دیدگاه دانشجویان کارشناسی کشاورزی نسبت به تکلیف‌های درسی گروهی

آرامون، ه.، صادقی آرانی، ز.، و سعید اردکانی، س. ) 1388 (. تأثیر مهارت های کار گروهی بر عملکرد آموزشی و پژوهشی
.59- دانشجویان به تفکیک جنسیت. مجله علمی- پژوهشی تحقیقات زنان، سال سوم، شماره ی اول، ص 73
اطهری، ز.، زرافشانی، ک.، میرک زاده، ع.، و سلیمانی، ع. ) 1390 (. تحلیل نگرش دانشجویان کشاورزی نسبت به
42 ، شماره ی چهارم، - یادگیری گروهی در دانشگاه رازی کرمانشاه. مجله تحقیقات اقتصاد و توسعه کشاورزی ایران، دورهی 2
.693- ص 704
یعقوب زاده، م. ) 1391 (. شایستگی های مورد نیاز دانش آموختگان کشاورزی برای ورود و نقش آفرینی مؤثر در شرکت
های فنی مهندسی و خدمات مشاوره ای کشاورزی از دیدگاه اعضا این شرکت ها در استان خراسان رضوی. پایان نامه
کارشناسی ارشد در رشته ترویج و آموزش کشاورزی. دانشکده کشاورزی، دانشگاه شیراز.
Bacon, D. R., Stewart, K. A., & Silver, W. S. (1999). Lessons from the Best and Worst Student Team
Experiences: How a Teacher can make the Difference. Journal of Management Education, 23(5), 467-488.
Binder, A. (1984). Restrictions on statistics imposed by method of measurement: Some reality, some
myth. Journal of Criminal Justice, 12(5), 467-481.
Brokaw, A. J. & Rudd, D. V. (2002). Strategies for team selection for group projects in marketing. In
Great Ideas for Teaching Marketing.
Brooks, C. H., & Ammons, J. L. (2003). Free riding in group projects and the effects of timing, frequen78
cy, and specificity of criteria in peer assessments. Journal of Education for Business, 78(5), 268-272.
Candy, P. C., Crebert, G., & O’Leary, J. (1994). Developing lifelong learners through undergraduate
education. Canberra: Australian Government Publishing Service.
Cohen, E. (1994). Collaborative learning: higher education, interdependence, and the authority of
knowledge. Baltimore: John Hopkins University Press.
Cohen, S. G., & Bailey, D. E. (1997). What makes team work: Group effectiveness research from the
shop floor to the executive suite. Journal of Management, 23, 239-290.
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and
qualitative research (3rd ed.). Upper Saddle River, N.J: Preason/Merrill Prentice Hall.
Eastman, J. K., Iyer, R., & Eastman, K. L. (2011). Business students’ perceptions, attitudes, and satisfaction
with interactive technology: An exploratory study. Journal of Education for Business, 86, 36-43.
Erskine, L., & Johnson, D. S. (2012). Effective learning approaches for sustainability: A student perspective.
Journal of Education for Business, 87(4), 198-205.
Espey, M. (2010). Valuing teams: What influences student attitude? NACTA Journal, 31-40.
Fall, R., Webb, N., & Chudowski, N. (2000). Group discussion and large-scale language arts assessment:
Effects on students’ comprehension. American Educational Research Journal, 37, 911-9451.
Farias, G. Farias, C. M., & Fairfiled, K. D. (2010). Teacher as judge or partner: The dilemma of grades
versus learning. Journal of Education for Business, 85, 336-342.
Ford, M., & Morice, J. (2003). How fair are group assignments? A survey of students and faculty and a
modest proposal. Journal of Information Technology Education, 2, 367-378.
Gibson, C. B., Randel, A. E., & Earley, C. P. (2000). Understanding group efficacy: An empirical test of
multiple assessment methods. Group & Organizational Management, 25(1), 67-97.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis:
A global perspective, 6th ed. London: Pearson Education.
Hansen, R. (2006). Benefits and problems with student teams: suggestions for improving team projects.
Journal of Education for Business, 82(1), 11-19.
Johnson, D., & Johnson, R. (1996). Conflict resolution and peer mediation programs in elementary and
secondary schools: A review of the research. Review of Educational Research, 66, 459-506.
Matveev, A. V., & Richard G. Milter, R. G. (2010). An implementation of active learning: assessing the
effectiveness of the team infomercial assignment. Innovations in Education and Teaching International,
47(2), 201-213.
Miller, L. E., & Wolf, K. (2008). Measuring in the affective domain. Professional Development Workshop,
March 14, 2008. Costa Rica: Association for International Agricultural and Extension Education.
Morris, R., & Hayes, C. (1997). Small group work: Are group assignments a legitimate form of assessment?
In Pospisal,. Willcoxson, L. (Eds), Learning Through Teaching, 229-233. Proceedings of the 6th
Annual Teaching Learning Forum, Murdoch University, February 1997. Perth: Murdoch University.
Nunally, J., & Bernstein, I. (1994). Psychometric theory, 3rd ed. New York: McGraw-Hill.
Ross, M.K., Turner, S., & Ibbetson, R.J. (2009). The impact of teamworking on the knowledge and
attitudes of final year dental students. British Dental Journal, 206(3), 163-167.
Taninecz, G. (1997). Best practices and performances. Industry Week, 246, 28-43.
فصل نامه پژوهش مدیریت آموزش کشاورزی
دیدگاه دانشجویان کارشناسی ...
79
Westli, K. H., Johnsen, H. B., Eid, J., Rasten, I., & Brattebø , G. (2010). Teamwork skills, shared mental
models, and performance in simulated trauma teams: an independent group design. Scandinavian Journal
of Trauma, Resuscitation and Emergency Medicine, 18(47), 2-8.
Winter, K. J., Neal. C. j., & Waner. K. K. (2001). How male, female, and mixed-gender groups regard
interaction and leadership differences in the business communication course. Business Communication
Quarterly, 64(43), 43-58.
Zocco, D. (2009). Risk theory and student course selection. Research in Higher Education, 3, 1-29.
Zou, X. W. P., & Darvish, H. (2006). Group assignments and teamwork skills development in postgraduate
construction management studies. Architectural Engineering and Design Management, 2(3), 203-215.
Zumbo, B., & Zimmerman, D. (1993). Is the selection of statistical methods governed by level of measurement?
Canadian Psychology, 34(4), 390-399.