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31.
Hannu Räty Kati Kasanen Leila Snellman 《International Journal of Early Years Education》2002,10(2):121-135
By comparing the reasons given for the peer assessments of children at different grade levels, the study set out to examine how children acquire the criteria of the conception of ability represented by the school. A sample of pre-school children, pupils (ages 6-10) of the first, second, third, and fourth grade (N = 112), were presented two tasks. In the free classification task, the children were asked to group their classmates on the basis of similarity; in the team selection task, they were requested to name those classmates whom they would like to have on their team for different academic contests and as playmates. In both tasks, the children were asked to give reasons for their responses. The findings from the team selection task indicated that, by the fourth grade, children have acquired the elements of the school's conception of ability in a fairly clear form. They begin to use comparative criteria and the correctness and speed of performance in the assessment of theoretical skills in particular. In the free classification task, references to academic skills made a clear appearance only as late as the fourth grade, suggesting that the influence of the school extends to the domain of non-academic peer assessment as well. En comparant les justifications fournies par des élèves de différents degrés d'études qui ont essayé d'évaluer leurs camarades de classe, cette étude a voulu mettre au clair de quelle facon les enfants s'attribuent-ils des critères de la conception de la capacité représentée par l'école. Deux tâches ont été donnés aux élèves préscolaires ainsi qu'aux élèves de première, seconde, troisième et quatrième année scolaire (N = 112). Dans un premier exercice de libre classification, on a demandé aux enfants de grouper leurs camarades selon la ressemblance de ceux-ci; dans un deuxième exercice de sélection d'équipes, les enfants ont dû choisir ceux de leurs camarades qu'ils voudraient avoir dans leur équipe pour participer à des concours scolaires les plus divers et ceux qu'ils voudraient avoir comme compagnons de jeux. Dans ces deux tâches les enfants ont dû également justifier leurs choix. Les résultats de l'exercice de sélection d'équipes ont prouvé que, avant de commencer la quatrième année scolaire, les enfants se sont attribués clairement des éléments des conceptions quant à la capacité qui sont celles de l'école même. Les enfants commencent à employer des critères comparatifs, ainsi que la correction et la rapidité de l'acte, pour évaluer surtout des capacités théoriques. Dans l'exercice de libre classification, les allusions aux capacités scolaires ne se sont présentées de facon nette qu'au cours de la quatrième année scolaire. Ce résultat semble indiquer que l'influence de l'école s'étend aussi dans le domaine de l'évaluation non-scolaire de camarades. Comparando las justificaciones dadas por alumnos de diferentes niveles escolares que han tratado de evaluar sus compañeros de clase, este estudio ha querido aclarar de qué manera los niños adoptan criterios del concepto de capacidad representado por la escuela. Se dieron dos tareas a alumnos preescolares y a alumnos del primer, segundo, tercer y cuarto año escolar (N = 112). En un primer ejercicio de libre clasificación, los alumnos tuvieron que agrupar sus compañeros según la semejanza de éstos; en un segundo ejercicio de selección de equipos, los alumnos tuvieron que elegir aquellos de sus compañeros que querían tener en su equipo para participar en diversos concursos escolares y aquellos que querían tener como compañeros de juego. En ambos ejercicios los alumnos también tuvieron que justificar sus preferencias. Los resultados en cuanto al ejercicio de selección de equipos mostraron que, antes de comenzar el cuarto año escolar, los niños han adoptado claramente elementos de los conceptos de la escuela sobre la capacidad. Los alumnos empiezan a servirse de criterios comparativos, de la corrección y la rapidez del acto para evaluar sobre todo capacidades teóricas. En el ejercicio de libre clasificación, las alusiones a las capacidades escolares aparecieron con claridad sólo durante el cuarto año escolar. Este resultado parece indicar que la influencia de la escuela se extiende también al campo de la evaluación no-escolar de compañeros. 相似文献
32.
