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  • 51.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Grupparbete för alla – mångfald i grupper2013In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac & Anders Hempel, Lund: Studentlitteratur, 2013, 3, p. 193-219Chapter 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.

  • 52.
    Hammar Chiriac, Eva
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Grupparbete för alla - mångfald i grupper2008In: Handbok för grupparbete - att skapa fungerande grupparbeten i undervisning (andra upplagan) / [ed] Eva Hammar Chiriac, Anders Hempel, Lund: Studentlitteratur , 2008, 2, p. 163-185Chapter 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 studenter 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 undervisningen. I denna andra upplaga av boken har flera kapitel kompletterats och aktualiserats. Boken har exempelvis uppdaterats angående forskning om grupparbete och studenters erfarenheter av arbetsformen. Dessutom har kapitlen om konflikthantering samt grupparbete och mångfald utökats och vidareutvecklats. Boken 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.

  • 53.
    Hammar Chiriac, Eva
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Grupparbete för alla - mångfald i grupper2005In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac, Tomas Jungert, Anders Hempel, Stefan Jern, Kjell Granström, Johan Näslund, Lund: Studentlitteratur , 2005, 1, p. 151-160Chapter 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 studenter 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 undervisningen. I denna andra upplaga av boken har flera kapitel kompletterats och aktualiserats. Boken har exempelvis uppdaterats angående forskning om grupparbete och studenters erfarenheter av arbetsformen. Dessutom har kapitlen om konflikthantering samt grupparbete och mångfald utökats och vidareutvecklats. Boken 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.

  • 54.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Grupparbete för alla: mångfald i grupper2020In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac, Anders Hempel, Lund: Studentlitteratur AB, 2020, 4, p. 249-276Chapter in book (Other academic)
    Abstract [sv]

    I Grupparbete för alla – mångfald i grupper definieras och problematiseras begreppet mångfald. Mångfaldens olika dimensioner och aspekter illustreras genom två olika modeller: isbergsmodellen och en modell för kategorisering av mångfald i studiegrupper, vilka båda har uppdaterats i denna fjärde upplaga. Nytt för upplaga fyra är att könsidentitet eller könsuttryck inkluderas i mångfaldsaspekterna. Mångfald som möjlighet eller hinder uppmärksammas i likhet med samspelet mellan gruppdynamik och mångfald. Grupper som undviker att ta hänsyn till den interna mångfalden kan få problem med gruppens dynamik. I kapitlet presenteras också några härskartekniker kopplade till mångfald och grupparbete i utbildning. Slutligen diskuteras några möjliga sätt att främja och utnyttja mångfald vid grupparbete i undervisning. I denna upplaga uppmärksammas också risken för minoritetstress.

  • 55.
    Hammar Chiriac, Eva
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Gruppers positiva potential2004In: Forskning om grupper och sociala system, Linköping: Linköpings universitet , 2004Chapter in book (Other academic)
  • 56.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Grupprocesser i utbildning: En studie av gruppers dynamik vid problembaserat lärande2003Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The main purpose of this thesis is to identify, describe and interpret group processes occurring in tutorials in problem-based leaming. Another aim is to investigate if a combination of Steiner's (1972) theory of group work and Bion's (1961) theory of work and regression in groups may be a fruitful way to interpret and explain group dynamics in problem-based learning.

    Data have been collected trough a multi-strategy approach. The principal, as we11 as the preliminary, method for data gathering was qualitative. The quantitative method was used as a follow-up study. The data gathering methods used were less-structured observation, structured questionnaire and focused intewiews.

    The results disclose that it is possible to give a comprehensive and descriptive picture of the group processes that occur in tutorials. The results also show that a combination of Steiner's and Bion's theories may be a fruitfil way to describe, interpret and explain group dynarnics in tutorial groups. By combining the theories a new theoretical mode1 was created. The combination can be considered as a way of developing the theories and at the same time it offers a theoretical too1 for research purposes. The combination represents a new way of categorising group processes and can hopefilly provide a better understanding of interactional dynamics in groups and account for greater explanation value with respect to group processes.

    From a group research perspective the mode1 can be seen as my contribution to theory development. From a user perspective this knowledge may contribute valuable information. More, or deeper, knowledge of group processes that occurs in tutorials can provide tutors with means for better understanding of dynarnics in groups.

