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Journal articles on the topic 'Group work in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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1

Garrett, Kendra J. "Use of Groups in School Social Work: Group Work and Group Processes." Social Work With Groups 27, no. 2-3 (March 14, 2005): 75–92. http://dx.doi.org/10.1300/j009v27n02_06.

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2

Catto, G. "Group work." Medical Education 31 (December 1997): 54–56. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02592.x.

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3

West, Richard. "Group work." Medical Education 31 (December 1997): 69–70. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02596.x.

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4

Lazarus, J., and Norman MacKay. "Group work." Medical Education 31 (December 1997): 75. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02598.x.

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5

Wilson, Kristy J., Peggy Brickman, and Cynthia J. Brame. "Group Work." CBE—Life Sciences Education 17, no. 1 (March 2018): fe1. http://dx.doi.org/10.1187/cbe.17-12-0258.

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Science, technology, engineering, and mathematics faculty are increasingly incorporating both formal and informal group work in their courses. Implementing group work can be improved by an understanding of the extensive body of educational research studies on this topic. This essay describes an online, evidence-based teaching guide published by CBE—Life Sciences Education (LSE). The guide provides a tour of research studies and resources related to group work (including many articles from LSE). Instructors who are new to group work, as well as instructors who have experienced difficulties in implementing group work, may value the condensed summaries of key research findings. These summaries are organized by teaching challenges, and actionable advice is provided in a checklist for instructors. Education researchers may value the inclusion of empirical studies, key reviews, and meta-analyses of group-work studies. In addition to describing key features of the guide, this essay also identifies areas in which further empirical studies are warranted.
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6

Middleman, Ruth R., and Gale Goldberg Wood. "From Social Group Work to Social Work with Groups." Social Work With Groups 13, no. 3 (October 1990): 3–20. http://dx.doi.org/10.1300/j009v13n03_02.

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7

Brown, Allan, and Tara Mistry. "Group Work with 'Mixed Membership' Groups." Social Work With Groups 17, no. 3 (December 1994): 5–21. http://dx.doi.org/10.1300/j009v17n03_02.

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8

Mylett, Terri, and Russell Gluck. "Learning and Language: Supporting Group Work So Group Work Supports Learning." Journal of University Teaching and Learning Practice 2, no. 2 (April 1, 2005): 4–16. http://dx.doi.org/10.53761/1.2.2.2.

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This paper reports on developments in teaching and learning for first year employment relations students at the University of Wollongong based on creating conditions of learning informed by Vygotsky’s ‘zone of proximal development’ theory. Essentially, this meant emphasising collaborative learning (group work) in the lecture theatre and in assessment tasks to provide opportunities for students to ‘learn the language’ of employment relations. The paper also considers collaboration between an employment relations discipline lecturer and an learning development discipline lecturer that helped identify the objectives for teaching and learning (the desired attributes of a Wollongong Graduate, ethical concerns about how students’ may affect one another in group work, and developing knowledge and skills to equip students to be effective in employment relations practice) within a particular task environment (characterised by an organisational imperative to ‘do more with less’, and students’ beliefs that lectures have the purpose of didactic information delivery) simultaneously with teaching. This paper offers readers a case study of the application of a teaching and learning theory that may stimulate reflection on their practice.
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9

Levine, Marion. "Group Work." Social Work With Groups 14, no. 1 (March 25, 1991): 3–16. http://dx.doi.org/10.1300/j009v14n01_02.

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10

Wayne, Julianne, and James Garland. "Group Work Education in the Field." Social Work With Groups 13, no. 2 (September 21, 1990): 95–109. http://dx.doi.org/10.1300/j009v13n02_08.

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11

Kelly, Phil. "Group Work and Multicultural Management Education." Journal of Teaching in International Business 20, no. 1 (January 2009): 80–102. http://dx.doi.org/10.1080/08975930802671273.

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12

MacBean, Judith, Ted Graham, and Chris Sangwin. "Group Work Reluctance in Maths Education." MSOR Connections 1, no. 3 (August 2001): 24–25. http://dx.doi.org/10.11120/msor.2001.01030024.

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13

Birnbaum, Martin L., and Julianne Wayne. "Group Work in Foundation Generalist Education." Journal of Social Work Education 36, no. 2 (April 2000): 347–56. http://dx.doi.org/10.1080/10437797.2000.10779013.

