Att elever har tilltro till sin språkliga förmåga är betydelsefullt både i och utanför skolan. Genom en god språklig förmåga kan eleven ta till sig viktig information och eleven tillgodogöra sig undervisning. Tilltro till språklig förmåga är av betydelse för att bli en aktiv demokratisk medborgare i samhället. Enligt grundskolans styrdokument utvecklar elever tilltro till språklig förmåga genom kommunikation och språkliga aktiviteter såsom att samtala, läsa och skriva. Kommunikativ undervisning kan bidra till att stärka elevens språkkunskaper, lärande och identitetsutveckling. Denna studie granskar tilltro till språklig förmåga och har som syfte att bidra med kunskap om hur fem lärare beskriver vilka kritiska moment som finns i arbetet med att främja elevers tilltro till den språkliga förmågan i skolämnet svenska.  För att besvara studiens syfte användes följande frågeställningar:  Hur beskriver lärarna elevernas tilltro till den språklig förmåga? Hur beskriver lärare att de arbetar för att främja elevernas tilltro till den språkliga förmågan? Studiens teoretiska inramning utgörs av sociokulturellt perspektiv. Begrepp som stöttning och den proximala utvecklingszonen är centrala och återkommande. Data har samlats in med hjälp av semistrukturerade intervjuer av fem lärare. Intervjusvaren har analyserats med inspiration av kvalitativ innehållsanalys. Sammanfattningsvis visar resultatet att lärarna kopplar ihop tilltro med att eleven har självförtroende, vågar lita på sin egen förmåga och känner sig trygg i det sammanhang eleven befinner sig i. Att eleverna har en god språklig förmåga beskriver lärarna som viktigt. Några av lärarna beskriver språklig förmåga kopplat till klassrumsundervisningen, andra beskriver dess betydelse ur ett samhällsperspektiv. De deltagande lärarna beskriver att de använder sig av olika metoder i sitt arbete för att främja elevernas tilltro och utveckling. Dessa är cirkelmodellen, kooperativt lärande och språkutvecklande arbetssätt. Metoder likt dessa, som möjliggör språkliga aktiviteter tillsammans med andra under stöttning av lärare, förstås i studien som kritiska för att främja elevers tilltro till språklig förmåga. / The fact that students have confidence in their language ability has many advantages both inside and outside school. Through good language ability, the person can absorb important information and the student assimilates teaching. Belief in linguistic ability is important for becoming an active democratic citizen in society. According to the compulsory school's governing document, students develop confidence in language ability through communication and language activities such as talking, reading and writing. Such teaching can help strengthen the student's language skills, learning and identity development. This study problematizes confidence in language ability and aims to contribute with knowledge of how five teachers describe the critical elements that exist in the work of promoting students' confidence in the language ability in the school subject Swedish. To answer the purpose of the study, the following questions were used: How do the teachers describe the students’ confidence in their language ability? How do teachers describe that they work to promote students' confidence in language skills? The theoretical framework of the study consists of a socio-cultural perspective. Concepts such as support and the proximal developmental zone are central and recurring. Data were collected using semi-structured interviews where five teachers were interviewed. The interview results have been analysed with inspiration from qualitative content analysis. In summary, the results show that the teachers link confidence with the student having self-confidence, daring to trust their own abilities and feeling secure in the context in which they find themselves. That the students have a good language ability, the teachers describe as important. Some of the teachers describe linguistic ability linked to classroom teaching, others describe its significance from a societal perspective. The participating teachers describe that they use different methods in their work to promote students' confidence and development. This is the circle model, cooperative learning and language development methods. Methods like these that enable language activities together with others under the support of teachers are understood in the study as critical to promote students' confidence in language ability.

