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1.
Satu Liimakka 《Gender and education》2011,23(7):811-823
This article explores young women’s agency in relation to the body and the possible role of women’s studies in interpreting body experiences and constructing agency. The article is based on written accounts of one’s body experience written by Finnish students of women’s studies. The young women’s accounts manifested two types of agency: the accounts on agency relating to the body focused around attempts of resistance to cultural body ideals and conventional heterosexual roles. This ideal subjectivity relies on an individualistic and Cartesian understanding of agency, emphasising the young woman’s independence from culture, other people and her own body. The accounts on agency within the body expressed experiences of overcoming the mind/body dichotomy and connecting bodily to the surrounding world. I suggest that a shift from the implicit curriculum of Cartesian agency to a curriculum of corporeal agency could prove useful in educational contexts. 相似文献
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Suvi Lakkala Satu Uusiautti Kaarina Mtt 《Journal of Research in Special Educational Needs》2016,16(1):46-56
A new special education strategy was launched in Finland by the Ministry of Education in 2007. The new Basic Act was enacted in 2010 and the new national core curriculum concerning three‐tiered support for pupils in 2011. Since the 1990s, teachers across Finland have participated in developing Finnish basic education towards greater inclusion. The goal of this study was to enhance understanding of the implementation of the Finnish educational reforms. In this study, teachers' perceptions of good inclusive teaching arrangements were analysed and compared with the theories of inclusive education. There is still a lack of information available on the implementation of inclusive education practices, and especially about teachers' experiences of teaching in inclusive classrooms. In 2010, basic education teachers (N = 327) in Lapland, Finland, were asked to describe their experiences and perceptions of inclusive teaching arrangements. The results indicated that teaching practices have become more diverse, flexible and differentiated, enabling teaching of diverse groups. More and more teachers preferred teaching in teams and planning their work together, showing that changes in schools change the teacher's profession too. In this study, a framework for inclusive schools was constructed through implementing the indexes of inclusion created by Booth and Ainscow. 相似文献
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Kristiina Kumpulainen Satu Vasama Marjatta Kangassalo 《International Journal of Educational Research》2003,39(8):793
This study examines the sociocultural trajectories of children's conceptual thinking in a technology-enriched early years science classroom (N=22). Of specific analytic interest is the intertextuality of children's science-related explanations constructed during adult–child dialogic interviews and peer-centred inquiry around a multimedia science-learning tool, PICCO. Following the sociocultural and discursive approach to conceptual thinking and learning, the study conceptualizes explanations as interactional achievements shaped by the sociocultural context of activity. Qualitative, micro-level analysis of video-taped and transcribed data covering a 5-month period shows that inquiry-based science learning activities, based on child-initiation and the application of technological tools, created a fruitful setting for the children's explanation construction around scientific phenomena. The children's explanations were found to draw on textual and material links, hands-on explorations, i.e. activity links, as well as on recounting events. These intertextual linkages functioned as tools for the children (a) to share and validate previous experiences as sources of knowledge, (b) to establish reciprocity with each other in meaning-making, (c) to define themselves as learners of science and as individuals with specific experiences and background, and (d) to construct, maintain and contest the cultural practices of what it means to do and learn science in the classroom. In all, the study illuminates the potential of intertextual analysis to reveal contextual insights into children's conceptual thinking mediated by the sociocultural context. 相似文献
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Since 2001 in Finland, all six year olds have had the right to free pre-school education, and almost all pre-school-aged children take advantage of this opportunity. The purpose of this article is to dissect the development of Finnish pre-school education curricula within the societal context and within the changes in trends of curriculum planning between 1972 and 2000. The study analysed five curricula texts through qualitative content analysis by paying attention to the functions of pre-school education and the positioning of children and educators. The development of pre-school education consisted of four phases: (1) the era of pre-school education trials; (2) the era of heterogeneous pre-school education arrangements; (3) the era of changes in curriculum policies; and (4) the era of pre-school education establishment. The results indicated that the changes in pre-school education curricula related to the changes in Finnish society and in basic education. 相似文献
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Jyrki Reunamo Liisa Hakala Leila Saros Satu Lehto Anna-Liisa Kyhälä Juha Valtonen 《Early Years: An International Journal of Research and Development》2014,34(1):32-48