    Download full text (pdf)
    Grupprocesser i utbildning : En studie av gruppers dynamik vid problembaserat lärande
  • 57.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Individual feedback in connection with cooperative learning: a possible way to support individual accountability2021Other (Other academic)
    Abstract [en]

    Previous research shows that very few studies concerning assessment in connection with cooperative learning (CL) has been conducted (van Aalst, 2013; Forsell et al., 2020). Accordingly, very little theoretical knowledge or useful tools have been provided to assist teachers in this significant but difficult task. Besides, teachers often express feelings of uncertainty about how to make group work assessments (Ross & Rolheiser, 2003) and a special challenge seems to be how to disentangle the individual from the joint work when assessing (Forsell et., al 2020). Consequently, there is a need to develop theoretical knowledge and instruments for assessing in connection with CL (van Aalst, 2013; Johnson & Johnson, 2004). However, research is making progress and some promising findings, as well as practical tools, are beginning to emerge (e.g. Bookhart, 2013; Johnson & Johnson, 2004). Recent research also indicates that teachers’ feedback to the students may support students ability to work more independently in CL and thereby gain more equal opportunities in the their work (Forslund Frykedal & Hammar Chiriac, 2018). Assessment in connection with CL can also be about the quest for equitability providing students with equal educational opportunity, as students tend to find assessment in connection with CL unjust (Forslund Frykedal & Hammar Chiriac, 2016). 

    One way for teachers to assess students during CL is to provide the students with formative assessment, by employing feedback. The objective in this paper is to explore and problematize if teachers’ formative assessment, by way of written feedback, on students’ individual work during CL supports or impedes student’s further work with the task, hence guiding or hampering the students’ possibility for individual accountability. 

  • 58.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Individual Reflection Papers as a Means to Support Group Exams in PBL2023Conference paper (Refereed)
    Abstract [en]

    An individual reflection paper (IRP) is a structured method requiring a student’s written reflections on knowledge acquired and aspects of it to discuss at the student’s next tutorial meeting. Previous experience and research on problem-based learning (PBL) have shown that the use of IRPs can act as a support for students’ preparation for and learning in tutorial groups. It also appears that an IRP can facilitate tutors’ assessments and examinations of students’ individual engagement and contribution in tutorial groups. Against this backdrop, we aimed to explore if an IRP can act as a means to support group exams in PBL. Even though using group examinations aligns well with the epistemology of PBL, the dilemma of using joint learning while at the same time fulfilling individual assessment requirements is thought to make group exams become difficult to use. 152 IRPs were used as a basis to assess whether a particular group of students had acquired knowledge that would impact results on a group examination. By evaluating each student’s submitted IRP, examiners were able to determine the extent to which each of the group participants contributed newly acquired knowledge to the content of the examination. Overall, completed IRPs clearly showed concurrence between acquired and requested knowledge, except on a few occasions. The findings are promising and suggest that IRPs can act as a means to support group exams in PBL. 

  • 59.
    Hammar Chiriac, Eva
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Inledning2005In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac, Tomas Jungert, Anders Hempel, Stefan Jern, Kjell Granström, Johan Näslund, Lund: Studentlitteratur , 2005, 1, p. 11-20Chapter 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 studenter 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 undervisningen. I denna andra upplaga av boken har flera kapitel kompletterats och aktualiserats. Boken har exempelvis uppdaterats angående forskning om grupparbete och studenters erfarenheter av arbetsformen. Dessutom har kapitlen om konflikthantering samt grupparbete och mångfald utökats och vidareutvecklats. Boken 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 utbildnings-program. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av boken innehåll.

  • 60.
    Hammar Chiriac, Eva
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Inledning - andra reviderade upplagan2008In: Handbok för grupparbete - att skapa fungerande grupparbeten i undervisning (andra upplagan), Lund: Studentlitteratur , 2008, 2, p. 11-20Chapter 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 studenter 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 undervisningen. I denna andra upplaga av boken har flera kapitel kompletterats och aktualiserats. Boken har exempelvis uppdaterats angående forskning om grupparbete och studenters erfarenheter av arbetsformen. Dessutom har kapitlen om konflikthantering samt grupparbete och mångfald utökats och vidareutvecklats. Boken 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.

  • 61.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Inledning – fjärde upplagan2020In: Handbok för grupparbete – att skapa fungerande grupparbeten i undervisning / [ed] E. Hammar Chiriac & A. Hempel, Lund: Studentlitteratur AB, 2020, 4, p. 17-29Chapter in book (Refereed)
    Abstract [sv]

    Grupparbete har blivit allt vanligare i skola och utbildning. Ibland fungerar det väl, och till de studerandes belåtenhet. Vid andra tillfällen uppstår mindre konstruktiva processer. Både studerande och lärare har efterlyst mer kunskap om arbetsformen. Denna skrift syftar till att belysa några viktiga aspekter av arbetsformen. I fjärde upplagan av Handbok för grupparbete – att skapa fungerande grupparbeten i undervisning har flera delar aktualiserats och vidareutvecklats. Dessutom har antologin kompletterats med några, för boken nya, teorier och aspekter som är av intresse och bör beaktas för att skapa ett fungerande grupparbete. Boken inkluderar kunskaper och erfarenheter om studiegrupper på alla nivåer i utbildningsväsendet, från grundskolan till universitet.