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14

Goldberg, Ted, and Alice Lamont. "Do Group Work Standards Work?" Social Work With Groups 9, no. 3 (February 26, 1987): 89–110. http://dx.doi.org/10.1300/j009v09n03_09.

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15

ERNEST, PAUL. "Small Group Work." Teaching Mathematics and its Applications 4, no. 1 (1985): 7–10. http://dx.doi.org/10.1093/teamat/4.1.7.

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16

Carlton, Thomas Owen. "Group Process and Group Work in Health Social Work Practice." Social Work With Groups 9, no. 2 (October 8, 1986): 5–20. http://dx.doi.org/10.1300/j009v09n02_02.

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17

Sweifach, Jay. "Group Work Education Today: A Content Analysis of MSW Group Work Course Syllabi." Social Work with Groups 37, no. 1 (December 7, 2013): 8–22. http://dx.doi.org/10.1080/01609513.2013.816920.

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18

Barker, Dean, and Mikael Quennerstedt. "Power and group work in physical education." European Physical Education Review 23, no. 3 (April 13, 2016): 339–53. http://dx.doi.org/10.1177/1356336x15620716.

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Group work is used in physical education (PE) to encourage student-directed, collaborative learning. Aligned with this aim, group work is expected to shift some power from teacher to students and enable students to make decisions and co-construct meaning on their own. There are, however, very few investigations focusing on power in group work situations in PE, with most research focusing on learning and content. Assumptions about the nature of power and its mechanisms have been largely implicit. The purpose of this paper was consequently to explore power relations in PE group work. To do this, we have drawn primarily on observational data of three groups working together to choreograph a dance performance in a Swedish PE lesson. A small amount of pre- and post-lesson interview material is used as a complementary data source. Michel Foucault’s notion of power as action-on-action is used to identify different types of power relations in this group work. Four specific kinds of relations are presented concerning: (1) the students’ task; (2) other cultures; (3) gender; and (4) interactions with one another. These relations suggest that power relations are not simply created locally between group members, nor are power relations only a function of the members’ proficiency in the task. In these respects, the results encourage a reconsideration of learning in group work and open up new avenues for further research. The paper is concluded with practical considerations that relate to common assumptions about student power, teacher authority and the potential benefit of ambiguous tasks in group work.
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19

Chapman, Helen. "Towards effective group-work in nurse education." Nurse Education Today 26, no. 4 (May 2006): 298–303. http://dx.doi.org/10.1016/j.nedt.2005.10.010.

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20

Popov, Vitaliy, Dine Brinkman, Harm J. A. Biemans, Martin Mulder, Andrei Kuznetsov, and Omid Noroozi. "Multicultural student group work in higher education." International Journal of Intercultural Relations 36, no. 2 (March 2012): 302–17. http://dx.doi.org/10.1016/j.ijintrel.2011.09.004.

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21

Ephross, Paul H. "Teaching Group Therapy Within Social Work Education." Journal of Independent Social Work 3, no. 4 (September 12, 1989): 87–98. http://dx.doi.org/10.1300/j283v03n04_07.

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22

Conley, Sharon, Janice Fauske, and Diana G. Pounder. "Teacher Work Group Effectiveness." Educational Administration Quarterly 40, no. 5 (December 2004): 663–703. http://dx.doi.org/10.1177/0013161x04268841.

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23

Strozier, Anne L. "Group Work in Social Work Education: What Is Being Taught?" Social Work With Groups 20, no. 1 (June 12, 1997): 65–77. http://dx.doi.org/10.1300/j009v20n01_06.

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24

Gutman, Carolyn, and Vered Shennar-Golan. "Instilling the Soul of Group Work in Social Work Education." Social Work with Groups 35, no. 2 (March 2, 2012): 138–49. http://dx.doi.org/10.1080/01609513.2011.631103.

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25

Ominaxon, Xusnitdinova, and Xusnitdinova Ominaxon. "ORGANIZATION OF GROUP WORK IN AN INCLUSIVE ELEMENTARY SCHOOL CLASSROOM." International Journal of Advance Scientific Research 03, no. 05 (May 1, 2023): 80–82. http://dx.doi.org/10.37547/ijasr-03-05-12.

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26

Kurland, Roselle, and Robert Salmon. "Group Work vs. Casework in a Group." Social Work With Groups 15, no. 4 (March 18, 1993): 3–14. http://dx.doi.org/10.1300/j009v15n04_02.

