排序方式： 共有51条查询结果，搜索用时 46 毫秒
41.
Törmänen Tiina Järvenoja Hanna Mänty Kristiina 《Educational technology research and development : ETR & D》2021,69(5):2523-2545
Educational technology research and development - During collaborative learning, affect is constantly present in groups’ interactions, influencing and shaping the learning process. The aim of... 相似文献
42.
Learning Environments Research - This exploratory case study examined the kinds of activity that a ‘deskless school” (i.e., flexible physical school spaces) engenders among pupils and... 相似文献
43.
In this article we examine first-year student teachers’ possibilities to become interested in professional issues in teacher education. We study the phenomenon of becoming interested among first-year student teachers via three different kinds of data. We analysed our data through John Dewey’s definition of interest, where a person has an interest if s/he is actively keen on some object that has personal meaning for her/him. According to our data, student teachers adopt an object of interest that teacher educators provide. Learners found it difficult to find the objects of interests by themselves, and it was exceptional for them to find personal meaning and an active state of interest. This is problematic because studying may be performance-oriented without the conditions of interest conceptualised by Dewey. Through our study we also discuss a theoretical approach which would help understand the mechanism behind becoming interested. 相似文献
44.
Teachers’ learning and occupational well‐being is crucial in attaining educational goals both in the classroom and at the school community level. In this article teachers’ occupational well‐being that is constructed in teaching–learning processes within the school community is referred to as pedagogical well‐being. The article focuses on exploring teachers’ experienced pedagogical well‐being by examining the kinds of situations that teachers themselves find either empowering and engaging or burdening and stressful in their work. The study aims to: (1) identify the primary contexts of teachers’ experienced critical incidents of pedagogical well‐being; and (2) determine the kind of action strategies teachers have adopted in these contexts when they are reported as empowering and engaging. The study included data collected from the teachers of nine case‐schools around Finland. Altogether, a selected group of 68 comprehensive school teachers, including both primary and secondary school teachers, were interviewed. Our results suggested that interaction with pupils in socially and pedagogically challenging situations constitutes the core of teachers’ pedagogical well‐being. Success in both the pedagogical goals and more general social goals seem to be fundamental preconditions for teachers’ experienced pedagogical well‐being. Further investigation showed that teachers’ approaches to socially challenging situations varied. Results suggest that teachers’ pedagogical well‐being is centrally generated in the challenging social interactions of their work. Moreover, the way in which a teacher acts in the situation is found to be a regulator for experienced pedagogical well‐being. 相似文献
45.
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
46.
The focus on, and concern about, young girls and preteens or ‘tweens’ relates to the ‘sexualisation’ of girlhood and the notion that girls are ‘growing up too fast’ and becoming ‘too sexy too soon’. In both popular and academic accounts, ‘tween’ magazines and the increasingly ‘sexualised’ images in teen magazines have been framed as significant contributors to this process. Yet, research on the ways in which preteen girls read these magazines has been notably absent. In this paper, we examine the magazine consumption and reading practices of 71 preteen girls in a New Zealand study. We employ a feminist poststructuralist approach to explore the ways in which participants employ the interpretative repertoires of ‘too young’, ‘too old', and ‘just right’ to categorise ‘tween’ and ‘teen’ magazines based on their sexual content and mark belonging to and/or distance from the categories of child, ‘tween', and teenager. 相似文献
47.
Rautanen Pihla Soini Tiina Pietarinen Janne Pyh&#;lt&#; Kirsi 《European Journal of Psychology of Education - EJPE》2021,36(3):653-672
European Journal of Psychology of Education - The aim of this research was to study the dynamics of fourth graders’ perceived social support for schoolwork and to examine how this support... 相似文献
48.
Tiina?M?kel?Email authorView author&#;s OrcID profile Sacha?Helfenstein Marja-Kristiina?Lerkkanen Anna-Maija?Poikkeus 《Learning Environments Research》2018,21(1):19-41
The present educational design research involved analysing Finnish upper secondary school students’ participation in the improvement of their psychosocial and technology-enhanced physical learning environment (LE). It examined which LE characteristics students considered important when redesigning their LE, and whether they felt that their ideas for improvement had been taken into account in the LE change process and if there was an improvement in these characteristics. A Learning Environment Design (LED) framework balancing the various LE dimensions, namely, communality and individuality, comfort and health, novelty and conventionality, was utilised in the analysis for four sets of data collected for four cycles: (a) co-design activities (students, n = 11) and (b) student feedback (n = 175); (c) professional design evaluation (students, n = 2); and (d) student satisfaction survey (n = 83). Students considered all LE dimensions important. In addition, they felt that their wishes were generally taken into account in the redesign and also they perceived an improvement in most of the LE characteristics. Student involvement helped to avoid overly radical changes, fostered a participatory culture, and contributed to understanding what students view as important to their learning and wellbeing. The study demonstrated the usefulness of the LED-framework for LE design and suggests content-related design principles to serve as a starting point in LE improvement projects involving learners. 相似文献
49.
This article focuses on exploring comprehensive school teachers’ professional agency in the context of the most recent school
reforms in Finland (i.e., developing undivided basic education). In this article, the emphasis is on analyzing the premises
on which teachers view themselves and their work in terms of developing their own school, catalyzed by the national school
reform. Teachers’ perceptions and the relation between their perceptions of the development work and their educational backgrounds
were empirically examined by means of essays entitled “Remembering the Future.” Results suggested that both teachers’ perceptions
of undivided basic education and their perceptions of themselves in the development process varied considerably. Further investigation
showed that teachers’ perceptions of the reform and of themselves within the reforms were interrelated. More specifically,
perceiving oneself as an active subject in the development work seemed to promote a holistic and functional perception of
the object of the development. On the basis of the results, it seems that as highly educated professionals, teachers were
very capable of identifying and analyzing what should be changed in schools and/or the school districts. However, a challenge
for the teachers’ active professional agency in educational reforms seems to be the lack of shared and informed assumptions
of how change can be brought about. 相似文献
50.
Tiina E. Mäkelä Mikko J. Peltola Outi Saarenpää-Heikkilä Sari-Leena Himanen Tiina Paunio E. Juulia Paavonen Anneli Kylliäinen 《Child development》2020,91(4):e937-e951
Longitudinal associations between signaled night awakening and executive functioning (EF) at 8 and 24 months in children with (≥ 3 awakenings, n = 77) and without parent-rated fragmented sleep (≤ 1 awakening, n = 69) were studied. EF was assessed with the Switch task at 8 and 24 months. At 24 months, behavioral tasks and parental ratings of EF (Behavior Rating Inventory of Executive Function–Preschool version) were also used. In the Switch task, children with fragmented sleep were less able to learn stimulus sequences and inhibit previously learned responses than children without fragmented sleep. The groups differed only marginally in parental ratings of EF, and no differences were found in behavioral EF tasks. These results suggest that eye movement-based measures may reveal associations between sleep and EF already in infancy and toddlerhood. 相似文献