Ressourcen stärken!: Individuelle Förderung als Herausforderung fur die Grundschule / [ed] Claudia Solzbacher, Susanne Muller-Using, Inga Doll, Köln: Carl Link , 2012, 1, p. 261-274Chapter in book (Other academic)
  • 38.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Assessment of knowledge and abilities in cooperative learning2015Conference paper (Other academic)
    Abstract [en]

    When cooperative learning is used as pedagogical practice in Swedish compulsory schools teachers are expected to assess each student’s level of abilities in relation to knowledge requirements in the National Curriculum 2011. The request for individual assessment in addition to the demand of teaching collaboration abilities seems to be a challenge for teachers.

    The aim of this project is to study assessment of knowledge and abilities in cooperative learning, but also if it is possible to train teachers’ and students ability to assess by use of education.

    The study has an experimental longitudinal design with three experimental groups, randomly assigned to two different interventions or to a control group. Data are collected before, during and after the intervention, by means of several sources.

    The main purpose of this presentation is to present some preliminary results based on analysis of interviews with teachers.

    Preliminary results elucidate some of the teachers’ problems concerning assessment in cooperative learning as well as some pedagogical implications.  For both cooperative learning and assessment to function optimally it seems to be of vital importance that teachers have the necessary competence to construct clearly structured tasks, select abilities that are possible to assess but also have knowledge about how to assess these abilities during the group work.

    This presentation summarises and elucidates an urgent and basic problem in the pedagogical practice that may generate knowledge of importance for teachers’ professional practice and further development of cooperative learning in the classroom.   

  • 39.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Assessment of knowledge and abilities when working in groups: An intervention study in everyday classroom practice2014Conference paper (Refereed)
  • 40.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Intervention as a means to improving assessment practice in cooperative learning2019In: Cooperative Learning in Far-East Asia and the World: Achieving and Sustaining Excellence, 2019Conference paper (Refereed)
    Abstract [en]

    The aim of this workshop is to provide an opportunity for delegates to participate in an intervention as means for enhancing assessment skills in cooperative learning. To differentiate assessment of individuals' intellectual abilities, academic and social skills from the whole group's when using cooperative learning instructions is according earlier research a challenge for teachers (e.g. Forslund Frykedal & Hammar Chiriac, 2011; Ross & Rolheiser, 2003). In this workshop participants will take part in, discuss and reflect upon objects and methods concerning assessment in cooperative learning. This by, in small groups, use Social Interdependence Theoy's five elements (a) interdepedence, (b) accountability, (c) promotive interaction, (d) iterpersonal and small group skills and (e) group processes when reviewing and discerning assessable objects in cooperative situations. The discerned objects will then be presented, discussed nd reflected upon in cross-groups. Additionally, participation in the workshop also includes peer-assessment of group-members abilities and skills in terms of "two stars and a wish". During this interactive workshop, participants will work in different constellations, such as pairs, small groups and cross-groups, giving experiences in the interdependence between CL and assessment. An exercise that will give delegates assessment tools useful in pedagogical practice.

    References

    Forslund Frykedal, K., & Hammar Chiriac, E. (2011). Assessment of students' learning when working in groups. Educational Research, 3, 331-345.

    Ross, J., & Rolheiser, C. (2003). Student assessment practices in co-opertive learning. In R.M. Gillies & A.F. Ashman (Eds.), Co-operative learning. The social and intellectual outcomes of learning in groups (pp.119-135). New York: Routledge.

  • 41.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärares ledarskap vid grupparbete2013In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac & Anders Hempel, Lund: Studentlitteratur, 2013, 3, p. 139-149Chapter in book (Other academic)
    Abstract [sv]

    Grupparbete är en vanligt förekommande arbetsform på alla nivåer i det svenska utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att man funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till belåtenhet för elever och studenter. Vid andra tillfällen uppstår mindre konstruktiva processer.

    Mer kunskap om grupparbeten som arbetsform har efterfrågats, både av studerande och av lärare. I Handbok för grupparbete presenteras viktiga aspekter att tänka på vid arbete i grupp och vad som händer när arbetsformen används i undervisning. I denna tredje upplaga av boken har alla kapitel vidareutvecklats och aktualiserats. Dessutom har antologin kompletterats med några för boken nya aspekter som är av intresse och bör beaktas för att skapa fungerande grupparbete i undervisning, nämligen ledarskap och bedömning vid grupparbete.

    Handbok för grupparbete vänder sig till alla som använder grupparbete som arbetsform, inom både universitet, högskola, skola och vuxenutbildning samt till dem som mer specifikt studerar grupprocesser inom olika utbildningsprogram. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av bokens innehåll.