  • 62.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Inledning – tredje upplagan2013In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac & Anders Hempel, Lund: Studentlitteratur, 2013, 3, p. 13-23Chapter 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.

  • 63.
    Hammar Chiriac, Eva
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Lära på lärarprogrammet. Studenternas vardag på utbildningen2007Report (Other academic)
    Abstract [sv]

    I Lära på Lärarprogrammet. Studenters vardag på utbildningen ges en bild av studenternas uppfattning om lärarprogrammet i Linköping som en utbildnings- och studiekultur år 2005. I rapporten belyses studenternas vardag och utbildningens innebörd för de blivande lärarna dvs. vilka signaler eller budskap som de studerande uppfattar och kan införliva för sin kommande yrkesutövning. I rapporten presenteras studenternas uppfattningar om lärarprogrammet som helhet samt deras uppfattningar om skilda moment på lärarprogrammet. Exempelvis visas att studenterna på utbildningen möter ett varierat arbetssätt, kunniga och engagerade lärarutbildare. Andra aspekter som tas upp är lärande på utbildningen, vilken innebörd studenterna lägger i begreppet didaktik, hur studenterna hanterar val och valstrategier på lärarprogrammet samt upplevda orättvisor. En longitudinell jämförelse av vad som hänt på lärarprogrammet i Linköping under 10 år avslutar resultatpresentationen. Jämförelsen visar bland annat att lärarprogrammet i Linköping har förändrats positivt på många sätt.

  • 64.
    Hammar Chiriac, Eva
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Medicinsktekninsk utrustning. Indicier, inläring och regelsystem. En översikt1994Report (Other academic)
  • 65.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Olika sätt att arbeta i grupp2013In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac & Anders Hempel, Lund: Studentlitteratur, 2013, 3, p. 83-95Chapter 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.

  • 66.
    Hammar Chiriac, Eva
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Olika sätt att arbeta i grupp2008In: Handbok för grupparbete - att skapa fungerande grupparbeten i undervisning (andra upplagan) / [ed] Anders Hempel,Eva Hammar Chiriac, Lund: Studentlitteratur , 2008, 2, p. 71-83Chapter 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 studenter 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 undervisningen. I denna andra upplaga av boken har flera kapitel kompletterats och aktualiserats. Boken har exempelvis uppdaterats angående forskning om grupparbete och studenters erfarenheter av arbetsformen. Dessutom har kapitlen om konflikthantering samt grupparbete och mångfald utökats och vidareutvecklats. Boken 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.

  • 67.
    Hammar Chiriac, Eva
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Olika sätt att arbeta i grupp2005In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac, Tomas Jungert, Anders Hempel, Stefan Jern, Kjell Granström, Johan Näslund, Lund: Studentlitteratur , 2005, 1, p. 61-73Chapter 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 studenter 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 undervisningen. I denna andra upplaga av boken har flera kapitel kompletterats och aktualiserats. Boken har exempelvis uppdaterats angående forskning om grupparbete och studenters erfarenheter av arbetsformen. Dessutom har kapitlen om konflikthantering samt grupparbete och mångfald utökats och vidareutvecklats. Boken 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.

  • 68.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Olika sätt att arbeta i grupp2020In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac, Anders Hempel, Lund: Studentlitteratur AB, 2020, 4, p. 105-118Chapter in book (Other academic)
    Abstract [sv]

    Alla lärare och studerande som använder sig av eller deltar i grupparbete vet att grupper fungerar på olika sätt. Arbetsformen kan ibland fungera mycket bra, men ibland fungerar grupparbetet tyvärr mindre bra. Tidigare forskning har också visat att grupparbete inte är en enhetlig aktivitet utan flera olika aktiviteter under olika förhållanden, det vill säga grupparbetet kan förändras flera gånger under arbetets och gruppens livstid. Förenklat kan detta uttryckas som att vissa arbetsformer passar bättre för vissa delar av grupparbetet än andra. Detta innebär också att grupparbetet periodvis kan fungera olika bra och att gruppen kan behöva stöd och hjälp av olika slag i de olika delarna av grupparbetet. Vad är det då som gör att grupparbeten ibland fungerar bättre än andra gånger? Är det något som kan påverkas, och i så fall hur? Visst kan såväl lärare som studerande påverka grupparbetet på flera sätt. I det här kapitlet kommer olika sätt för detta att behandlas: uppgiftens utformning, det periodiska systemet för att förstå grupprocesser, vilka processer som uppmuntras  samt belöningssystem och grupprocesser.