This paper looks at the qualitative study of distance learning at Lesotho College of Education. In 2002 the college was tasked by the Government of Lesotho with the provision of distance education to unqualified and under-qualified teachers. It is the experiences, feelings and observations of the professional learners as they progress through the distance teacher education programme. It looks at the internal quality assurance process within the college. Student support is enhanced by short contact sessions on a weekend at centre level where tutors provide assistance once a month. All professional learners meet at the college at the end of each semester for a week long contact session followed by the examinations. Semi-structured interviews were used to elicit experiences, feelings and observations about the programme. The results indicate that whilst there are challenges, there are lots of positives within the programme. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

Målet med denna kunskapsöversikt är att redogöra för kunskapsutveckling i relation till problemlösning i matematik när elever i de yngre skolåren arbetar med metoden kooperativt lärande. Arbetet baseras på resultat från forskningsartiklar som valts ut via sökningar i databaserna SwePub, Education Research Complete, ERC, ERIC och Libsearch. Artiklarna är noggrant granskade enligt frågeställningarna som är: "Är kooperativt lärande gynnsamt när det kommer till att lösa matematikproblem?” Och ”Vad är lärarens roll i relation till problemlösning och kooperativt lärande?” Resultatet visar att kooperativt lärande i samband med problemlösning har positiva effekter för eleverna. Elever som arbetar kooperativt har större möjlighet att lära av varandra, dock tar det både mer tid och ansträngning av både elever och lärare att arbeta kooperativt. Vikten av hur gruppkonstellationerna ser ut är också av betydelse. Lärare som har ett intresse i problemlösning har lättare att få elever intresserade, som lärare måste man förbättra elevers skicklighet i problemlösning och på så sätt kan man få engagerade elever.

Our society requires an ability for us to interact and cooperate with the people in our surroundings. This applies to both grown-ups as well as young people. In school, the teachers have a responsibility to prepare pupils for the society and using cooperative learning could be one way to do this. The syllabus for the subject of Swedish invites for teachers to work with cooperative learning by formulating that the pupils should be given the opportunities to write and process texts individually and together with others, this does not appear in the syllabus for the subject of history. Hence our interest in examining cooperative learning in both subjects. The aim of this study is to examine whether cooperative teaching can foster pupils' knowledge development in the subjects’ history and Swedish for grades 4 - 6. The study will analyze the differences between teaching through traditional teaching methods and cooperative learning. To fulfill this aim the following questions were formulated: How does pupils' understanding of concepts in history differ after cooperative learning compared to after traditional teaching?How does pupils’ descriptive writing in Swedish differ after cooperative learning compared to after traditional teaching?The study is an intervention where pupils received teaching through traditional teaching as well as through teaching using cooperative learning. After each lesson, the pupils did a test and to enable the analysis these were collected to examine the differences. The results show, in accordance with previous research, that cooperative teaching did develop the pupils’ results in both subjects.

The intention of this research was to describe behaviors and characteristics of General Chemistry I peer leaders using a pedagogical reform method referred to as Peer-led Guided Inquiry (PLGI), and to discuss the ways in which these peer leaders created productive whole-class discussions. This reform technique engaged students to work on guided inquiry activities while working cooperatively in small groups, led by undergraduate peer leaders. These sessions were video recorded and transcribed. The data was evaluated using grounded theory methods of analysis. This study examined the dialog between students and peer leaders, paying specific attention to question types and observed patterns of interactions. The research took shape by examining the kinds of questions asked by peer leaders and the purposes these questions served. In addition to looking at questions, different kinds of behaviors displayed by peer leaders during their small group sessions were also observed. A close examination of peer leader questions and behaviors aided in developing an answer to the overall research question regarding what factors are associated with productive whole-class discussions. Five major categories of peer leader behaviors evolved from the data and provided a means to compare and contrast productive whole-class discussions. While no category single-handedly determined if a discussion was good or bad, there was a tendency for peer leaders who exhibited positive traits in at least three of the following categories to have consistently better whole-class discussions: Procedural Practices, Supervisory Qualities, Questioning Techniques, Feedback/Responses, and Interpersonal Skills. Furthermore, each of the major categories is tied directly to Interpersonal, Communication, and Leadership skills and their interactions with each other. This study also addressed applications that each of these categories has on instructional practices and their need in peer leader training. In addition, a scale was developed for rating the relative effectiveness of whole-class discussions in terms of student participation. This study provides a tool for measuring productive whole-class discussions, as well as practical applications for peer leader (or teacher) training.

