The double deficit hypothesis in the transparent Finnish orthography: a longitudinal study from kindergarten to Grade 2     

Minna Torppa  Rauno Parrila  Pekka Niemi  Marja-Kristiina Lerkkanen  Anna-Maija Poikkeus  Jari-Erik Nurmi 《Reading and writing》2013,26(8):1353-1380

We examined the double deficit hypothesis (Wolf & Bowers, 1999) and literacy development in a longitudinal dataset of 1,006 Finnish children who were nonreaders at school entry. A single phonological awareness (PA) deficit was a predictor of pseudoword spelling accuracy and reading fluency, and a single rapid automatized naming (RAN) deficit was a predictor of reading fluency. The group with both PA and RAN deficits experienced the most extensive reading and spelling difficulties. However, all groups included both poor and average Grade 2 readers and spellers. Poor letter knowledge and vocabulary, task avoidance, attention difficulties, hyperactivity, and lack of teaching at home were additional risk factors for reading and spelling problems, but their impact varied depending on the presence of PA and RAN deficits.  相似文献   

Open Guided Inquiry Laboratory in Physics Teacher Education     

Ville Nivalainen  Mervi A. Asikainen  Pekka E. Hirvonen 《Journal of Science Teacher Education》2013,24(3):449-474

This study has investigated the use of an open guided inquiry laboratory course in which a group of pre-service teachers planned and implemented practical work for school purposes. A total of 32 pre-service teachers (physics, mathematics, and chemistry majors) participated in the study. Each participant wrote a reflective essay after completing the course, and three pre-service teachers were interviewed four times during the course. The results show that the use of an open guided inquiry environment provides support for pre-service teachers to discover the limits of their understanding of subject matter knowledge, allowing them to construct knowledge in a different kind of environment from any they had possessed previously, and helping them to understand the possibilities of practical work in teaching. In the course of developing their competence in these aspects, pre-service teachers also gain an understanding of various aspects of teachers’ knowledge.  相似文献   

Scaling Up,Scaling Down: Seven Years of Performance Assessment Development in the Nation's Second Largest School District     

David Niemi  Eva L. Baker  Roxanne M. Sylvester 《Educational Assessment》2013,18(3-4):195-214

To provide an accurate reading of students' and schools' rates of progress, and to provide cues for instruction, assessment at every level should be connected to explicit learning goals and standards. To show how this requirement can be fulfilled, and how research-based assessment can effectively support learning and instruction, this article summarizes a 7-year performance assessment collaboration between assessment researchers and the nation's second largest school district. The project's success in scaling up empirically tested assessment design models and scoring procedures to a district assessment involving more than 300,000 students per year raises the possibility that high-quality learning-centered assessment may again be a practical option for large-scale assessment and accountability.  相似文献   

Communication‐elicited arousal in public speaking,small group and dyadic contexts: Comparisons of change in heart rate     

Maili Porhölä  Pekka Isotalus  Tiina Ovaskainen 《Communication Research Reports》2013,30(1):29-37

The study examined the effect of situational demands on arousal in public speaking, small group, and dyadic contexts. Heart rate level of nine university students varied significantly according to the demands of the context. The nature of the context was also reflected in subjects’ heart rate variation. The advantages of expanding the physiological communication research in various communication contexts were discussed.  相似文献   

Serious but fun,self-directed yet social: blogging as a form of lifelong learning     

Vilhelmiina Harju  Leila Pehkonen  Hannele Niemi 《International Journal of Lifelong Education》2016,35(1):2-17

The article explores the role of digital media in supporting lifelong learning. In particular, it focuses on bloggers who write their blogs voluntarily in their own free time. The aim is to examine how lifelong learning—viewed as self-directed, nonformal learning and active participation that evolves from a desire for self-actualization—occurs in the processes of blogging. The data for this small-scale study were collected by qualitative email interviews. In all, 11 Finnish bloggers participated. The findings show that active participation, promoted and enabled by blogging, was actualized in both online and offline environments. It was embedded within six functions of their blogs that the bloggers mentioned: (1) learning and studying, (2) guidance and tutoring, (3) bringing new perspectives to public discussions, (4) applying expertise, (5) creating in one’s own space and at one’s own pace and (6) being part of a digital media culture. The findings indicate that blogging can promote nonformal, lifelong learning in many ways. Blogs and blogging constitute a learning environment that promotes active participation by making interesting, meaningful and enjoyable activities possible, and consequently the enthusiasm to actively learn and develop.  相似文献   

About,for, in or through entrepreneurship in engineering education     

Soili Mäkimurto-Koivumaa  Pekka Belt 《European Journal of Engineering Education》2016,41(5):512-529