  • 69.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Research on group work in education2010In: Emerging Issues in Compulsory Education: Progress in Education: v. 20 / [ed] Robert V. Nata, Nova Science Publishers, Inc., 2010, 1, p. 25-44Chapter in book (Other academic)
    Abstract [en]

    A permanent issue in compulsory education is how to promote students’ active working in the classroom. Even if group work is used as one type of working method in compulsory education as a means for committed learning and for social development, there seems to be a trend towards less time spent on collaboration tasks in favor of individual assignments in the classroom. Both teachers and students do ask for more proficiency concerning group work in a school setting — how to understand, how to master and utilize this specific mode of working in a constructive way.

    The main concern of this chapter is to present compiled knowledge, based on previous research concerning cooperation in groups among students, or more specifically, how to create and maintain well functioning group work in an educational context. This review discusses important themes like (a) the social constructive approach to group work, (b) how to motivate and maintain all group members’ interest and engagement in the performances, (c) the importance of formulating the task in a proper way and (d) how to organize the group, (e) the importance of preparing and practicing group work, and finally (f) giving some examples of participants’ experiences of group work in schools. The chapter is summarized by some concluding remarks on compiled knowledge about pupils’ group work. The chapter may hopefully contribute to an appreciation of the essentials of group work and hence promote collective activities as a means for learning in education.

  • 70.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Research on group work in education2011Book (Other academic)
    Abstract [en]

    A permanent issue in compulsory education is how to promote students’ active working in the classroom. Even if group work is used as one type of working method in compulsory education as a means for committed learning and for social development, there seems to be a trend towards less time spent on collaboration tasks in favour of individual assignments in the classroom. This book presents compiled knowledge, based on previous research concerning cooperation in groups among students, or more specific, how to create and maintain well functioning group work in an educational context.

  • 71.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Research on group work in education2010In: Emerging Issues in Compulsory Education: Progress in Education: v. 20 / [ed] Robert V. Nata, New York, USA: Nova Science Publishers, Inc., 2010, 1, p. 25-44Chapter in book (Other academic)
    Abstract [en]

    A permanent issue in compulsory education is how to promote students’ active working in the classroom. Even if group work is used as one type of working method in compulsory education as a means for committed learning and for social development, there seems to be a trend towards less time spent on collaboration tasks in favor of individual assignments in the classroom. Both teachers and students do ask for more proficiency concerning group work in a school setting — how to understand, how to master and utilize this specific mode of working in a constructive way.

    The main concern of this chapter is to present compiled knowledge, based on previous research concerning cooperation in groups among students, or more specifically, how to create and maintain well functioning group work in an educational context. This review discusses important themes like (a) the social constructive approach to group work, (b) how to motivate and maintain all group members’ interest and engagement in the performances, (c) the importance of formulating the task in a proper way and (d) how to organize the group, (e) the importance of preparing and practicing group work, and finally (f) giving some examples of participants’ experiences of group work in schools. The chapter is summarized by some concluding remarks on compiled knowledge about pupils’ group work. The chapter may hopefully contribute to an appreciation of the essentials of group work and hence promote collective activities as a means for learning in education.

  • 72.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Släpp tankarna loss – det är nytt: Kvalitetsgranskning av ett reformarbete Ny speciallärarutbildning2009Report (Other academic)
    Abstract [sv]

    I juni 2007 beslutade regeringen att en ny specialpedagogisk påbyggnadsutbildning ska starta och att den ska benämnas speciallärarutbildning. Vid Institutionen för beteendevetenskap och lärande (IBL) på Linköpings universitet grenomfördes under hösten 2007 och våren 2008 ett planerings- och utvecklingsarbete inför starten av ett nytt Speciallärarprogram. Jag har haft förtroendet att som kritisk vän följa och granska reformarbetet i samband med planeringen och utvecklingen av det nya Speciallärarprogrammet vid Linköpings universitet. Avsikten var att som kritisk vän följa, iaktta och spegla de processer som uppstår när ett beslut ska implementeras.

    Mitt arbete kan betraktas som en kvalitetssäkringsinsats och en granskning av ett reformarbete. Reformarbetet har belysts med hjälp av IBL:s kriterier för kvalitet i grundutbildningen. Kvalitetskriterierna har använts för att återspegla och analysera utvecklings- och planeringsarbetet av det nya Speciallärarprogrammet. Arbetet och processen har även analyserats utifrån ett socialt- och gruppsykologiskt perspektiv, främst med hjälp av ett urval av relevanta gruppsykologiska teorier och forskningsfynd.

    Resultatet av mitt arbete som critical friend är den rapport som här föreligger.

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  • 73.
    Hammar Chiriac, Eva
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Steiners teori om grupprocess och produktivitet1999Report (Other academic)
    Abstract [en]

    The main purpose of this report is to describe and scrutinize Steiner’s (1972) theory of group processes and productivity.

    Group work is not just one simply defined activity but several activities with different conditions. Steiner (1972) has, based on type of problems, identified different forms of group work; additive disjunctive, conjuctive, discretionary, compensatory or complementary group work. Sjödin (1991) and Granström & Einarsson (1995) show in an expansion of Steiner’s theory that a group may handle a task in line with Steiner’s different forms of group work.

