排序方式： 共有31条查询结果，搜索用时 15 毫秒
11.
Special education and subject teachers’ self‐perceived readiness to teach mathematics to low‐performing middle school students 
下载免费PDF全文
下载免费PDF全文 Ulrika Ekstam Johan Korhonen Karin Linnanmäki Pirjo Aunio 《Journal of Research in Special Educational Needs》2018,18(1):59-69
Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day‐to‐day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low‐performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low‐performing students, and special education teachers reported having moderate mathematical subject knowledge. 相似文献
12.
This longitudinal study examined how children's early numeracy assessed in kindergarten predicts their mathematical performance in the first grade, after controlling for the effects of age, gender, and parents' education. The participants were 212 Finnish children (107 girls and 105 boys). At the time of the first assessment (kindergarten), the mean age was six years, and the second assessment was conducted one year later. The results demonstrate that the acquisition of counting and relational skills before formal schooling are predictive of the acquisition of basic arithmetical skills and overall mathematical performance in grade one, above and beyond the effects of demographic factors. 相似文献
13.
Pirjo Aunio Jessie Ee Swee Eng Audrey Lim Jarkko Hautamäki Johannes Van Luit 《International Journal of Early Years Education》2004,12(3):195-216
This study examines young children's number sense in subjects from Finland (n=254), Hong Kong (n=246), and Singapore (n=130). Chinese, English and Finnish versions of the Early Numeracy Test (ENT; Van Luit et al., 1994) were used. Two highly correlated aspects of number sense were measured, one reflecting children's abilities to organize and compare quantities (i.e. relational skills), and the other pertaining to their ability to operate with number-word sequence (i.e. counting skills). The results showed significant age-related gain on the relational and counting scales. No gender or language differences were found. The children in Hong Kong and Singapore outperformed those in Finland in relational and counting tasks starting at the age of four years. The children in Singapore also had better relational and counting skills than those in Hong Kong. Differences in teaching were assumed to explain the findings. 相似文献
14.
15.
Factors behind low reading literacy achievement 总被引：1，自引：1，他引：0
Pirjo Linnakyla¨ Antero Malin Karin Taube 《Scandinavian Journal of Educational Research》2013,57(3):231-249
The initial results of the Programme for International Student Assessment (PISA) indicated that Finnish and Swedish students' are among the best readers in all OECD countries. However, the literacy performance of 7% of Finnish and 12% of Swedish students' remains at a level which is not sufficient for further studies or active citizenship. This article reports a further comparative study which explores, compares and contrasts, by means of two‐level logistic regression models, students' personal, socio‐economic and cultural factors and their effects on low as opposed to average reading literacy achievement in Finland and Sweden. The results indicate that the risk of being a low achiever is strongly determined by gender and by several sociocultural factors as well as by students' personal characteristics, attitudes and activities both at and outside school. The constructed model was relatively similar and predicted with approximately equal degrees of probability membership in the risk group in both countries. This lays a solid foundation for joint pedagogic developmental efforts. 相似文献
16.
Kaisa Leino Pirjo Linnakyla¨ Antero Malin 《Scandinavian Journal of Educational Research》2013,57(3):251-270
Finnish students' multiliteracy profiles are examined from the perspectives of both traditional printed reading and Internet activities in the light of the data collected as a national option integrated into the Programme for International Student Assessment (PISA) 2000 study. After reciting some previous findings on reader profiles as revealed by the initial international analyses of PISA data, the perspective is widened to encompass multiliteracy, which is defined according to the sociocultural view. Based on responses to a survey questionnaire, students were grouped by cluster analysis into six distinct clusters according to the frequency with which they read diverse printed materials and were involved in various Internet activities. The multiliteracy profiles are described, first from the perspective of literacy activities and further examined in relation to students' gender, reading literacy performance, socio‐economic background as well as access to books and computers. Finally, some pedagogical suggestions are made with a view to different groups of student readers. 相似文献
17.
Metsäpelto Riitta-Leena Poikkeus Anna-Maija Heikkilä Mirva Husu Jukka Laine Anu Lappalainen Kristiina Lähteenmäki Marko Mikkilä-Erdmann Mirjamaija Warinowski Anu Iiskala Tuike Hangelin Sanna Harmoinen Sari Holmström Anni Kyrö-Ämmälä Outi Lehesvuori Sami Mankki Ville Suvilehto Pirjo 《Educational Assessment, Evaluation and Accountability》2022,34(2):143-172
Educational Assessment, Evaluation and Accountability - In the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as... 相似文献
18.
19.
20.
Pirjo Aunio Johan Korhonen Laaya Bashash Fariba Khoshbakht 《International Journal of Early Years Education》2014,22(4):423-440
This research investigates similarities and differences in young children's early numeracy skills related to age, nationality and gender. The participants were five- to seven-year-old children from Finland and Iran. Early numeracy was investigated by using tasks measuring number-related relational skills (e.g. comparison, one-to-one correspondence) and counting skills (e.g. enumeration, number-word sequence skills). A hybrid multigroup, multiple-indicator-multiple-cause (MIMIC) approach to factorial invariance and latent mean differences between groups was used. The results showed that Finnish children had better scores in relational and counting tasks than did children in Iran. There was a gender difference in relational skills favouring girls in both countries. Younger children had weaker early numeracy skills than the older children in both countries. Comparing age groups in both countries shows a bigger difference in counting skills between young Iranian and Finnish children than between older children in both countries. The results are discussed in the context of early mathematics learning and gender equity in schooling. 相似文献