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61.
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
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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
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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
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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
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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
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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
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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