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27

Schwartzben, Sandon Howard, and Harvey Bertcher. "Multi-Family Group Work." Social Work With Groups 13, no. 3 (October 1990): 117–19. http://dx.doi.org/10.1300/j009v13n03_12.

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28

Anderson, Joseph D. "Group Work with Families." Social Work With Groups 13, no. 4 (March 1991): 85–101. http://dx.doi.org/10.1300/j009v13n04_07.

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29

Pollio, David E. "Reconstructing Feminist Group Work." Social Work With Groups 23, no. 2 (November 15, 2001): 3–18. http://dx.doi.org/10.1300/j009v23n02_02.

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30

Sethi, Bharati. "Healing Through Group Work." Social Work with Groups 40, no. 1-2 (April 22, 2016): 156–60. http://dx.doi.org/10.1080/01609513.2015.1065387.

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31

Burdett, Jane, and Brianne Hastie. "Predicting Satisfaction with Group Work Assignments." Journal of University Teaching and Learning Practice 6, no. 1 (January 1, 2009): 70–81. http://dx.doi.org/10.53761/1.6.1.7.

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Universities are increasingly using group based assessment tasks; however, as with workplace teams, such tasks often elicit mixed feelings from participants. This study investigated factors that may predict student satisfaction with group work at university. Final-year business students completed a questionnaire addressing experiences of group work. Quantitative and qualitative data suggest that the major barrier to students’ group work satisfaction was workload issues. Conversely, perceptions of learning and feelings of group-based achievement contributed most to satisfaction. Knowledge of predictors of satisfaction allows teaching staff to identify potential problems in groups, and improve the quality of the group work experience.
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32

Hollinshead, Anne. "Effective group work with young people." Professional Development in Education 37, no. 1 (February 2011): 166–67. http://dx.doi.org/10.1080/19415250903416584.

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33

Tienken, Christopher H. "The Core Four of Group Work." Kappa Delta Pi Record 58, no. 4 (October 2, 2022): 152–54. http://dx.doi.org/10.1080/00228958.2022.2110812.

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34

Kempa, R. F., and Aminah Ayob. "Learning from group work in science." International Journal of Science Education 17, no. 6 (November 1995): 743–54. http://dx.doi.org/10.1080/0950069950170606.

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35

Christensen, Clare, and Cam McRobbie. "Group interactions in science practical work." Research in Science Education 24, no. 1 (December 1994): 51–59. http://dx.doi.org/10.1007/bf02356328.

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36

Utha, Karma. "Assessing the Efficacy of Group Work Using a Group Work Assessment Framework." Bhutan Journal of Research and Development 12, no. 1 (June 11, 2023): 14–31. http://dx.doi.org/10.17102/bjrd.rub.12.1.0022.

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Group work as a learning activity in education is to enhance students’ content knowledge and develop social skills. The minimal individual and group accountability has often led to only a few students working towards achieving the group goals. Research has suggested taking care of the task design and assessment to achieve the efficacy of group work. Towards this, a Group Work Assessment Framework (GAF) is proposed. The GAF consists of a detailed roadmap of planning, implementation, and assessment taking into account the task design and assessment with specific guidelines for teachers and students. A participatory design to develop and implement the GAF was applied. Six tutors as designers and 11 tutors as implementors were involved. A total of 221 students and 8 tutors participated in the survey and interviews. The findings indicate that GAF enhanced individual and group accountability. The assessment of the group work was found to be fair as each student was marked based on his/her contribution and collaboration using evidence like meeting minutes, meeting attendance, recording, and student consultation. The study findings may provide an empirical base for policy directives to implement GAF in higher education to enhance students’ learning and develop social skills. A study may be carried out after a few cycles of implementation for any revision in the GAF.
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37

Rose, Richard. "A Jigsaw Approach to Group Work." British Journal of Special Education 18, no. 2 (May 31, 2007): 54–58. http://dx.doi.org/10.1111/j.1467-8578.1991.tb00848.x.

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38

Koppenborg, Markus, and Katrin B. Klingsieck. "Group work and student procrastination." Learning and Individual Differences 94 (February 2022): 102117. http://dx.doi.org/10.1016/j.lindif.2022.102117.

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39

Falck, Hans S. "Teaching Social Group Work." Journal of Teaching in Social Work 6, no. 1 (September 25, 1992): 189–91. http://dx.doi.org/10.1300/j067v06n01_12.