Studien belyser gymnasieelevers upplevelser och erfarenheter av grupparbete och beskriver ur ett fenomenologiskt perspektiv hur gymnasieelever ser möjligheter och utmaningar med grupparbete som undervisningsmetod samt hur deras erfarenheter av grupparbete kan bidra till lärares planering och genomförande av grupparbeten i undervisningen. Grupparbete är ett rikt beforskat område och som ofta får ett didaktiskt fokus. Denna studie vill ge utrymme för gymnasieelevers tankar om grupparbete då deras röst är underrepresenterad i tidigare forskning om grupparbete. I kvalitativa intervjuer berättar sjutton elever från gymnasiets teoretiska program om hur de uppfattar grupparbete. I en tolkande, induktiv och tematisk analys framträder gymnasieelevers syn på gruppindelning, gruppsammansättning samt gruppens arbetsfördelning och arbetssätt. Studien söker teoretiskt stöd i kooperativa och kollaborativa lärteorier samt Lewins fältteori om grupper. Resultaten visar att aktiva och ansvarstagande gruppmedlemmar ger ett positiv ömsesidigt beroende medan en ojämn arbetsfördelning och olika ambitionsnivåer ger ett negativt ömsesidigt beroende i grupparbeten. Vidare bör gruppindelningen vara genomtänkt för att gruppsammansättningen ska accepteras av eleverna. Resultaten synliggör att gruppstyrning och ansvar för att motivera andra gruppkamrater ofta faller på eleverna utan att föregås av träning i gruppdynamik eller organisering. Förvånansvärt ofta framträder en bild av grupparbete som en samling uppdelade individuella uppgifter, vilket eleverna inte anser vara grupparbete. Eleverna berättar att grupparbete bidragit positivt till personlig utveckling och att lärdomarna kan användas både i och utanför skolan samt i kommande arbetsliv och studier. Eleverna uttrycker en önskan om mer återkoppling på och reflektion över gruppdynamiken i grupparbetet. För framtida forskning kan det vara intressant att kartlägga hur lärare arbetar systematiskt med utvärdering av samarbete i grupparbeten samt undersöka effekter av proaktiv samarbetsträning i samband med grupparbete. / The study sheds light on upper secondary school students' experiences of group work and describes from a phenomenological perspective how they perceive opportunities and challenges with group work as a teaching method and how their experiences of group work can contribute to teachers' planning and use of group work. Group work is a richly researched area, largely focused on the didactic aspect. This study wants to provide space for upper secondary school students' thoughts about group work in school as their voices are underrepresented in previous research on group work. In qualitative interviews, seventeen students from the upper secondary school's theoretical program talk about how they perceive group work. In an interpretive, inductive and thematic analysis, the students' views on group division, group composition and the group's division of work and working methods emerge. The theoretical framework consists of cooperative and collaborative learning theories as well as Lewin's field theory. The results show that active and responsible group members work in positive interdependence, while uneven division of labour and different levels of ambition lead to negative interdependence in group work. Furthermore, the group composition should be well thought out in order to gain acceptance by the students. Group management and responsibility for motivating other group peers often fall on the students without being preceded by training in group dynamics or organization. Surprisingly often, group work is designed as a collection of divided individual tasks, which the students do not consider to be group work. The students believe that group work contributes positively to personal development and that the acquired group work skills can be used both inside and outside the school as well as in future working life and studies. The students ask for more feedback and reflection on the group dynamics in the group work. For future research, it may be interesting to map how teachers work systematically with evaluation of collaboration in group work and to investigate the effects of proactive collaborative training in connection with group work.