The purpose of the study was to investigate the dynamics of physical activity (PA) in day care and preschool. The participants were 823 Finnish 1–7-year-old children from 50 day care centres and preschools. The research methods were systematic observation, evaluation of children’s skills and interviews with children. Altogether 18,366 observations were collected. Vygotsky’s concept of the ‘zone of proximal development’ is redefined in relation to PA. The results of the study show that environmental factors, and specifically peers, do indeed play a significant role in enhancing PA among children. There are cogent reasons for paying more attention to the dynamics of children’s PA. Furthermore, there is reason to ponder extensively how to provide opportunities for PA and, more precisely, the development of motor competence in the day care and preschool context. 相似文献
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Satu Koivuhovi Mari-Pauliina Vainikainen Mira Kalalahti Markku Niemivirta 《Scandinavian Journal of Educational Research》2019,63(3):427-442
This study examined changes in pupils’ agency beliefs and control expectancy from grade four to grade six, and whether they were associated with studying in a class with a special emphasis on a subject as compared to studying in a class without emphasis. After controlling for the effects of mother’s education, prior school achievement, and gender, we found that the average pattern of change varied for different action-control beliefs, and that class membership did not moderate these changes. Mother’s education, pupils’ prior school achievement, and gender all predicted class membership, but their effects on action-control beliefs varied depending on the type of belief. Implications for educational policy will be discussed. 相似文献
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Every preschool age child in Finland has the right to child care. Well-educated staff consists of all-round experts who work in versatile contexts with various children in a multi-professional collaboration. This staff is one of the strengths of the Finnish child care system. The aim of this article is to clarify the expertise of those early childhood education teachers, who have the competence of kindergarten teachers (n = 80) and discuss how the development of early childhood education teachers’ expertise could be supported in a small country like Finland, and more specifically, in its northernmost part, the province of Lapland. This was a qualitative study. The data consisted of the early educators’ stories of their growth toward expertise. The analysis method was content analysis. Four themes emerged from the analysis of the early educators’ growth toward expertise. According to the informants, education, work experience, personal life history and personal attitudes toward work had been the most influential variables in the process of growth toward their expertise. This research showed that the development of early childhood education teachers’ expertise necessitates new kinds of working methods and measures for educational planning. In addition, there is need for individual development plans as the work has become more and more collegial and it is necessary to expand a notion of individual expertise into the realm of collaborative and socially shared expertise. 相似文献
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Ritva Jakku-Sihvonen Varpu Tissari Aivar Ots Satu Uusiautti 《Scandinavian Journal of Educational Research》2013,57(3):261-275
During the Bologna process, from 2003 to 2006, degree programmes, including teacher education curricula, were developed in line with the two-tier system – the European Credit Transfer and Accumulation System (ECTS) and modularization. The purpose of the present study is to contribute to the development of teacher education profiling measures by comparing the Finnish and Estonian curricula covering initial teacher education. The aim was to analyze and compare studies in the science of education as part of the class teacher education programs through the development of a sufficiently universal meta-structure. The written curricula were subjected to discipline-based content analysis, which covered the main elements of the curricula and the contents of the theoretical substance studies in the science of education. The resulting differences and similarities between the Finnish and the Estonian curricula are reported. 相似文献
10.
Disruptive behaviours in classrooms pose a significant challenge for learning in schools and are, at the same time, a risk factor for students’ academic achievement and a major source for work-related stress among teachers. Earlier research suggests that clarifying the classroom rules and behavioural expectations, monitoring students’ adherence to them and using behaviour-specific praise are simple and effective practices to reduce disruptive behaviour. Most of the interventions have been developed for elementary schools, although behaviour problems tend to be more common in middle schools. This two-month pilot study using a pre–post design evaluated the effects of a class-wide intervention on learning climate and disruptive behaviour (evaluated by students and teachers); on teacher-experienced stress; and on the time needed to maintain the positive learning climate in middle school. The classes were nominated for the intervention by their teachers on the basis of poor learning climates. The intervention was based on clear behavioural expectations for the students, positive behaviour support and, if needed, rapid actions in response to high rates of disruptive behaviour. The intervention was carried out by teachers, supported by monthly counselling meetings. The results indicated a large reduction in disruptive behaviour, in the time needed to maintain positive learning climate and in strain experienced by teachers while teaching the classes. The intervention was highly accepted by teachers, principals and (although to lesser degree) students. Although the lack of a control group in the design limits conclusions regarding the amount of change attributable to the intervention, the results suggest that an easily applicable and trainable intervention, which requires very little external support, may produce significant improvements in learning climates in middle schools. 相似文献