    Download full text (pdf)
    Steiners teori om grupprocess och produktivitet
  • 74.
    Hammar Chiriac, Eva
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Studenters vardag på grunskollärarutbildningen1996Report (Other academic)
  • 75.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    ‘Suddenly the tutorial group was online’: group dynamics and collaboration in tutorial groups during a quick transition from campus to distance learning2021In: ESPLAT2021 conference Teaching and Learning Psychology in Times of COVID and Beyond2, Heidelberg, 3 September 2021, 2021Conference paper (Refereed)
    Abstract [en]

    The COVID-19 pandemic quickly and radically changed conditions for working and learning in tutorial groups in problem-based learning (PBL) in the psychologist programme at Linköping University, Sweden. From previously conducting work in tutorial groups on site at the university, where the students physically met, the tutorial groups were suddenly implemented online using Zoom. This transition to distance learning for tutorial groups was, for necessary reasons, implemented abruptly without giving the students any education in or opportunity for practicing on how to create and maintain well-functioning online learning environments. This unique adjustment affected the work, processes and learning in the tutorial groups. The aim of this study was to understand what happens in tutorial groups when the learning environment changes drastically at very short notice with no training or previous experience to take advantage of. Data was collected from six tutorial groups using self-assessment surveys and from three tutorial groups using diary reports. The preliminary results show that that the quick transition to distance mode affected group dynamics and collaboration in the tutorial groups in several ways. Elements of group dynamics became more prominent, and problems connected with goals, structures and communication were enhanced in distance learning tutorial groups. Norms changed and group cohesion weakened due to difficulty in using the same social cues as in a physical meeting. The move to distance learning forced the tutorial groups to discover new strategies for creating and maintaining well-functioning online learning environments.

  • 76.
    Hammar Chiriac, Eva
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Department of Behavioural Sciences and Learning, Psychology.
    ‘Suddenly the tutorial group was online’: group dynamics and collaboration in tutorial groups during a quick transition from campus to distance learning2021Conference paper (Refereed)
    Abstract [en]

    The COVID-19 pandemic quickly and radically changed conditions for working and learning in tutorial groups in problem-based learning (PBL) in the psychologist programme at Linköping University, Sweden. From previously conducting work in tutorial groups on site at the university, where the students physically met, the tutorial groups were suddenly implemented online using Zoom. This transition to distance learning for tutorial groups was, for necessary reasons, implemented abruptly without giving the students any education in or opportunity for practicing on how to create and maintain well-functioning online learning environments. This unique adjustment affected the work, processes and learning in the tutorial groups. The aim of this study was to understand what happens in tutorial groups when the learning environment changes drastically at very short notice with no training or previous experience to take advantage of. Data was collected from six tutorial groups using self-assessment surveys and from three tutorial groups using diary reports. The preliminary results show that that the quick transition to distance mode affected group dynamics and collaboration in the tutorial groups in several ways. Elements of group dynamics became more prominent, and problems connected with goals, structures and communication were enhanced in distance learning tutorial groups. Norms changed and group cohesion weakened due to difficulty in using the same social cues as in a physical meeting. The move to distance learning forced the tutorial groups to discover new strategies for creating and maintaining well-functioning online learning environments.

  • 77.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    "Nearly graduated" student teachers and "newly graduated" teachers: Responsibility, collaboration and learning in relation to teacher education and professional work as a teacher2008In: The European Conference on Educational Research,2008, 2008Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to assess how student teachers and new teachers, view their educational programme and the professional work as a teacher with special regard to learning, responsibility and collaboration. The results reflect differences in the dominating pattern between the two groups of how some of the crucial aspects of a professional teacher role are perceived. The results varied from a vague and unarticulated view of the concepts, to a multi-dimensional understanding of their relevance for the teacher role. Two overarching ways of contextualising the concepts are discernible; educational context orientation and work life context orientation.

  • 78.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Björnstjerna Hjelm, Alexandra
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Psychology.
    En studie av ledningsgruppers samarbete inom svenska hjälporganisationer2019Conference paper (Other academic)
    Abstract [sv]

    Ledningsgruppers samarbete har stor betydelse för gruppens förmåga att leda organisationen. Hur väl ledningsgruppen kan anpassa sig till kontext och uppgiften är viktiga faktorer. Med hjälp av SPGR genomförs under våren 2019 en studie av svenska hjälporganisationers ledningsgrupper. För att organisationerna så effektivt som möjligt ska kunna hjälpa de mest utsatta samhällsmedborgarna är ledarskapet centralt.

    Syftet med studien är att undersöka och få en bild av hur ledningsgrupper inom svenska hjälporganisationer samarbetar och om och i så fall hur det påverkar deras förmågan att leda. Genom att komplettera SPGRS:s självskattningsenkät med fokusgruppssamtal är målsättningen att fördjupa förståelsen för de beteenden som visar sig i självskattningsenkäten.