Validation of an adventure programme with cooperative elements in school P.E. lessons Summary of the thesis The thesis deals with validating an innovative motor program with adventure and cooperative elements at a Czech elementary school. The aims of the thesis was to observe possible changes under the influence of the programme in social acceptance of children in class, in their self-concept and the amount of physical activities in their leisure time. The study was a quasi-experiment, concretely a cross classification with repeated testing. It was realized in classes of 6th , 7th and 8th grade (12-14 year old boys) (N=154) in physical education lessons. The research was realized during 6 month, intervention time was 3 months and data were gained in three time intervals. We have used the Social acceptance questionnaire and Self-concept and quality of life questionnaire as main research methods. Results brought two statistically significant values, however, in practical significance they explain a small number of results. Values in the sub-scale Pupil-classmates relationship were statistically significant (p=0,031), which explained 3% of results, and values in the item Evaluation of satisfaction with factors effecting self-concept had the statistical significance p=0,002 explaining 6,5% of results. In the...

Thesis (Ph.D. (Curriculum Studies)) -- University of Limpopo, 2020 / Group Work Learning (GWL) has, over the past thirty years, grown in popularity as a pedagogy in Higher Education across the world, and has widely been documented as a more effective pedagogy in comparison to individualistic learning. However, research studies also warn against the uninformed use of GWL and the negative results thereof. Within popular modes of GWL such as cooperative learning, team because their use has proven to yield success and positive results. It is within this context that the study sought to reflect on the practices of GWL at the University of Limpopo with the view to arrive at refined contextual approaches- approaches that would be reflective and context driven. The study adopted a qualitative research approach, which is anchored in the interpretive research paradigm, and employed a descriptive and exploratory case study design to address the existing knowledge gaps. Semi-structured interviews with eight lecturers from the four faculties at University of Limpopo, observations with eight student groups and informal conversations with the eight student groups were used to collect data for the study. The key findings of the study were as follows: 1) Practitioners in the study did not employ any particular elements, guidelines, principles, models or theories to underpin their use of GWL as a teaching and learning strategy and 2) Individual and group accountability, poor participation and group dynamics remained a challenge in the use of GWL. The additional sub-findings were: 1) The intended or required learning was clearly articulated but focused mainly on learning content and minimally on skills development, values and attitudes, 2) Group formation and group size varied from group to group depending on class size and did not consider context. 3) Practitioners thought there was a need for the improvement of GWL, 4) The study identified challenges and possibilities for improvement. Based on these findings, I propose a guided, reflective and contextual approach to GWL that is cyclic in character, places the reflectiveness and context of the practices at the center of the process and in which the approach further connects the practices to all the other components that are key to GWL, namely: clear intended learning outcomes that are inclusive of skills, values and attitudes; clear task instruction; elements or guidelines underpinned by relevant group learning theories or models; as well as clear measures to xiii foster accountability. Group formation and group size based on a clear rationale, as well as continuous reflection on the process with a view to improving and refining the practices. Such an approach is likely to provide the student groups with some framework on how to learn together and complete their tasks/assignments and projects in a manner which is accountable.

Denna kunskapsöversikt undersöker hur kooperativt lärande kan utveckla matematikinlärning och attityd till matematik. Resultat visar att kooperativt lärande är en undervisningsmetod som har positiva effekter på elevernas prestationer i matematik och attityd till matematik bättre jämfört med traditionell undervisning. Dessutom kan eleverna lära sig mer än ämneskunskap genom att förstärka sociala färdigheter när de arbetar tillsammans. Lärare har också en viktig roll för att skapa ett intresse för matematik och för att förbättra attityden till matematik hos eleverna genom att väl strukturera kooperativt lärande för att kunna få de bästa effekterna i undervisningen.

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