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1.
A sample of 74 Finnish children with mild learning disabilities (LD) and 57 controls was followed from the third grade (Study 1) to the sixth grade (Study 2). In the initial study, the sample had been grouped into five valid subgroups (Normal, General Language, Visuo-Motor, General Deficiency, Naming) utilizing a cluster analysis. In both studies a battery of 12 neuropsychological, reading, and writing tests was administered, and teacher ratings were obtained. The results indicated that the general neuropsychological profiles of the subgroups were maintained, but some changes, consistent with the progress in reading, were noted. The developmental rate of some neuropsychological functions from Study 1 to Study 2 in the subgroups of children with learning disabilities more closely approached that of the Normal subgroup. At follow-up, 64% of the original LD sample continued to have marked reading and/or writing problems. The Naming subgroup had a more unfavorable prognosis than the other subgroups, especially in reading, and the General Deficiency subgroup in writing (spelling), respectively. Some possibilities for using the results to improve remedial teaching are discussed.  相似文献   
2.
Finland has been celebrated as a country where everyone has the possibility to educate themselves and to get ahead in life through education. However, social differences of educability continue to persist and social differences of employability are further construed in the neo-liberal market economy. In this article we will examine 2 adult graduates’ educational and working life histories based on an 8-year qualitative follow-up study. Lisa with a working-class background and Henri from a middle-class family have both graduated from general upper-secondary school for adults and also accomplished higher education degrees in adulthood. Lisa and Henri's cases show how class and gender, as well as age, intertwine in the construction of educability and employability in different narrative environments. Based on our analysis, academic education may turn out as a broken promise instead of a great salvation with good occupational prospects for individuals like Lisa with a working-class background.  相似文献   
3.
Background: Knowledge construction and technology have been identified as critical for an understanding of the future of teacher education. Knowledge is discovered, applied and created collaboratively from authentic starting points. Today’s new mobile and blended learning environments create increased opportunities for such processes, including learner-centred approaches, authenticity and dialogical knowledge construction. However, teaching still requires appropriate learning design and structuring. The presented study explored, and was designed and implemented, using the ‘Dialogical Authentic Netlearning Activity’ (DIANA) pedagogical model, which is seen as one of the learning designing models for existing digital, open and mobile learning environments.

Purpose: The purpose of this study was to identify the challenges and opportunities inherent in the adoption of the DIANA model and to examine student-teachers’ reflections concerning authentic and dialogical knowledge construction. The focus is on the learning process.

Sample: Participants were 63 student-teachers who were following the study module ‘Networks in Vocational Education’ at the School of Professional Teacher Education, in Hämeenlinna, Finland.

Design and methods: This qualitative study uses a deductive content analysis to discern relationships between the data and the existing theory. The data for this study were drawn from an online questionnaire and participants’ self-reflective accounts.

Findings: The results indicate that achieving deep-oriented learning through dialogical actions is the most challenging part of using the DIANA model. Some of the students had difficulty understanding the concept of ‘authenticity’.

Conclusions: The findings of this study suggest enhancing learner-centred scaffolding and guidance, particularly at the outset of the learning process. In addition, methods that develop dialogical skills and competences ought to be integrated into teacher education as extensively as possible, in order to make collaborative work and problem-solving genuinely dialogical and equal.  相似文献   
4.
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   
5.
Abstract

Although the mother-tongue of some 90% of the population in Hong Kong is Cantonese, schools and universities in Hong Kong have witnessed the downgrading and even abandoning of Cantonese as a medium of instruction (MOI) in classrooms. For universities, this process is accelerated by the discourses of “internationalization.” For primary and secondary schools, the main compelling force is parents’ anxiety over their children's future. This paper discusses the social context in which the forsaking of Cantonese as a medium of instruction has occurred, and also the unintended consequences of silencing the mother-tongue of most of the Hong Kong students (and teachers) in secondary schools and universities.  相似文献   
6.
This study set out to explore the narratives of entrepreneurship that 15–16-year-old pupils in their last grade of comprehensive school produced in the Finnish annual writing competition Good Enterprise! We focused on narratives that can be categorized as tragedies, satires, comedies, and crime stories (N?=?219). In these stories, the pupils challenge the political ideal of the risk-taking entrepreneur by arguing for sustainable development and social justice as bases for entrepreneurship. On the one hand, the critical representations of entrepreneurs arise from the Protestant work ethic, and thus the values constructed in these stories are close to stories that can be characterized as romances of the modest entrepreneur where the motive for entrepreneurship was not the accumulation of material wealth. On the other hand, these critical stories represent “entrepreneur and consumer pathologies,” and hence make a mockery of the core neoliberal values of autonomy, competition, and choice.  相似文献   
7.
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8.
In Finland compulsory education has been organised within the comprehensive school system since 1970. However, until August 1997, the students with the most severe intellectual disabilities were educated by social welfare authorities outside the school system. This study evaluates the transition from the social service system into the comprehensive school system one year after the reform. Nationally representative data was gathered in 1998 from 125 teachers who taught 591 (65%) of all school age children with severe and profound intellectual disabilities in Finland. The results of the study indicated that while physical integration had increased, individual integration into the full-time mainstream classroom occurred only seldom. Further, only a few teachers thought that the best placement for children with severe and profound intellectual disabilities was in full-time general education classes. About 80% of the respondents thought that the best placement was in full- or part-time special classes located in mainstream schools.  相似文献   
9.
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   
10.
The aim of this study was to investigate the interplay between test anxiety and working memory (WM) on mathematics performance in younger children. A sample of 624 grade 3 students completed a test battery consisting of a test anxiety scale, WM tasks and the Swedish national examination in mathematics for grade 3. The main effects of test anxiety and WM, and the two-way interaction between test anxiety and WM on mathematics performance, were modelled with structural equation modelling techniques. Additionally, the effects were also tested separately on tasks with high WM demands (mathematical problem-solving) versus low WM demands (basic arithmetic). As expected, WM positively predicted mathematics performance in all three models (overall mathematics performance, problem-solving tasks, and basic arithmetic). Test anxiety had a negative effect on problem-solving on the whole sample level but concerning basic arithmetic only students with lower WM were affected by the negative effects of test anxiety on performance. Thus, students with low WM are more vulnerable to the negative effects of test anxiety in low WM tasks like basic arithmetic. The results are discussed in relation to the early identification of test anxiety.  相似文献   
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