    Fokus vid i presentationen är att redogöra för studien och presentera några preliminära resultat.

  • 79.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Einarsson, Charlotta
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    A theoretical model for group observation.2008In: The British Psychological Society Annual Conference and BPS Social PsychologySection Conference Dublin 2-4 April.,2008, 2008Conference paper (Other academic)
    Abstract [en]

    The main purpose of this report is to present an overview of scientific modes of observing, concerning theory as well as practice. By using a theoretical model, based upon factors influencing the choice of observation methods, we describe the field. The model is composed of two dimensions; the first concerns theory-testing versus theory-building while the second dimension describes the level of structure in data collection. The model illustrates a typology of four different approaches of group observations. Further, the role of the observer, reliability, validity and ethical considerations in observational research are discussed.

  • 80.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Einarsson, Charlotta
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Gruppobservationer : teori och praktik 2018 (ed. 3)Book (Other academic)
    Abstract [sv]

    Gruppobservationer kan användas för att studera och förstå grupper och grupprocesser. Denna bok belyser gruppobservationer ur ett forskningsperspektiv. Med utgångspunkt i en teoretisk modell visas olika sätt att systematisera och beskriva olika former av gruppobservationer. Modellen bygger på två dimensioner. Den första dimensionen handlar om det förhållningssätt eller den kunskapssyn som ligger till grund för den aktuella studien. Dimensionen skiljer mellan begreppen teoriprövande och teorigenererande. Den andra dimensionen avser vilken grad av struktur observationen har. För att beskriva dimensionen används benämningarna hög respektive låg grad av struktur.

    Modellens spännvidd och användbarhet visas genom att olika metoder för gruppobservationer presenteras. Därtill ges praktiska exempel på studier som författarna eller andra genomfört.

    I denna tredje uppdaterade upplaga har teoridelen utökats och delarna om observatörsroller och etiska överväganden bearbetats.

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  • 81.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Einarsson, Charlotta
    Linköping University, Faculty of Arts and Sciences.
    Gruppobservationer: Teori och praktik2013 (ed. 2)Book (Other academic)
    Abstract [sv]

    Så fort människor kommer samman i en grupp uppkommer interaktioner mellan medlemmarna. För att studera grupper och grupprocesser krävs tillgång till metoder för att registrera vad som sker i samspelet mellan människorna. Observation, som fokuseras i denna bok, kan vara en lämplig metod.

    Syftet med boken är att belysa gruppobservationer ur ett forskningsperspektiv. Med utgångspunkt i en teoretisk modell för gruppobservationer visas på ett sätt att systematisera och beskriva olika former av gruppobservationer. Modellen bygger på två dimensioner. Den första dimensionen handlar om det förhållningssätt eller den kunskapssyn som ligger till grund för studien. Dimensionen skiljer mellan begreppen teoriprövande och teorigenererande. Den andra dimensionen avser vilken grad av struktur observationen har. För att beskriva dimensionen används benämningarna hög grad av struktur respektive låg grad av struktur.

    I boken visas på den spännvidd som finns mellan olika sätt att praktiskt gå till väga vid observationer och det förhållningssätt eller syn på kunskap som ligger bakom olika tillvägagångssätt. Detta sker genom att belysa några metoder för gruppobservationer, ge en historisk tillbakablick samt presentera några praktiska exempel på studier som vi eller andra genomfört.

    Förhoppningen är att läsaren med hjälp av denna bok ska få en större insikt i och bättre förståelse för gruppobservation som metod samt att de illustrativa exempel som presenterats inspirerar till att själva genomföra gruppobservationsstudier.

  • 82.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Einarsson, Charlotta
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Är gräset grönare i den andra gruppen? Studenters erfarenheter av grupparbete2007In: The national conference on Group and Social Psychology,2006, Linköping: Linköpings universitet , 2007, p. 70-Conference paper (Refereed)
  • 83.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Teacher teams: A safe place to work on creating and maintaining a positive school climate2023In: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928Article in journal (Refereed)
    Abstract [en]

    Creating and sustaining a positive school climate is not done in isolation but requires continuous ongoing work by several people within the school, and one of the most important actors are the teachers. In order to fulfil this very important task, the teachers need to collaborate with colleagues at school in an organized manner. In this study, we aim to explore and analyse teachers' perspectives on how their teacher team might be linked to their school climate work, and what team characteristics facilitate their work to create and maintain a positive and supportive climate within their school. To understand teachers' comprehension of their team, we applied a social psychology framework, using social interdependence theory and the concept of psychological safety. Data were collected by means of 14 semi-structured focus group interviews with 73 teachers from two compulsory schools in southeast Sweden. The findings revealed that teachers perceived the team as the most significant support structure when it comes to school climate work. According to them, the team was associated with shared responsibility, support and help, as well as safety and an open climate. By elucidating teachers' insider perspectives regarding their working conditions aligned to their work with school climate, we conclude that well-functioning teacher teams are experienced as a safe place to work on creating and maintaining a positive school climate.

