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51.
Hannu Räty 《European Journal of Psychology of Education - EJPE》2010,25(4):493-506
This longitudinal study set out to examine the changes that took place in parents’ evaluations of their child’s school in
the course of the child’s complete 9-year-long compulsory education. Over the follow-up period, academically educated and
vocationally educated mothers and fathers (N = 326) were asked to indicate their degree of satisfaction with aspects of their child’s school every 2 years. It was found
that the level of parental satisfaction was fairly high at the start, that the general decreasing trend was gradual rather
than abrupt, and that the proportion of dissatisfied parents remained low and stable. A pattern of differences emerged to
suggest that the parents’ perceptions were structured by their social-psychological distance from the school as measured by
their social positions; for instance, the vocationally educated parents, fathers in particular, displayed less satisfaction
than the academically educated ones. 相似文献
52.
Parents (N = 97) and their child's class‐teachers were instructed to rate the child's potential for improvement in mathematics and Finnish. The results showed that there was a moderate correlation between the parents' and teachers' ratings. The parents rated their child's potential more optimistically than the teachers did. Views of malleability may be seen as a potentially important factor in defining the child's educability. 相似文献
53.
Conceptions of intelligence as social representations 总被引：1，自引：0，他引：1
The aim of the study was to investigate the theory put forward by Mugny and Carugati that social representations of intelligence are organised both by social identity and by experiences of unfamiliarity. Parents’, teachers’ and students’ conceptions of intelligence were examined in two separate questionnaire-based studies, the first one (N=196) dealing with views on the development of intelligence, and the second one (N=222) with views on the definitions of intelligence. It was found that social identity (“fostererhood” and teacherhood) tends to organise the conceptions in terms of the “theory of natural inequalities”, as suggested by Mugny and Carugati. However, the experienced unfamiliarity of intelligence had a clear effect only on the conceptions of development, and there were no general associations between social identity and experienced unfamiliarity. We suggest that the social representations of intelligence might be organised in terms of several basic themes, with one dealing with the puzzle of development, another with the definition of intelligence, and a third, more general one, treating the whole concept of intelligence with suspicion and apprehension. 相似文献
54.
The Finnish miracle of PISA: historical and sociological remarks on teaching and teacher education 总被引：4，自引：2，他引：4
Hannu Simola 《比较教育学》2005,41(4):455-470
One of the recent tributes to the success of Finnish schooling was the PISA 2000 project report. As befits the field of education, the explanations are primarily pedagogical, referring especially to the excellent teachers and high‐quality teacher education. Without underrating the explanatory power of these statements, this paper presents some of the social, cultural and historical factors behind the pedagogical success of the Finnish comprehensive school. From the perspectives of history and the sociology of education, it also sheds light on some ironic paradoxes and dilemmas that may be concealed by the success. The focus is on the problematic nature of international comparative surveys based on school performance indicators. The question is whether they really make it possible to understand schooling in different countries, or whether they are just part of processes of ‘international spectacle’ and ‘mutual accountability’. 相似文献
55.
56.
Hannu Räty 《European Journal of Psychology of Education - EJPE》2007,22(3):387-398
This follow-up study set out to examine whether parents’ recollections of their own school would predict their degree of satisfaction
with the functioning of their child’s school. A group of academically educated and vocationally educated parents with a child
in preschool (N=391) were asked to think back to their primary school days and evaluate their school; these parents were then
asked to indicate their satisfaction with the functioning of their child’s school once the child had reached the first, the
third and the fifth grade. The parents’ recollections were found to influence their degree of satisfaction: among the academically
educated respondents, the parents with relatively positive recollections showed higher levels of satisfaction than the parents
with relatively negative recollections did; and among the vocationally educated respondents, the mothers with relatively positive
recollections indicated higher levels of satisfaction than the mothers with relatively negative recollections did. It was
suggested that parents’ recollections may be seen as an experience-based component of their general attitude towards education. 相似文献
57.
Learning Environments Research - The goal of this research was to explore cognitive, self-determined learning and autonomous motivational effects in the context of a mobile science exhibition... 相似文献
58.
In the course of their child’s school years, a group of parents were asked to assess their child’s mathematical competence and indicate whether they endorsed the gender stereotype pertaining to it. Once the child had entered upper primary school, the consistent stereotypic parents tended to rate their boys’ mathematical competence higher than the parents of girls did. Additionally, the parents whose attitude turned into an anti‐stereotypical one perceived their girls’ mathematical competencies as higher than those of the boys, which was related to their perception that the boys’ competencies were getting worse while the girls’ competencies were getting better. 相似文献
59.
Beijing in-service teachers' self-efficacy and attitudes towards inclusive education 总被引：1，自引：0，他引：1
Four-hundred-and-fifty-one in-service teachers from the Beijing municipality filled in a questionnaire containing a Teacher Efficacy for Inclusive Practices (TEIP) scale. The aim was to examine the factor structure of the TEIP scale among mainland Chinese in-service teachers, and to investigate the relationship between self-efficacy for inclusive practices, respondents' background factors and attitude towards inclusive education. The TEIP scale and its three sub-scales had good reliability. Confirmatory factor analysis gave support to a structure of three self-efficacy factors, efficacy in using inclusive instructions, efficacy in collaboration, and efficacy in managing behaviour. 相似文献
60.
Anne Karhu Vesa Närhi Hannu Savolainen 《International Journal of Inclusive Education》2018,22(5):475-489
Inclusion is never only a practical issue of placement. School-wide systemic change, together with well-functioning, multi-tiered support, can promote the inclusion of all pupils. This paper draws on research conducted in two mainstream primary schools in Finland. The primary focus was to gain insight into practical solutions to facilitate the inclusion of pupils with attention-deficit hyperactivity disorder (ADHD) in mainstream teaching. Using an experimental, multiple-baseline, single-case design, we examined the effects of Check-in Check-out (CICO) support on changes in the behaviour of two pupils who displayed ADHD-type behaviours. The key features of CICO are brief morning and afternoon meetings with an adult, the use of a daily report card, regular positive feedback during the day, and parental involvement. This study examined if behavioural gains made during the implementation of CICO support can be maintained. Visual data analysis revealed differences in two CICO-ending strategies on maintenance in pupils with ADHD symptoms. The results suggest that consistent universal positive behaviour support systems together with additional behavioural support can facilitate the successful inclusion of pupils observed by teachers to have even severe disruptive behaviours in a mainstream learning environment. 相似文献