Reception of the quality assurance commitments of the Bologna process in Finnish higher education institutions     

Timo Ala-Vähälä 《Quality in Higher Education》2016,22(2):103-116

This article analyses Finnish higher education institutions’ reception of the implementation of the new quality assurance systems that governments participating in the Bologna Process have committed to establishing in the Berlin Communiqué of 2003. The data were collected using a web survey and the respondents were classified with a cluster analysis. The reception was more positive in the polytechnics than in the research universities and women were more positive than men. People working in managerial positions were most positive about, and committed to, quality assurance. Most critical were young researchers in research universities working in temporary jobs. Some opinions were so strongly shared that respondents with short work experience expressed their opinions, even though they could not have personal experience of the topic in question. For some topics, respondents without personal experience, but having a critical attitude, tended to give their opinion whereas those with neutral attitude abstained from commenting.  相似文献   

Caught up in the past? Social inclusion,skills, and vocational education and training policy in England     

Timo Fleckenstein  Soohyun Christine Lee 《Journal of Education & Work》2018,31(2):109-124

Since the mid-1990s, governments of different political persuasion have tried to reform VET policy to address problems in skills formation and social inclusion. Despite considerable policy activism, success has been somewhat limited, and England failed to overcome the problems associated with its liberal training regime. This article assesses the failure in vocational skills formation as a political economy and a public policy problem. It challenges the determinism in the political economy literature, points to poor public policy-making, and outlines possible policy levers.  相似文献   

Implicitly measuring attitudes towards inclusive education: a new attitude test based on single-target implicit associations     

Timo Lüke  Michael Grosche 《欧洲特需教育杂志》2018,33(3):427-436

Recent research on attitudes towards inclusion uses almost exclusively explicit measures such as questionnaires. Unfortunately, explicit attitude measures are biased by social desirability, particularly when the attitude object is ‘sensible’, as with inclusive education. Implicit attitude measures are less prone to social desirability, but research on implicit attitudes towards inclusive education is scarce. Thus, we introduce a new attitude measure based on the Single-Target Implicit Association Test (ST-IAT). In our study, 163 teacher students took the new implicit attitude test and completed questionnaires on their explicit attitudes towards inclusive education and persons with disabilities and a comprehensive scale on socially desirable responding. The results support the psychometric quality of our ‘Inclusion ST-IAT’. The implicit and explicit attitude measures are correlated but empirically distinct. Furthermore, the social desirability scores were associated with explicit but not with implicit attitudes towards inclusion, i.e. our measure of attitudes towards inclusion (a sensible topic) was not biased by social desirability. We propose that implicit measures should be used to reduce the influence of social desirability in inclusive education research. To encourage replications, we outline important research questions and provide the source code of our ST-IAT, which is open and free to use.  相似文献   

Are habitual runners physically inactive?     

Timo Rantalainen  Arto J. Pesola  Matthew Quittner  Nicola D. Ridgers  Daniel L. Belavy 《Journal of sports sciences》2018,36(16):1793-1800

The World Health Organisation’s (WHO) physical activity guidelines recommend 150min/week of moderate- to vigorous-intensity physical activity (MVPA) accumulated in 10 min bouts. To see whether people performing habitual exercise for recreation meet these guidelines, 25 long-distance runners [mean 67 km/wk], 25 joggers [mean 28 km/wk], and 20 sedentary adults wore an ActiGraph GT3X+ accelerometer for 7 days. Sedentary time and bouts were similar in runners and sedentary adults (p > 0.46). Sedentary adults performed 20 ± 16 min/day of MVPA (usual bout duration (W50%): 9.53 ± 3.45min), with joggers and runners performing 45 ± 31min (W50%: 16.92 ± 9.53min) and 83 ± 58min (W50%: 20.35 ± 8.85min), respectively (p ≤ 0.001 versus sedentary group). Data showed that 65% of the sedentary group, 32% of joggers and 4% of long-distance runners did not meet the WHO guideline for MVPA. Failure to meet the guideline was most prominent in, but not restricted to, runners who reported ≤50km running per week. Self-reported running does not ensure adults meet physical activity guidelines or offset daily sedentary behaviours. On the other hand, the sedentary group was very close in accumulating recommended bouts of MVPA in incidental activities. Future studies should assess whether modification of work and leisure physical activity would be more fruitful than encouraging recreational exercise per se in meeting physical activity guidelines.  相似文献   

Concurrent validity and reliability of torso-worn inertial measurement unit for jump power and height estimation     

Timo Rantalainen  Paul B. Gastin  Rhys Spangler  Daniel Wundersitz 《Journal of sports sciences》2018,36(17):1937-1942

The purpose of the present study was to evaluate the concurrent validity and test-retest repeatability of torso-worn IMU-derived power and jump height in a counter-movement jump test. Twenty-seven healthy recreationally active males (age, 21.9 [SD 2.0] y, height, 1.76 [0.7] m, mass, 73.7 [10.3] kg) wore an IMU and completed three counter-movement jumps a week apart. A force platform and a 3D motion analysis system were used to concurrently measure the jumps and subsequently derive power and jump height (based on take-off velocity and flight time). The IMU significantly overestimated power (mean difference = 7.3 W/kg; P < 0.001) compared to force-platform-derived power but good correspondence between methods was observed (Intra-class correlation coefficient [ICC] = 0.69). IMU-derived power exhibited good reliability (ICC = 0.67). Velocity-derived jump heights exhibited poorer concurrent validity (ICC = 0.72 to 0.78) and repeatability (ICC = 0.68) than flight-time-derived jump heights, which exhibited excellent validity (ICC = 0.93 to 0.96) and reliability (ICC = 0.91). Since jump height and power are closely related, and flight-time-derived jump height exhibits excellent concurrent validity and reliability, flight-time-derived jump height could provide a more desirable measure compared to power when assessing athletic performance in a counter-movement jump with IMUs.  相似文献   