  • 84.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Psychology.
    Forsberg, Camilla
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Thornberg, Robert
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Teachers’ perspectives on factors influencing the school climate: A constructivist grounded theory case study2023In: Cogent Education, E-ISSN 2331-186X, Vol. 10, no 2, article id 2245171Article, review/survey (Refereed)
    Abstract [en]

    The aim of this study was to explore and analyse teachers’ perspectives on factors influencing the school climate, to better understand teachers’ everyday efforts in influencing the school climate, including obstacles they might experience. Bronfenbrenner’s social-ecological theory was utilized as the overarching theoretical perspective. Data were collected by means of 14 semi-structured focus group interviews with 73 teachers from two compulsory schools in southeast Sweden. Findings revealed that teachers experienced the school climate as both positively and negatively influenced by a number of internal and external factors, perceived as influenceable or uninfluenceable. According to the teachers, four types of factors affected the quality of the school climate: social processes and values in school (i.e. influenceable internal factors), school premises and support structures (i.e. uninfluenceable internal factors, external relations (i.e. influenceable external factors) and external means of control (i.e. uninfluenceable external factors). A grounded theory of teachers’ perceptions of factors influencing school were developed. Our conclusion is that the teachers talked about a multidimensional and malleable phenomenon, emanated by a complex interplay across multiple agents and contexts both within and outside the school, aligning with all domains and features and acting as preconditions for the school climate. 

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  • 85.
    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.   

  • 86.
    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)
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    fulltext
  • 87.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Univ West, Sweden.
    Group work assessment intervention project - A methodological perspective2022In: Cogent Education, E-ISSN 2331-186X, Vol. 9, no 1, article id 2095885Article in journal (Refereed)
    Abstract [en]

    The assessment of individual knowledge and abilities should be frequently undertaken when learning is developed in interactions with other students, such as in group work and/or cooperative learning. Previous research reveals that group work assessment is a neglected research area, and this applies in particular to group work assessment interventions studies. The focus of this article is methodological, and its aim is to provide a reflective and critical account of a group work assessment intervention project, and the implications of the different choices made in this process. The intervention project that was scrutinized had a mixed-method longitudinal quasi-experimental design, and interventions in the form of shorter educational sessions were central to the project. Both qualitative and quantitative data were collected, analyzed, and compiled. The methodological issues discussed and problematized were the importance of (a) establishing collaboration with teachers; (b) well-thought-out and delimited methodological choices, and subsequent consequences; and (c) including both teachers and students to secure successful effects of the interventions. As a result of the study, it was concluded that intervention could be beneficial as a means of increasing the scientific knowledge in relation to intervention studies, and also to the emerging discourse on group work assessment.

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    fulltext
  • 88.
    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. Högskolan Väst, Institutionen för Individ och Samhälle.
    Individual Group Work Assessment in Cooperative Learning: Possibilities and Challenges2023In: Contemporary Global Perspectives on Cooperative Learning Applications Across Educational Contexts / [ed] Robyn M. Gillies, Barbara Mills, Neil Davidson, New York: Routhledge , 2023, 1, p. 94-108Chapter in book (Refereed)
    Abstract [en]

    Combining individual group work assessment with expectations of collaboration and shared learning can be seen as a paradox. In this chapter we explore and problematise whether it is possible to combine cooperative learning, an approach that has great potential to contribute to joint knowledge development between students, with teacher’s curricula knowledge requirements to assess student knowledge and abilities individually. The latter can create competition between the students. We propose adding a further dimension of contemporary global perspectives on cooperative learning in education by increasing knowledge about what happens in the meeting between cooperative learning and individual group work assessment. We will address some salient possibilities and challenges regarding individual group work assessment based on theory and research, but primarily we will discuss results from our group work assessment intervention project. We will also contribute by noting some practical implications presented as recommendations for teachers who employ the assessment practice when using cooperative learning. 

  • 89.
    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.

  • 90.
    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.

  • 91.
    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.

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  • 92.
    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.

  • 93.
    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.

