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61.
Riitta Kärkkäinen Hannu Räty Kati Kasanen 《European Journal of Psychology of Education - EJPE》2009,24(3):405-419
This study examined parental views of their child’s educability through the parents’ perceptions of their child’s resilience. The purposes of the study were: (1) to examine psychometric properties of the rating scale created to measure parental views of their child’s educational and psychological resilience, (2) to explore whether the parents’ views of the child’s resilience were related to their notions of the child’s competencies and (3) to examine how parents’ perceptions of their child’s resilience were related to the parent’s social position and the child’s gender. Data were collected by questionnaire from the parents of fifth-grade children (N=391). The parental rating scale consisted of three dimensions of resilience, all with satisfactory reliability. Parents’ views of their child’s resilience were related to their perceptions of child’s abilities and school success, suggesting that the parental rating scale had concurrent validity. The results also indicated that parents’ views of their child’s resilience were related to their gender and education and to the child’s gender. Furthermore, parents’ views of their child’s educational resilience, based on parents’ trust in their child’s internal capacities, were related to the parental definition of their child’s cognitive-verbal competencies, in particular. 相似文献
62.
This article examines the spread of the neo‐liberal educational policy in Finnish schools by considering entrepreneurship education. We examined the kinds of gendered and classed enterprising selves that were narrated in the Finnish writing competition Good Enterprise! written by pupils in the 9th grade of comprehensive school. In their narratives of enterprising selves, the pupils constructed the middle‐class version of the self, where the person was not contingent upon external effects but an autonomous self‐governing individual. Moreover, the possible selves of boys matched the culturally valued representations of the autonomous, risk‐taking entrepreneurial individual more closely than the self‐representations of girls did. However, it was especially the boys’ narratives of modest entrepreneurship with the traditional virtues of the respectable citizen that were successful in the competition. This finding is in conflict with the educational policies of the European Union, which call for risk‐taking abilities and competition as pre‐conditions for achieving progress. 相似文献
63.
The present study set out to survey Finnish parents’ participation in their child’s schooling and related experiences. The subjects were a nationally representative group of academically and vocationally educated fathers and mothers (N = 391) who had a child on the fifth grade. A great majority of the parents reported that they attended the parent evenings and saw them in a positive light. Most parents helped their child in her/his schoolwork, though some of them were doubtful of their own competence for it. The choice of schools, which was considered mainly by urban parents and academically educated parents, seemed to introduce a new private element into parental participation without changing the existing communal forms of participation. 相似文献
64.
Airi Hakkarainen Leena Holopainen Hannu Savolainen 《Scandinavian Journal of Educational Research》2013,57(5):488-506
This study investigated whether mathematical and reading difficulties and self-reported learning problems predicted school achievement in the ninth grade, at the age of 16, and how these difficulties further explained the transition either to upper secondary academic education or to vocational education. The sample of the present study comprised one age group of ninth-grade adolescents (n?=?592; 300 girls, 292 boys) in a middle-sized Finnish city. These students completed tests of mathematics, reading comprehension and decoding. Participants were also asked to assess their learning problems in school work. Results demonstrated that mathematical and reading difficulties strongly predicted school achievement in the ninth grade and, through school achievement, also predicted the transition to different tracks in secondary education. The role of self-reported learning difficulties in this prediction was significant, but less significant than that of mathematical and reading difficulties. Parents' education did not play a major role in this prediction. 相似文献
65.
Though not categorically opposed to the idea, Finnish parents tended to resist rather than endorse the view of parents as tax payers who can make demands for the efficacy of schooling and expected teacher performance. However, parents with vocational training tended to resist this view less than parents from higher educational groups. Additionally, dissatisfaction with a child’s primary schooling and support for a selective educational policy were both associated with a tendency to view this role in a relatively positive light. 相似文献
66.
Learning the class test 总被引：1，自引：0，他引：1
Kasanen Kati Räty Hannu Snellman Leila 《European Journal of Psychology of Education - EJPE》2003,18(1):43-58
European Journal of Psychology of Education - The class test is one of the important school practices which construct and convey to the pupils the predominant conception of ability and the related... 相似文献
67.
Positive student–teacher relationships are related to students’ academic achievement and behavioural and emotional adjustment. How a student’s behavioural and emotional strengths are associated with these relationships and how the relationships influence students’ academic performance remains unknown. We examined this framework using a cross-lagged panel model with a group of Finnish students and their parents from Grade 5 to Grade 7. The results revealed that the parents rated behavioural and emotional strengths are stable over a 1-year (r = .78) and 2-year (r = .71) period and that students’ perceptions of student–teacher relationships demonstrated greater change over time (r’s = .54, .35). Behavioural and emotional strengths demonstrated a positive relationship with student–teacher relationships as well as academic achievement (β = .39, p < .01). Strengths were also indirectly associated with academic achievement via student–teacher relationships. Study limitations, implications and future research are discussed. 相似文献
68.
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
69.
Check In–Check Out (CICO) is a support programme for students with externalising problem behaviours. This study implemented in Finland is one of the first reports on the application of CICO in the European context. An experimental, multiple-baseline, single-case design is used to examine the effects of the CICO intervention on the problem behaviour and appropriate behaviour of three general education primary school pupils. The similarity of the observation data and the information provided in daily report card (DRC) are investigated to gauge the validity of the DRC assessments. The fidelity and social validity of the intervention are also analysed. CICO reduced problem behaviour in all pupils. The results suggest that DRCs are valid tools for estimating behaviour in applied settings. CICO was implemented with high fidelity, and it had excellent acceptability among school personnel. This study adds to the existing literature by implying that effective behaviour support for pupils with disruptive behaviours can be applied easily in general education settings and in diverse international contexts. 相似文献
70.
Sini Kontkanen Patrick Dillon Teemu Valtonen Lasse Eronen Hannu Koskela Pertti Väisänen 《Education and Information Technologies》2017,22(4):1299-1326
This research focuses on Finnish students’ (n?=?84) experiences of using personal iPads in their studies through 3 years of upper secondary schooling. It is based on results from one of the first schools in Finland where all the new students were provided with iPads at the start of their studies. Data consists of: (i) 127 short stories written by students about how they would advise a new teacher and a new student to use iPads in teaching and learning, and (ii) four group discussions on the same topics. Qualitative thematic analysis of the data was guided by the TPACK framework. Results suggest that: (i) teachers’ pedagogical approaches changed little in response to the new devices and remained largely teacher-centred, and (ii) students do not have the confidence to radically change learning styles to take advantage of the affordances of the devices. The value that iPads add to teaching and learning is difficult to quantify because of the complex and often conflicting factors involved. Overall, the findings imply that teachers’ TPACK is generally resistant to change and students’ proto-TPACK is insufficiently developed to initiate change. An approach that systematically develops both students’ and teachers’ TPACK is advocated. 相似文献