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40

Birnbaum, Martin L., and Charles Auerbach. "Group Work in Graduate Social Work Education: The Price of Neglect." Journal of Social Work Education 30, no. 3 (September 1994): 325–35. http://dx.doi.org/10.1080/10437797.1994.10672243.

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41

Hassanien, Ahmed. "Student Experience of Group Work and Group Assessment in Higher Education." Journal of Teaching in Travel & Tourism 6, no. 1 (July 18, 2006): 17–39. http://dx.doi.org/10.1300/j172v06n01_02.

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42

Tornwall, Joni, Elizabeth A. Fitzgerald, and David Hrabe. "Team Charters in Group Work." Journal of Nursing Education 60, no. 5 (May 2021): 302. http://dx.doi.org/10.3928/01484834-20210420-14.

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43

Carey, Lois A. "Group Work Education: A Call for Renewed Commitment." Social Work with Groups 39, no. 1 (July 27, 2015): 48–61. http://dx.doi.org/10.1080/01609513.2014.989627.

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44

Koekoek, Jeroen, and Annelies Knoppers. "Gender Categorizations During Group Work in Physical Education." Journal of Teaching in Physical Education 39, no. 2 (April 1, 2020): 196–205. http://dx.doi.org/10.1123/jtpe.2018-0189.

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Purpose: To explore how the use of gender categorizations inform children’s preferences of working with others in physical education. Method: Draw, write, and tell procedures were used to elicit the thoughts and feelings of 42 children, across four schools, about their peers and working together in groups. The children, aged between 11 and 13 years, were distributed across 14 focus groups to talk about conditions in group work that they thought facilitated and inhibited their learning. Results: Two meta-themes—(a) classmates and friendships and (b) work intention and trust—emerged from the interview data about their preferences for the ways groups were constituted. The results indicated that these children created or constructed categories of their peers based on gender but using gender-neutral words. Conclusion: Their constructions of working with others in PE contributed to an implicit curriculum consisting of different expectations for the same gender and for other gender groups.
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45

Schwartz, William. "The Group Work Tradition and Social Work Practice." Social Work With Groups 8, no. 4 (February 7, 1986): 7–28. http://dx.doi.org/10.1300/j009v08n04_03.

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46

Schwartz, William. "The Group Work Tradition and Social Work Practice." Social Work With Groups 28, no. 3-4 (April 26, 2006): 69–89. http://dx.doi.org/10.1300/j009v28n03_06.

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47

Pollio, David E. "Hoops Group: Group Work with Young "Street" Men." Social Work with Groups 18, no. 2-3 (September 1995): 107–22. http://dx.doi.org/10.1300/j009v18n02_09.

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48

Bonanno, Helen, Janet Jones, and Linda English. "Improving Group Satisfaction: making groups work in a first‐year undergraduate course." Teaching in Higher Education 3, no. 3 (October 1998): 365–82. http://dx.doi.org/10.1080/1356215980030306.

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49

Tsybulko, Liudmyla, Oleksii Biletsky, and Yelizaveta Bondarenko. "Organization and Content of Group Work." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 176–83. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-176-183.

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The article considers the main points of organization and content of club activity group work as one of the most important components of extracurricular education. The necessity of further development of circle work is emphasized, both within the General education school (club activity work) and within the framework of extracurricular educational institutions. It described the main features inherent in any circle, highlighted the main differences between circle classes and school lessons, including differences in the forms and methods of teaching. Emphasis is placed on the mandatory publication of the results of the activities of the clubs members (holding exhibitions, fairs, reporting concerts and evenings) and its importance for the members of the club themselves. Based on the analysis of scientific literature, a classification of different types of circles is given, which is based on the main directions of socially useful activities of schoolchildren. It is proved that in order to achieve high results, group work should be based on the principles of voluntariness, humanism, democracy and self-government. The article also emphasizes that group work is a separate form of education and upbringing, which should be called a collective form of self – education. In favor of this statement, the facts are given, where the form of training of the club’s activity is collective, and the method of obtaining new knowledge and forming skills is individual. And it has the advantages of both collective and individual training.
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50

Forsell, Johan, Karin Forslund Frykedal, and Eva Hammar Chiriac. "Teachers’ perceived challenges in group work assessment." Cogent Education 8, no. 1 (January 1, 2021): 1886474. http://dx.doi.org/10.1080/2331186x.2021.1886474.

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