  • 94.
    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. Högskolan Väst, Institutionen för Individ och Samhälle.
    Teachers’ Talk about Group Work Assessment before and after Participation in An Intervention2019In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 10, no 9, p. 2045-2068, article id 95471Article in journal (Refereed)
    Abstract [en]

    Previous research has shown that teachers use an indistinct vocabulary, employfew concepts, and expose an embryonic professional language whentalking about group work assessment, thus indicating a lack of a professionallanguage. Building on Granström’s three different modes of language useeveryday, pseudo-meta- and meta-language, the purpose of this article was toexamine the teachers’ use of languages when talking about group work assessment.Specifically, if and how teachers’ use of modes of languages are influencedby them partaking in 1) a study about assessment in group work and2) in an intervention in form of a short educational session. Data were gatheredfrom interviews with eight teachers working in years five and eight infive Swedish compulsory schools and analysed both qualitatively and quantitatively.The results revealed that all of the teachers use Granstöm’s mode oflanguages to a varying degree when talking about assessment in cooperativesituations. A core finding was that intervention in the form of a short educationinfluenced the teachers’ way of talking in a positive way. By participatingin the intervention, the teachers developed and expanded their mode of language,thereby promoting the use of a common professional language aboutgroup work assessment.

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  • 95.
    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. Högskolan Väst, Institutionen för Individ och Samhälle.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärares ledarskap vid grupparbete2020In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac, Anders Hempel, Lund: Studentlitteratur AB, 2020, 4, p. 185-201Chapter in book (Refereed)
    Abstract [sv]

    Lärarens roll som ledare har stor betydelse för hur grupparbete genomförs men också för hur elever och studenter kommer att uppleva undervisningsmetoden. Rollen som ledare påbörjas innan grupparbetet startas och fortgår under hela grupparbetet. Arbetet avslutas först när utvärdering och bedömning är slutförda. Arbetsledarrollen inkluderar ansvar för planering, organisering, genomförande samt uppföljning (Gillies, Ashman & Terwel, 2008; Forslund Frykedal & Hammar Chiriac, 2017, 2018; Hammar Chiriac, 2020; Thornberg, 2020). Dessa viktiga aspekter av lärarens ledarskap kommer att problematiseras i det här kapitlet vilket innebär att betydelsen av gruppens utveckling och betydelsen av vilka processer gruppen genomgår kommer att belysas med avseende på lärarens ledarskap. Det finns alltså ett ömsesidigt beroende mellan gruppen, dess arbete och den ledarroll som läraren bör inta. Oavsett var i utbildningssystemet som de studerande befinner sig kommer lärarens ledarskap att påverka arbetet och processen i grupparbetet.

  • 96.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Granström, Kjell
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Grundskollärarutbildning som modell för skolverksamhet1997Report (Other academic)
  • 97.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Granström, Kjell
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Grupparbete – en arbetsform med dåligt rykte2011In: Pedagogiska magasinet, ISSN 1401-3320, no 4, p. 6-10Article, book review (Other (popular science, discussion, etc.))
  • 98.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Granström, Kjell
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Prerequisites for meaningful group work: Students’ experiences of co-operation2009In: Dybamics within and outside the lab. Proceedings from the 6th GRASP conference / [ed] Jern, S. & Näslund, J., Linköping: Liu-Tryck , 2009, p. 94-110Chapter in book (Other academic)
    Abstract [en]

    Which features do students emphasize when they describe constructive and destructive group work? This was the research question of the present study. Data was collected through focus group interviews with students from three different schools. The results reveal that the students consider six preconditions of importance for their conception of group work; organisation, mode of working, task, report, assessment and the role of the teacher. To sum up, what the students ask for is participation, quality and relevance (PQR).

  • 99.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Granström, Kjell
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Students' experiences of group work in school.2008In: The 6th Nordic Conference on Group and Social Psychology, 14- 15 May,,2008, 2008Conference paper (Other academic)
    Abstract [en]

    The aim of this study is to address the pupils- experiences and conceptions of high-quality and low-quality group work. How do pupils, on the senior level of the Swedish compulsory schools, describe good and bad group work? What characterize advantaged respective weaknesses to group work according to the pupils? What features do pupils emphasize in their descriptions of constructive and destructive group work.

  • 100.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Granström, Kjell
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Teachers’ leadership and students’ experience of group work.2012In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 18, no 3, p. 345-363Article in journal (Refereed)
    Abstract [en]

    Group work is used as a means of learning at all levels of most educational systems.  However, teachers often use group work without considering its “pros and cons.” Such a mode of non-reflected application may sometimes end up in positive experiences and learning, but the likelihood is that the outcome will be the opposite.

     

    The aim of this qualitative study is to address students’ experiences of collaborative group work, that is, when working as a group. What features do students emphasise in their experiences and descriptions of constructive and destructive group work? A prime aim is to give the students a voice in the matter. Data was collected by means of six focus groups with students aged 13-16, and a qualitative content analysis was performed.

     

    The originality of this research is three-folded. First, it discloses what students consider as important requisites for a successful group work. Their inside knowledge about classroom activities end up in a list (a taxonomy) of crucial conditions for high-quality group work. Second, the conditions mentioned by the students have all been confirmed by recent scientific research. Thus, thirdly, the present study may provide teachers with evidence-based knowledge about successful group work.

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