Outcomes of teacher education in Finland: subject teachers compared with primary teachers     

Timo Saloviita 《师资教育杂志》2019,45(3):322-334

An exit survey performed for graduating students is an economical way to assess the outcomes of teacher education. In this study, exit survey data were collected from eight cohorts of Finnish student teachers who graduated between the years 2008 and 2015. A final sample consisted of 1102 preservice primary and subject teachers. A 10-item scale based on INTASC standards of teacher competency was used to measure graduates’ satisfaction regarding the knowledge and experience they had attained. This paper concentrates especially on the results of subject teachers and comparisons between the two teacher categories. The profile of the participants was uneven across domains. The highest means were observed in the domain of planning, while the lowest were in the domain of special education. Factor analysis of the scale produced two factors: instructional efficacy and pedagogic efficacy. Subject teachers scored higher than primary teachers in instructional efficacy, while primary teachers exceeded subject teachers in pedagogic efficacy. Arts, crafts and physical education teachers scored higher than other subject teacher groups. The results indicated the importance of teaching practice in the formation of teacher competence. In the future special attention should be given to the domains that obtained the lowest scores.  相似文献   

The dynamics of learning engagement and its relationship with teachers’ classroom practices in primary school     

Anne-Mai Näkk  Inge Timoštšuk 《Education 3-13》2019,47(1):89-100

The current study was part of a larger project which examined teachers’ classroom practices and relationships with students’ learning engagement in primary-school education in Estonia. The focus was the role of autonomy supportive and structured teaching on learning engagement. Two primary-school teachers and their 46 students were selected for this study. The aim of the study was to explore how teachers’ classroom practices influence students’ learning engagement over two years during grade two and grade four of the educational system. Three trained observers rated classroom practices and students self-reported learning engagement. The results highlight primary students’ high-learning engagement, and did not confirm an expectation that low-autonomy-supportive teaching results in low-learning engagement in primary school.  相似文献   

Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference     

Manu  Mari  Torppa  Minna  Eklund  Kenneth  Poikkeus  Anna-Maija  Lerkkanen  Marja-Kristiina  Niemi  Pekka 《Reading and writing》2021,34(3):753-771

Reading and Writing - One of the aims for compulsory education is to diminish or alleviate differences in children’s skills existing prior to school entry. However, a growing gender gap in...  相似文献   

Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency,achievement behaviour,leisure reading and homework activity          下载免费PDF全文

Minna Torppa  Kenneth Eklund  Sari Sulkunen  Pekka Niemi  Timo Ahonen 《Journal of Research in Reading》2018,41(1):122-139

The present study examined gender gap in Program for International Student Assessment (PISA) Reading and mediators of the gender gap in a Finnish sample (n = 1,309). We examined whether the gender gap in PISA Reading performance can be understood via the effects of reading fluency, achievement behaviour (mastery orientation and task‐avoidant behaviour) or the amount of time spent with leisure reading and homework. Girls outperformed boys in all measures except for achievement behaviour. The models explaining PISA Reading were not different: For boys and girls, reading fluency, mastery orientation, leisure book reading and homework explained the variance in PISA Reading scores. The gender effect on PISA Reading was, however, for the most part mediated by differences in reading fluency. These findings suggest that while mastery orientation, homework activity and leisure book reading are concurrent predictors of PISA Reading over and above reading fluency, they do not explain gender difference.  相似文献   

Still failing at fairness: how gender bias cheats girls and boys in school and what we can do about it,by David Sadker,Myra Sadker and Karen Zittleman     

Nancy S. Niemi 《Gender and education》2010,22(1):142-143

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Information technology systems and the learning organization     

Gene L. Roth  John Niemi 《International Journal of Lifelong Education》2013,32(3):202-215

Several authors have depicted the learning organization as a model of organization survival in the global economy. Learning organizations are able to adapt to their environments and learn effectively from their actions. This article explores the relationship of information technology systems to learning organizations. The article discusses ways that information technologies may be used to enhance individual, team and strategic‐learning.  相似文献   

Learning to read in Russian: effects of orthographic complexity     

Eugenia Kerek  Pekka Niemi 《Journal of Research in Reading》2009,32(2):157-179

Much attention has been paid to the delay in writing acquisition caused by irregularities of Russian orthography, but little is known about their effect on reading acquisition. Results of the present longitudinal reading acquisition study of Russian first graders suggest that phonological recoding is the dominant strategy in the initial phase of reading development in Russian, while there is evidence of gradual shift towards orthographic processing in reading high‐frequency regular words. The study confirms that Russian readers encounter difficulties in reading orthographically complex words, where phonological recoding does not completely succeed. These findings are compared with results of reading acquisition studies in other orthographies, and their relevance for models of reading acquisition in different types of orthographies is discussed.  相似文献   

JFK as Jesus: The Politics of Myth in Phil Ochs's “Crucifixion”     

Robert Niemi 《Journal of American culture (Malden, Mass. : 2003)》1993,16(4):35-40

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ExpansionTool: Concept-Based Query Expansion and Construction     

Kalervo Järvelin  Jaana Kekäläinen  Timo Niemi 《Information Retrieval》2001,4(3-4):231-255

We develop a deductive data model for concept-based query expansion. It is based on three abstraction levels: the conceptual, linguistic and string levels. Concepts and relationships among them are represented at the conceptual level. The linguistic level gives natural language expressions for concepts. Each expression has one or more matching patterns at the string level. The models specify the matching of the expression in database indices built in varying ways. The data model supports a declarative concept-based query expansion and formulation tool, the ExpansionTool, for heterogeneous IR system environments. Conceptual expansion is implemented by a novel intelligent operator for traversing transitive relationships among cyclic concept networks. The number of expansion links followed, their types, and weights can be used to control expansion. A sample empirical experiment illustrating the use of the ExpansionTool in IR experiments is presented.  相似文献   

Gains From Training in Phonological Awareness in Kindergarten Predict Reading Comprehension in Grade 9     

Ann-Christina Kjeldsen  Antti Kärnä  Pekka Niemi  Åke Olofsson  Katarina Witting 《Scientific Studies of Reading》2014,18(6):452-467

The effects of a kindergarten training program in phonological awareness with 209 Swedish-speaking children were followed up until the end of Grade 9. Initial levels of letter knowledge and phonological awareness were positively associated with the level of decoding skill in Grade 3 but not with its growth afterward. The intervention group performed significantly better in decoding in Grade 3, and the difference was maintained until Grade 6. The trained children also scored higher in Grade 9 reading comprehension. Although the results give empirical support for a connection between early phonological awareness training, later word decoding development, and still later reading comprehension, the theoretical explanation for the link between especially word decoding and reading comprehension is far from clear.  相似文献