Students with reading and spelling disabilities: peer groups and educational attainment in secondary education     

Kiuru N  Haverinen K  Salmela-Aro K  Nurmi JE  Savolainen H  Holopainen L 《Journal of learning disabilities》2011,44(6):556-569

The present study investigated whether the members of adolescents' peer groups are similar in reading and spelling disabilities and whether this similarity contributes to subsequent school achievement and educational attainment. The sample consisted of 375 Finnish adolescents whose reading and spelling disabilities were assessed at age 16 with the Finnish dyslexia screening test. The students also completed a sociometric nomination measure that was used to identify their peer groups. Register information on participants' school grades also was available, and educational attainment in secondary education was recorded 5 years after completion of the 9 years of basic education. The results revealed that the members of adolescent peer groups resembled each other in reading disabilities but not in those of spelling. Reading disabilities and academic achievement shared within the peer group also contributed to educational attainment in secondary education. Finally, reading disabilities played a larger role in educational attainment among males than among females.  相似文献   

Special education teachers’ experienced burnout and perceived fit with the professional community: A 5-year follow-up study     

T. Soini  J. Pietarinen  K. Pyhältö  K. Haverinen  D. Jindal-Snape  E. Kontu 《British Educational Research Journal》2019,45(3):622-639

In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pupil–teacher relationships. However, the resources of a school's social working environment experienced as a functional teacher–working environment fit may buffer the risk of developing burnout. This study aims to gain a better understanding of the interrelation between, and development of, special education teachers’ experienced burnout symptoms and perceived teacher–working environment fit across time. The longitudinal study included two measurements (in year 2010, n = 760 and in year 2016, n = 485). The results show that special education teachers’ experienced inadequacy in pupil–teacher relationships predicted teacher exhaustion, cynicism towards the teacher community and inadequacy in pupil–teacher relationships 5 years later. Moreover, a perceived good teacher–working environment fit predicted lower cynicism towards the teacher community 5 years later.  相似文献   

Teacher burnout profiles and proactive strategies     

Pyhältö  Kirsi  Pietarinen  Janne  Haverinen  Kaisa  Tikkanen  Lotta  Soini  Tiina 《European Journal of Psychology of Education - EJPE》2021,36(1):219-242

European Journal of Psychology of Education - Teacher burnout has been identified as a significant occupational hazard. However, our understanding about individual variations in burnout risk among...  相似文献