  • 42.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Management of group work as a classroom activity2011In: World Journal of Education, ISSN 1925-0746, E-ISSN 1925-0754, Vol. 1, no 2, p. 3-16Article in journal (Refereed)
    Abstract [en]

    Students appreciate group work as a means of learning and several studies also suggest that students who work togetherin groups have better learning outcomes. Nevertheless, teachers still seem reluctant to use group work as a pedagogicaltool in the classroom.The main focus of this qualitative study is to address group work as a classroom activity from the teachers’ perspectives,and more specifically to ascertain why teachers are reluctant to use group work as a mode of working in education.Data were collected by means of focus group interviews with teachers from three different schools, and the analysis wascarried out using grounded theory.The uniqueness of this study is that the results show that teachers’ presumptions, together with their mode of procedureand their negligible reflections regarding subject knowledge as a learning outcome when using group work, have adecisive influence on their willingness to use group work.

  • 43.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Management of group work as a classroom activity2011In: World Journal of Education, ISSN 1925-0746, E-ISSN 1925-0754, Vol. 1, no 2, p. 3-16Article in journal (Refereed)
    Abstract [en]

    Students appreciate group work as a means of learning and several studies also suggest that students who work together in groups have better learning outcomes. Nevertheless, teachers still seem reluctant to use group work as a pedagogical tool in the classroom.

    The main focus of this qualitative study is to address group work as a classroom activity from the teachers’ perspectives, and more specifically to ascertain why teachers are reluctant to use group work as a mode of working in education.

    Data were collected by means of focus group interviews with teachers from three different schools, and the analysis was carried out using grounded theory.

    The uniqueness of this study is that the results show that teachers’ presumptions, together with their mode of procedure and their negligible reflections regarding subject knowledge as a learning outcome when using group work, have a decisive influence on their willingness to use group work.

  • 44.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Participants’ voices on group work2012Conference paper (Other academic)
    Abstract [en]

    Introduction

    There is strong scientific support of the benefits of students learning and working in groups.  Comprehensive research studies have verified that learning in groups has several advantages compared with traditional lessons and promotes both academic achievement and socialisation. Research on group work in educational settings has traditionally focused on under which circumstances group work will be effective and how to accomplish this effectiveness. More resent research have also paid attention to the participants experiences regarding group work. During the last decade we have conducted several studies on group work in different levels of the educational system, emphasising the participants’ experiences of this particular pedagogical practise. The participants have been students (in compulsory and higher education) and teachers (teaching children age 13-16).

    Material and methods

    The overarching purpose of this paper is to present a qualitative interpretive meta-analysis derived from our research were the objective has been to capture the participants’ views of group work and to let the participants’ voices be the prime source of information addressing their experiences of group-work. Can the result from this meta-study enrich our knowledge and supply a better understanding on the essence of successful group work?

    Results

    The result reveals that it is possible to discern different participants’ more (i.e. group composition, assessment) or less (i.e. trust, ambition) shared conditions on group work.

    Additionally, further analyses revealed the interplay between conditions and group work as object or means, as well as, structure and processes inside or outside the group, which displayed the relation between different participants’ perspective on group work.

    Conclusions

    The informants’ statements clearly demonstrate the importance of to show consideration to the participants’ voices in order to create high-quality group work. The result from this meta-study enriches our knowledge and supplies a better understanding on the essence of successful group work.

  • 45.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Högskolan Väst, Institutionen för Individ och Samhälle.
    An Educational Intervention to Increase Efficacy and Interdependence in Group Work2019In: Education Quarterly Reviews, ISSN 2621-5799, Vol. 2, no 2, p. 435-447Article in journal (Refereed)
    Abstract [en]

    This study investigated whether an intervention, in the form of short educational sessions, influenced pupils’experiences of group work or cooperative learning (CL). The hypothesis tested was that an intervention forteachers and pupils would lead to pupils’ increased (a) collective efficacy, (b) self-efficacy and, (c) positiveinterdependence, as well as (d) less negative interdependence. The participants were pupils from years 5 and 8 inthree compulsory schools in Sweden, working in 22 groups divided into one intervention group and one controlgroup (11 work groups in each condition). Data were collected through a questionnaire before and afterparticipation in the study and analysed using a repeated measure ANOVA and 2×2 ANOVA. The results showedan increased collective efficacy, self-efficacy and positive interdependence and a reduction of negativeinterdependence. The conclusion is that the intervention provided for teachers and pupils did have an effect, thuspromoting successful working as a group.

  • 46.
    Rosander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Berlin, Anita
    Barimani, Mia
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Föräldrar är inga passiva mottagare av kunskap2015In: Barnbladet, ISSN 0349-1994, Vol. 15, no 5, p. 16-19Article in journal (Other (popular science, discussion, etc.))
  • 47.
    Rosander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Barimani, Mia
    Division for Reproductive Health, Women's and Children's Health, Karolinska Institutet, Stockholm, Sweden.
    Berlin, Anita
    Neurobiologi, Vårdvetenskap och Samhälle (NVS), Sektionen för omvårdnad, Karolinska Institutet, Stockholm, Sweden.
    How to support midwives when working with parent education groups2016Conference paper (Other academic)
  • 48.
    Samuelsson, Joakim
    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.
    Task influences on students' collaboration in mathematic teaching2014In: Anadolu Journal of Educational Sciences International, ISSN 2146-4014, Vol. 4, no 1, p. 35-46Article in journal (Refereed)
    Abstract [en]