Effects of grade retention on achievement and self-concept in science and mathematics     

Timo Ehmke  Barbara Drechsel  Claus H. Carstensen 《Studies in Educational Evaluation》2010,36(1-2):27-35

The study analyzes the effects of grade repetition on science and mathematics achievement and on self-concept in mathematics using longitudinal data from a representative sample of 9th graders in Germany. Same-age comparisons were applied between three groups: (a) the retained students, (b) a matched group of promoted students, and (c) the entire group of promoted students. The results show that the retained students have a higher self-concept in mathematics after one year of retention than before. Summarizing these empirical findings concerning achievement, we conclude that retention in the 9th grade does not reduce the gap in academic achievement to the regular promoted students.  相似文献   

Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer-assisted remedial reading intervention,and mainstream instruction     

Nina L. Saine  Marja-Kristiina Lerkkanen  Timo Ahonen  Asko Tolvanen  Heikki Lyytinen 《Learning and individual differences》2010,20(5):402-414

The aim of the longitudinal intervention study was to build a model of predictive values of reading fluency in three contrastive reading groups: remedial and computer-assisted remedial reading intervention, and mainstream instruction, to identify the most effective type of intervention for children with different profiles of compromised pre-reading skills. The participants were 7-year-old Finnish school beginners (N = 166). Two remedial interventions took place in four weekly sessions of 45 min over a period of 28 weeks in Grade 1. For a child with deficits in the core pre-reading skills (letter knowledge, phonological awareness or rapid automatized naming), the computer-assisted remedial intervention would be the most successful in remediating reading fluency in the transparent Finnish language. Furthermore, children in the computer-assisted intervention were able to reach the average level of the mainstream children by the end of Grade 2.  相似文献   

Multimodal intervention in children with attention‐deficit hyperactivity disorder     

Timo Ahonen  Arja Luotoniemi  Katri Nokelainen  Anne Savelius  Sirkka Tasola 《欧洲特需教育杂志》2013,28(2):168-181

ABSTRACT

Children (N = 3) with attention‐deficit hyperactivity disorders were trained by using a multimodal programme, which comprised three types of intervention: children's individual and group‐based cognitive training, parent training and classroom intervention. The study was done using the experimental single‐case design. Baseline and progress were evaluated by classroom observations, questionnaires and rating scales. Results concerning the two children who were able to finish the programme were promising. Progress was seen in both classroom observations and parent and teacher ratings. Results are discussed and considered from the transactional point of view and some ideas about developing this kind of multimodal programme are given.  相似文献   

Frequency of co‐teaching in different teacher categories     

Timo Saloviita  Marjatta Takala 《欧洲特需教育杂志》2013,28(4):389-396

Co‐teaching – or the use of more than one teacher in a classroom – has been commonly recommended as a means to promote inclusive education. The aim of the present study was to survey the actual frequency of co‐teaching among different teacher categories in the comprehensive school level in one Finnish city. The data were collected through a questionnaire answered by two representative samples of teachers including 117 resource room teachers in the first survey, and 317 teachers of various teacher categories in the second. The results showed that co‐teaching was a widespread phenomenon among resource room teachers and special class teachers but less frequent among other teacher groups. Overall, it was used only infrequently, typically from two to three hours a week. On a weekly basis it was implemented by every second special education teacher, every third classroom teacher and every sixth subject teacher. A comparison with a study from the early 1980s confirmed that the relative popularity of co‐teaching had increased only slightly during the years. Although co‐teaching is used sparsely, the teachers reported almost uniquely positive experiences obtained from it. It is argued that the promotion of co‐teaching needs additional incentives if it is hoped to make it more common.  相似文献   

Assessing user-specific difficulty of documents     

Mari-Sanna Paukkeri  Marja Ollikainen  Timo Honkela 《Information processing & management》2013

On the web, a huge variety of text collections contain knowledge in different expertise domains, such as technology or medicine. The texts are written for different uses and thus for people having different levels of expertise on the domain. Texts intended for professionals may not be understandable at all by a lay person, and texts for lay people may not contain all the detailed information needed by a professional. Many information retrieval applications, such as search engines, would offer better user experience if they were able to select the text sources that best fit the expertise level of the user. In this article, we propose a novel approach for assessing the difficulty level of a document: our method assesses difficulty for each user separately. The method enables, for instance, offering information in a personalised manner based on the user’s knowledge of different domains. The method is based on the comparison of terms appearing in a document and terms known by the user. We present two ways to collect information about the terminology the user knows: by directly asking the users the difficulty of terms or, as a novel automatic approach, indirectly by analysing texts written by the users. We examine the applicability of the methodology with text documents in the medical domain. The results show that the method is able to distinguish between documents written for lay people and documents written for experts.  相似文献