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41.
This study examined the extent to which a student’s academic performance in first grade contributes to the active instruction given by a teacher to a particular student. To investigate this, 105 first graders were tested in mathematics and reading in the fall and spring of their first school year. At the same time points, their teachers filled in a questionnaire on five successive days on the active instruction they have given a particular student. The results showed that the poorer the performance in reading a student showed in fall, the more active instruction teachers reported giving a student in spring. Moreover, the poorer the performance in mathematics a student showed in fall, the more active instruction less-experienced teachers reported giving that particular student in spring. The giving of active instruction by less-experienced teachers also contributed to an increase in children’s subsequent performance in mathematics. 相似文献
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Despite the growing demands for carrying out intercultural education as part of all teaching and learning, little attention has been given to the ways in which future subject teachers understand the meaning of ‘cultural diversity’ and how teacher education programmes prepare future teachers to consider intercultural aims in education. Therefore, this study investigates how future subject teachers, studying in an international teacher education programme in Finland, conceptualise the educational aims related to cultural diversity in reflective group discussions. For theorising the student teachers’ reflections, this study applies the idea of cultural reproduction depicted in the theory of communicative action by Habermas as an analytical framework for identifying how student teachers reach agreement or disagreement in issues regarding educational aims related to cultural diversity. This study identified three main forms of cultural reproduction from the student teachers’ discussions and showed that the underlying understanding about ‘cultural diversity’ and the educational aims related to it are in a state of disruption. This study highlights the need to clarify the theoretical concepts and aims used to guide intercultural education and to further emphasise issues of cultural diversity during teacher education. The findings are important for developing practices within subject teacher education internationally. 相似文献
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Anne Koskela Kaisa Vehkalahti 《Paedagogica Historica: International Journal of the History of Education》2017,53(4):460-476
This article shows the importance of paying attention to the role of professional devices, such as standardised forms, as producers of normality and deviance in the history of education. Our case study focused on the standardised forms used by teachers during child guidance clinic referrals and transfers to special education in northern Finland, from the 1950s to the early 1990s. How standardised forms were constructed and how they guided teachers through their evaluations had important consequences for the children’s diagnoses. A close analysis of the contents and meanings of forms enabled us to assess how criteria for normal and problematic behaviours were defined, as well as to evaluate the underlying professional and institutional practices. During the period studied, the criteria set for “normal” and “deviant” behaviours changed surprisingly little. Children were perceived as psycho-physical organisms who respond to family-related problems, but school environments’ effects, for example, were left unacknowledged. Problems were identified solely as originating within the individual children and their family. Teacher statement forms were used as a tool to ensure cooperation between the child guidance clinic and the compulsory school system. The forms invited the teachers to adopt a psychological approach to childhood development and established child guidance clinics as a leading expert in the process of selecting children for special education. Changes in the forms’ structure reflected differences in perceptions concerning the boundaries of professional fields. 相似文献
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Kaisa Korhonen 《Environmental Education Research》2004,10(2):195-216
This paper examines children's and adolescents' environmental awareness in rural Madagascar. Two types of school survey among 8‐ to 21‐year‐old students and pupils in 18 schools were used for data collection. The objective of this comparative study was to examine the environmental awareness and knowledge of children and adolescents living under different ecological conditions. The role of education in forming environmental awareness is also considered. This research was carried out in villages nearby Ranomafana National Park located in forested areas as well as in more environmentally degraded villages further from the park. The results of the study show that children in rural areas of Madagascar are measurably aware of environmental issues and can relate them to human activities. The effect of education on environmental concern is significant, but when the effects of degradation can be felt and seen in daily life there is an increase in this awareness. Children's environmental concern and demand for action was stronger in deforested areas. 相似文献
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Marja‐Kristiina Lerkkanen Helena Rasku‐Puttonen Kaisa Aunola Jari‐Erik Nurmi 《教育心理学》2004,24(6):793-810
The aim of the study was to investigate prospective relationships between reading and writing performance during the first grade of primary school. The data was collected from 83 Finnish‐speaking children who were examined four times on reading, spelling, and productive writing skills during the first grade. At the beginning of the school year, they were also tested on initial reading skill. The results showed that reading and spelling manifested a reciprocal relationship during the first semester: reading performance increased subsequent spelling proficiency, and spelling skills enhanced subsequent reading. Later on, however, reading predicted spelling in a less reciprocal association. In turn, productivity of writing predicted subsequent reading performance during the first grade although the reverse was not true. The results suggest that it may be important to emphasize the support which compositional writing may offer to the development of reading. 相似文献
47.