Engineering competences form a potential basis for entrepreneurship. There are pressures to find new approaches to entrepreneurship education (EE) in engineering education, as the traditional analytical logic of engineering does not match the modern view of entrepreneurship. Since the previous models do not give tangible enough tools on how to organise EE in practice, this article aims to develop a new framework for EE at the university level. We approach this aim by analysing existing scientific literature complemented by long-term practical observations, enabling a fruitful interplay between theory and practice. The developed framework recommends aspects in EE to be emphasised during each year of the study process. Action-based learning methods are highlighted in the beginning of studies to support students’ personal growth. Explicit business knowledge is to be gradually increased only when professional, field-specific knowledge has been adequately accumulated.  相似文献   

Who benefits from training in linguistic awareness in the first grade, and what components show training effects?     

Poskiparta E  Niemi P  Vauras M 《Journal of learning disabilities》1999,32(5):437-46, 456

Who among first graders benefit from training in linguistic awareness, and what components of the linguistic awareness are most amenable to training effects? At the beginning of Grade 1 prospective at-risk readers (26 out of 117) were identified on the basis of very low phonological awareness. In the autumn term, they received practice in linguistic awareness. When compared to controls individually matched controls on phonological awareness, listening comprehension, and WISC-R scores, the intervention group showed a more rapid building-up of phonological awareness, especially phoneme-blending ability, as well as superiority in word recognition, spelling, and listening comprehension, which were sustained until the end of Grade 1. Reading comprehension could not be compared because 8 of the 26 controls did not read fluently enough to be tested. The half of the control group with cognitive delays, receiving normal special education instruction, performed consistently worse than their matched pairs in the intervention group. The latter group showed development of phonological awareness, decoding, and spelling equal to that of the cognitively nearly average intervention group and their matched pairs in the control group, who received no additional support. These three groups, originally defined as at-risk readers, performed at the level of other preschool nonreaders at the end of Grade 1. In sum, the children with cognitive delays benefitted from training in linguistic awareness. The results underscore the importance of phoneme synthesis skills in beginning reading and spelling, at least with regular languages.  相似文献   

Age and gender specific sexual behaviors in children     

Sandnabba NK  Santtila P  Wannäs M  Krook K 《Child abuse & neglect》2003,27(6):579-605

OBJECTIVE: The purpose of the present research was to explore the sexual behaviors of 2- to 7-year-old children through reports of day-care personnel. An overall aim of this exploratory study was to provide information about the frequencies of child sexual behaviors. Also, the aim was to explore any age and gender differences. METHOD: A representative sample of 364 Finnish children not screened for developmental delay, sexual abuse history or psychiatric problems (181 girls and 183 boys) in 190 day-care centers were studied using the "Day-Care Sexuality Questionnaire" (DCSQ), with 244 sexual and other behavior items. RESULTS: Age influenced more the extent of the 244 sexual behaviors of boys than of girls. In sexual behaviors increasing with age, girls showed behaviors with a more social character, whereas boys showed more explorative and information-seeking behaviors. Girls had a higher frequency of domestic and gender role exploring behaviors, whereas the boys tended to engage in explorative acting and information-seeking behaviors. CONCLUSIONS: The results suggest that child sexual behavior reported by day-care personnel may provide useful information about the development of children's sexuality. Implications for sexual abuse investigations were discussed.  相似文献   

DROP‐OUT AS A MANIFESTATION OF REPRODUCTION DYNAMICS IN HIGHER EDUCATION     

Juha‐Pekka Liljander 《Higher Education in Europe》1996,21(1):95-115

The link between drop‐out rates and the indicators of the socio‐cultural background of undergraduates is analyzed. The conceptualization of the drop‐out problem is based on the theory of cultural reproduction. The tension inherent in this Bourdieuan concept is linked to the opposition between different student cultures and the one‐dimensional, largely hidden, cultural expectations of higher education institutions. One can argue that students who have the most favourable sociocultural backgrounds obviously adapt themselves better to the quite elitist culture of the academic world. The likelihood of this kind of existence of cultural screening is, however, related to the hierarchical status structure of the given academic field. Presumably, the disciplinary culture of top‐units, that corresponds to the culture of the dominant classes, hinders the efforts of common undergraduates to complete their studies. The empirical findings of this study indicate that persons who withdraw from higher education without having been awarded a diploma come from a lower social class background slightly more frequently than do those who do not withdraw, and, surprisingly, are males living in urban and more educated communities. Such unequally biased post‐selection is also more common for the middle and upper than for the lowest‐ranked fields of the academic hierarchy. Generally speaking, differences between social classes, so far as this phenomenon is concerned, are quite small, but may become more pronounced.  相似文献   

The changes in curriculum,assessment and learning strategies in Finnish schools     

Hanele Niemi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(3):307-312

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