Matti Pennanen Hannu L. T. Heikkinen Päivi Tynjälä 《Scandinavian Journal of Educational Research》2020,64(3):355-371
ABSTRACTThis study investigated participants’ conceptions of the ideal mentor and mentee in the Finnish model of peer-group mentoring (PGM). Existing mentoring research emphasises dyadic practices, yet there is a lack of investigation of participants’ roles in group mentoring. The main concepts of this inquiry were dispositions (habitus) and virtues drawing on the theory of practice architectures and Aristotelian virtue philosophy. Methodologically, the study can be identified as philosophical-empirical inquiry that utilises a narrative and hermeneutical approach to analyse qualitative data from 30 respondents. As its central finding, the study identified a set of core characteristics that describe the virtues and vices of a mentor and mentee based on the participants’ views. Overall, these characteristics reflected ideas of relatings (peerness, equality), proactive and reactive participation, and presence in the group. Characteristics focused on the social aspect of dispositions in peer-group mentoring. 相似文献
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34.
This longitudinal study set out to examine, in the light of the parents’ education and gender and the child’s gender, the changes that occurred in the course of five years in parents’ satisfaction with the functioning of their child’s school. Academically and vocationally educated mothers and fathers (N = 391) were asked to indicate their satisfaction with different aspects of their child’s school at the end of the first, third and fifth school year. It was found that the level of parental satisfaction was fairly high at the start, and despite a decreasing trend, it remained high; parental satisfaction was widely shared, and the number of dissatisfied parents remained small and stable. The academic parents displayed more satisfaction with their child’s school success and the fairness of the treatment than the vocational parents did. The results are discussed in terms of educational policy. 相似文献
35.
The purpose of this study was to construct and study the impact of a research‐based sequence for teaching the concept of modelling to seventh‐grade science students. We identified students' notions of models and the aspects of school science to be addressed regarding the model concept, which were then taken into account when we planned the learning sequence. The idea of modelling in science was taught while the students were learning about the change of states of matter in seventh‐grade physics. A pre‐interview revealed that the students' notions of models were very limited, while a post‐interview showed that this improved in the course of the series of lessons. There was also a statistically significant difference in the students' understanding of modelling between our target group and a control group consisting of ninth‐grade students who had received only the normal teaching. However, a delayed post‐questionnaire completed a few months after the teaching sequence showed that the stability of learning results were dependent on whether models and modelling were used in the normal teaching conducted after the teaching sequence. Implications for teaching, teacher education and research are also addressed in this paper. 相似文献
36.
Hannu Räty Katri Komulainen Tuuli Paajanen Mia Markkanen Nina Skorokhodova Vadim Kolesnikov 《Educational studies》2012,38(5):573-586
This study sets out to examine Finnish and Russian children’s representations of intellectual competence as contextualised in the hierarchies of abilities, age and gender. Finnish and Russian pupils, aged 11–12?years, were asked to draw pictures of an intelligent person and an ordinary person. It was found that gender appearance of intelligent men and women was less heterosexual than that of ordinary men and women. In Russian pictures, the intelligent characters, especially women, were widely separated from the ordinary ones in terms of cognitive-mental features. In Finnish depictions, the differentiation between the intelligent and ordinary characters, especially women, was not so categorical and was primarily based on status. It appears that Russian children are apt to relate their representations of intellectual ability to the institutionalised systems of cognitive competence, education and science, whereas Finnish children associate intelligence to social success as well. Further, cultural and gender-related hierarchies of age seemed to reflect in the children’s images. 相似文献
37.
Katri Johanna Komulainen Maija Korhonen Hannu Räty 《International journal of qualitative studies in education》2013,26(8):1079-1095
This study set out to explore the narratives of entrepreneurship that 15–16-year-old pupils in their last grade of comprehensive school produced in the Finnish annual writing competition Good Enterprise! We focused on narratives that can be categorized as tragedies, satires, comedies, and crime stories (N?=?219). In these stories, the pupils challenge the political ideal of the risk-taking entrepreneur by arguing for sustainable development and social justice as bases for entrepreneurship. On the one hand, the critical representations of entrepreneurs arise from the Protestant work ethic, and thus the values constructed in these stories are close to stories that can be characterized as romances of the modest entrepreneur where the motive for entrepreneurship was not the accumulation of material wealth. On the other hand, these critical stories represent “entrepreneur and consumer pathologies,” and hence make a mockery of the core neoliberal values of autonomy, competition, and choice. 相似文献
38.
Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in these countries. A sample of 319 South African and 822 Finnish primary and secondary education teachers completed a questionnaire containing a scale measuring sentiments, attitudes and concerns on inclusive education as well as a scale measuring teachers’ self-efficacy in implementing inclusive practices. A comparative analysis indicated that whereas the overall sentiments towards disabilities were positive in both countries, teachers had many concerns about the consequences of including children with disabilities in their classrooms. While the most positive aspect of self-efficacy among the South African teachers was their self-efficacy in managing behaviour, the Finnish teachers saw this as their weakest point. Self-efficacy, in particular efficacy in collaboration, was clearly related to overall attitudes towards inclusion. The implications of these findings for pre-service and in-service teacher education are discussed. 相似文献
39.
Disruptive behaviours in classrooms pose a significant challenge for learning in schools and are, at the same time, a risk factor for students’ academic achievement and a major source for work-related stress among teachers. Earlier research suggests that clarifying the classroom rules and behavioural expectations, monitoring students’ adherence to them and using behaviour-specific praise are simple and effective practices to reduce disruptive behaviour. Most of the interventions have been developed for elementary schools, although behaviour problems tend to be more common in middle schools. This two-month pilot study using a pre–post design evaluated the effects of a class-wide intervention on learning climate and disruptive behaviour (evaluated by students and teachers); on teacher-experienced stress; and on the time needed to maintain the positive learning climate in middle school. The classes were nominated for the intervention by their teachers on the basis of poor learning climates. The intervention was based on clear behavioural expectations for the students, positive behaviour support and, if needed, rapid actions in response to high rates of disruptive behaviour. The intervention was carried out by teachers, supported by monthly counselling meetings. The results indicated a large reduction in disruptive behaviour, in the time needed to maintain positive learning climate and in strain experienced by teachers while teaching the classes. The intervention was highly accepted by teachers, principals and (although to lesser degree) students. Although the lack of a control group in the design limits conclusions regarding the amount of change attributable to the intervention, the results suggest that an easily applicable and trainable intervention, which requires very little external support, may produce significant improvements in learning climates in middle schools. 相似文献
40.
Along with the narrative turn in social sciences, the quality of research has become a more and more intricate issue. Action research reports are often narratives, located in the context of the evolving experiences of those involved. In this paper, the problem of quality in action research narratives is addressed, and some principles for assessing the quality of narrative research reports are proposed. The issue is explored both at a theoretical‐conceptual level and through a number of practical cases from the narrative‐biographical research project TeacherLife. As narrative researchers, the authors are not willing to accept an extremely relativistic stand. They argue the need for conceptual tools to grasp the problem of quality of narratives, but tools different from the traditional concepts of validity and reliability, which harbour markedly positivistic connotations. They propose five principles for judging the quality of action research from a narrative point of view. According to these principles, a good action research narrative firstly acknowledges the past course of events that have shaped the present practices (the principle of historical continuity). Secondly and thirdly, it is reflexive (the principle of reflexivity) and elaborates the story dialectically (the principle of dialectics). Fourthly, a decisive criterion for successful action research is that it produces some useable practices that, in one way or another, can be regarded as useful (the principle of workability). The authors agree with Aristotle, who claims that a good narrative involves a balance between ‘logos’, ‘ethos’ and ‘pathos’. They place emphasis on ‘ethos’ and ‘pathos’ through a principle of evocativeness. These criteria are not proposing as an established checklist, and the authors point to the overlap between some of them. They are drawn from experience in supervising action research projects, evaluating narrative reports and encouraging people to write authentic narratives of their research work. 相似文献