Kaisa Leino 《Scandinavian Journal of Educational Research》2013,57(5):541-557
This study explores the perceptions of Finnish 15‐year‐olds on the advantages and disadvantages of the Internet. The data, students' written responses (N = 3112), were gathered in the context of the OECD Programme for International Student Assessment (PISA) in the spring of 2000 as a national option. The data were analysed by close reading and using the Atlas.ti application for coding. Students regard easy access to a variety of current information as the most important advantage of the Internet. Finding new friends and chatting with old ones was also emphasised, as well as the downloading capacities of the Internet. Although problems of finding reliable and truthful information were recognised, students' main concerns were related to issues such as violations towards computers and people, and getting addicted or marginalised. 相似文献
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Laura Rimkute Riikka Hirvonen Asko Tolvanen Kaisa Aunola Jari-Erik Nurmi 《Scandinavian Journal of Educational Research》2013,57(6):571-590
The present study examined the extent to which mothers' and fathers' expectations for their offspring's future education, their level of education, and adolescents' academic achievement predict adolescents' educational expectations. To investigate this, 230 adolescents were examined twice while they were in comprehensive school (in the 7th and 9th grades). Their parents also filled in questionnaires at the same time points. The results showed that high parental expectations concerning their offspring's future education predicted high educational expectations among adolescents and they became more similar in the 9th grade compared to 7th grade. Parents' high level of education predicted both mothers' and adolescents' high level of educational expectations in the 7th grade, which then contributed to adolescents' high expectations in 9th grade. 相似文献
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Kaisa Maliniemi 《Archival Science》2009,9(1-2):15-27
The Kven and Sámi peoples of northern Norway have been represented as groups without a voice in public records. Through the project ‘National Minorities in Public Records in Norway,’ however, hundreds of documents written in the Sámi and Kven languages were found inside the public archives. These documents were neither labeled, nor cataloged in any way as non-Norwegian-language documents. This essay raises a number of questions related to how a lack of knowledge has influenced our understanding of ethnic minorities both in archives and in research related to minorities. Furthermore, recent experience leads us to a few more questions concerning the usage of sources. How do Norwegian ministries treat requests for access to official documents less than 60-years old related to the Kven and Sámi peoples? How were documents in minority languages arranged and archived by archival personnel? How can an oppressed collective memory serve as a counter-memory for minorities? How can archival documents change our understanding of minorities? What might archivists do to make minorities more visible in archives? This paper describes my personal experiences and reflections in connection with the project. 相似文献
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Olli Vesterinen Marjaana Kangas Leena Krokfors Kaisa Kopisto Laura Salo 《Educational studies》2017,43(2):231-242
Teachers cross boundaries when they collaborate with out-of-school partners to provide more authentic learning experiences for students. Using the framework of boundary crossing, the study draws on interview data from schools and their out-of-school partners to examine the research question of how the research participants viewed the beginning of their inter-professional pedagogical collaboration. We use this term because in the context of primary and secondary education contexts mere inter-professional collaboration has usually referred to activities aimed, for example, at addressing children’s social exclusion. The starting point for inter-professional pedagogical collaboration can be seen through the identification of boundaries and boundary crossing. Using theory-based analysis to categorise the interview data, inter-professional pedagogical collaboration became evident in terms of (1) shared pedagogical knowledge, (2) finding roles in new situations and contexts, and (3) resources for collaboration. Recognising these can help schools respond to the needs of twenty-first century learning. 相似文献