    The aim of this article was to investigate students’ experience of a given mathematical problem and the types of group interaction and communication that occur when students experience a task as (a) too difficult, (b) reasonable difficult or (c) too simple. Collaborative work with mathematical problems is a commonly used teaching method but one of the difficulties for teachers is to observe the learning processes of children who are working collaboratively. Earlier research has demonstrated that the task has an influence on the group processes and the group members’ interaction. In this study we were interested in how tasks with different degree of difficulty influenced the students’ when they work in a group with mathematical problem solving tasks. Four group work sessions were documented with a video camera and we found that students’ different ways of experience a mathematical task affect the interactions processes, quality talk and certain social modes of thinking. The results show that teachers’ settings of the problem and how the students manage the interaction processes in the group were important to what competencies students were exposed to and what they thereby were able to learn.

  • 49.
    Samuelsson, Marcus
    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.
    Elevers medgörlighet och motstånd: utmaning för den professionella läraren2013In: Lärares etik och professionella arbete: skolan som moralisk praktik : [en vänbok till Gunnel Colnerud] / [ed] Helene Elvstrand, Karin Forslund Frykedal, Marcus Samuelsson, Robert Thornberg, Linköping: Linköpings universitet, Institutionen för beteendevetenskap och lärande , 2013, p. 173-185Chapter in book (Other academic)
    Abstract [sv]

    Gunnel Colnerud, professor vid Institutionen för beteendevetenskap och lärande, vid Linköpings universitet har under den största delen av sitt yrkesverksamma liv varit engagerad i skolfrågor av olika slag. Ofta har fokus för hennes intresse och uppdrag legat i att förstå skolans vardagsliv och det komplexa uppdrag som läraryrket innebär. Gunnel fyller 67 år i januari 2015 och denna vänbok är en hyllning till henne från kollegor, både nationellt och internationellt, samt tidigare doktorander. Bidragen i antologin, Lärares etik och professionella arbete - skolan som moralisk praktik, är tänkt att spegla de områden som Gunnel i sin forskning varit engagerad i.

    Innan Gunnel påbörjade sin forskarutbildning i pedagogik var hon verksam som psykolog inom skolhälsovården. Denna erfarenhet av att ha mött barn och elevers utsatthet samt lärares ständiga arbete med att möta olika typer av förändringar och hantera en komplex yrkesroll är något som Gunnel burit med sig in i sin forskning, vilket inte minst syns i hennes outtröttliga engagemang i att vara en forskare som bidrar till skolans praktik.

    I mitten av nittiotalet Jade Gunnel fram sin avhandling som byggde på intervjuer med yrkesverksamma lärare och handlade om etiska dilemman lärare ställs inför i sitt yrkesutövande. Gunnel har allt sedan avhandlingsarbetet varit mycket engagerad i etiska frågor i relation till läraruppdraget och var en av de pådrivande krafterna i att tillsammans med Sveriges båda lärarförbund formulera gemensamma yrkesetiska principer, som kom att benämnas Lärares yrkesetik. I detta arbete gjorde Gunnel betydande insatser genom att problematisera yrkesetik som fenomen, medverka i otaliga utbildningsinsatser för lärare och lärarstudenter inom området och sist men inte minst bidra till att etablera yrkesetik som forskningsfält.

    Ett kännetecknande drag för Gunnels forskning har varit den starka viljan och övertygelsen om att forskning om skola behöver ske i relation till och med skolans praktik. Tillsammans med sin make och kollega professor Kjell Granström etablerade Gunnel en forskarmiljö med fokus på praxisnära forskning. Vi som är redaktörer för denna vänbok har alla haft förmånen att vara doktorander till Gunnel eller Kjell och fått möjlighet att växa som forskare i en forskarmiljö som präglats av kreativitet, engagemang och spännande diskussioner.

  • 50.
    Sarkohi, Ali
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Educational Sciences.
    Holmberg Forsyth, Hazel
    Östergötlands Läns Landsting, Local Health Care Services in Central Östergötland, Department of Psychiatry.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Andersson, Gerhard
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Representations of the future in depression. A qualitative studyManuscript (preprint) (Other academic)
    Abstract [en]

    Previous studies indicate that the ability to imagine negative and positive future events affect psychological well-being and is a characteristic feature of depression. The aim of this study was to investigate how depressed individuals view their future along different time periods. A total of 15 individuals with a diagnosis of major depression were recruited from a psychiatry clinic and completed a semi-structured qualitative interview. Questions were asked about the situation right now, before becoming depressed, and the future (nearest time, within a year and the upcoming 5-10 years). Data were collected and analysed using open-ended methodology in line with the principles of grounded theory. The results showed that depressed individuals experienced a state of “ambivalence”, with negative cognitive, emotional, physical and socioeconomic consequences, when they were asked to think about their nearest future. Ambivalence and its negative emotional and cognitive effects were substantially reduced in strength when they were asked about their more distant future. We conclude that ambivalence in the present may be an important feature of depression which deserves more attention from both a theoretical and clinical perspective. The use of qualitative approaches in the study of depression is encouraged.

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