Eva Hammar Chiriac

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PhD, Professor

Linköping University

Sweden

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About

Eva Hammar Chiriac is a PhD and Professor at Linköping University in Sweden. Her research primarily focuses on educational dynamics and school climate, with recent articles examining group work assessment, student-teacher relationships, and supportive school environments. She is dedicated to understanding and improving the experiences of students and teachers within educational settings, particularly through qualitative methodologies.

Recent Grants

Grant: Close

Improving teaching learning through classroom management, classroom climate, and school climate

Open Date: 2018-01-01

Close Date: 2020-12-01

Grant: Close

Network for Group and Social Psychology

Open Date: 2014-05-01

Close Date: 2015-12-01

Grant: Close

Riot or celebration – Mass Events from a Process perspective

Open Date: 2010-01-01

Close Date: 2011-06-01

Articles (15)

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2025

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2024

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2024

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2023

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2023

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2022

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2022

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2022

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2021

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2021

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2021

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2021

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2020

Collaborators (4)

Camilla Forsberg

Linköping University

SWEDEN

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Ylva Bjereld

University of Gothenburg

SWEDEN

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Robert Thornberg

Professor

Linköping University

SWEDEN

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Karin Forslund Frykedal

Professor

University West

SWEDEN

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Eva Hammar Chiriac

Research Interests

Explore related searches

Contact this professor

About

Recent Grants

Articles (15)

Upper secondary school students’ perspectives on un/fairness in group work assessment

A qualitative study of Swedish pupils’ perspectives on supportive school climates and help-seeking

Individual Reflection Papers as a Means to Support Individual Assessment in Group Examinations in Problem-Based Learning

Teacher teams: A safe place to work on creating and maintaining a positive school climate

The association between student–teacher relationship quality and school liking: A small-scale 1-year longitudinal study

Teachers’ perspectives on factors influencing the school climate: A constructivist grounded theory case study

Teachers’ professional development for cooperative learning: A constructive controversy between long-term versus short-term professional development

Group work assessment intervention project—A methodological perspective

Teacher–Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study

“I think we have a good time if there are no disputes”: pupils’ dynamic perspectives on being on breaktime

Efficacy beliefs and interdependence when being assessed working in a group

Teachers’ perceived challenges in group work assessment

The effect of group-dynamics, collaboration and tutor style on the perception of profession-based stereotypes: a quasi-experimental pre- post-design on interdisciplinary tutorial groups

Exploring pupils’ perspectives on school climate

Attitudes towards being assessed in group work: The effects of self‐efficacy and collective efficacy moderated by a short educational intervention

Collaborators (4)

Camilla Forsberg

Ylva Bjereld

Robert Thornberg

Karin Forslund Frykedal

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