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1.
Annarilla Ahtola Piia Maria Björn Tiina Turunen Pirjo-Liisa Poikonen Marita Kontoniemi Marja-Kristiina Lerkkanen 《Scandinavian Journal of Educational Research》2016,60(2):168-181
This study focuses on parents’ and teachers’ perceptions of practices aimed at easing the transition to formal schooling (e.g., familiarization with the school, discussions about the school entrants). A total of 230 preschool teachers, 131 elementary school teachers, and 2,662 mothers and fathers filled in a questionnaire containing items on how important they considered different preschool-school transition practices. The participants considered the various transition practices to be at least somewhat important. On average, familiarization with the school was considered to be most important, whereas teacher co-operation and joint writing of curricula were considered to be least important. The perceptions of the participant groups differed from each other significantly in almost all practices. We suggest that the information on school entrants should be transferred within joint meetings between transition partners and other professionals whenever possible. 相似文献
2.
In this single-case study, small groups of learners were supported by use of multiple social software tools and face-to-face activities in the context of higher education. The aim of the study was to explore how designed learning activities contribute to students' learning outcomes by studying probabilistic dependencies between the variables. Explorative Bayesian classification analysis revealed that the best predictors of good learning outcomes were wiki-related activities. According to the Bayesian dependency model, students who were active in conceptualizing issues by taking photos were also active blog reflectors and collaborative knowledge builders in their group. In general, the results indicated that interaction between individual and collective actions likely increased individual knowledge acquisition during the course. 相似文献
3.
The results of Fast ForWord® training on English decoding-related skills were examined. Finnish fifth-grade students were identified as having reading fluency problems and poor skills in English as a foreign language learned at school and were randomly assigned to either a training group (TRG) or a control group. The TRG (n?=?13) received 50?min of daily computer program-based training for a period of approximately 10 weeks. Students in the first control group (n?=?11) received the school’s regular instructional programme. A second control group was composed of 14 average readers. The students’ English skills were examined in pre-test, post-test and follow-up measurements. The TRG students saw an acceleration in decoding-related skills. The educational implications of the results are discussed. 相似文献
4.
This study focuses on the communication style of transformational leaders. Seven different communication styles were established and labeled: emotionally intelligent, impatient, controlled, insecure, avoiding, dominating, and transparent. Responses from 216 Finnish CEOs indicate that certain communication styles are connected with transformational leadership, including the emotionally intelligent, the transparent, and the controlled styles. 相似文献
5.
Piia Seppánen 《教育政策杂志》2013,28(5):513-531
The article examines school choice in the context of the Finnish, publicly owned and governed comprehensive school system, the ‘named public‐school markets’, and compares findings to similar studies done in other countries. Parental choice is used in addition to traditional catchment areas and has now settled in the educational policy of big cities since its introduction in Finland in the mid 1990s. The focus of this article is on the extent and direction of pupils' preferences between the schools in relation to the characteristics of the schools in order to understand what kind of patterns have been formed along with the school choice. At the turn of the year 2000, half of the age group transferring to the 7th grade applied for a place in an other than catchment area school in the capital city, and on average one‐third of those in the other four big cities. The local public school markets touched every school in the urban areas. The schools were divided into popular, rejected, and balanced schools on the basis of net gains in request flows. A detailed analysis of the preferences between schools is presented in a map. Patterns of operation of the local school markets in the four case cities showed astoundingly similar features to those reported in studies conducted in other countries. 相似文献
6.
Piia Maria Björn Minna Kyttälä 《European Journal of Psychology of Education - EJPE》2011,26(4):465-477
This study investigated whether family structure accounts for adolescent academic performance in Finland in the analysis.
The thirteen- to fourteen-year-old (grade 8) students' (N = 171) literacy skills were measured and their mathematical performance was tested. Information about family structure was
gathered via a questionnaire sent to their homes. The findings of the study revealed that adolescents from other than two-parent
intact families performed particularly well in regard to literacy skills. There were no gender differences with respect to
either skill. The adolescents came from families of each type of structure, across all skill levels, suggesting that adolescent
learning outcomes are not determined by diversity in family structure. 相似文献
7.
This study aimed to investigate the extent to which WM measured in kindergarten predicts WM measured in second grade (stability of individual WM progress) and the extent to which WM measured at kindergarten predicts academic performance at second grade (N?=?94). The results showed that WM skills significantly increase during the time span from Finnish kindergarten to second grade. Verbal (VWM) and visuospatial WM (VSWM) resources seem to develop quite independently, whereas individual progress showed some stability. WM resources measured just before the start of formal school predicted later academic performance and VWM acted as more powerful predictor than VSWM resources. The results have two important educational implications: first, an individual or group-based intervention designed to enhance children’s WM skills would be most important even before the start of school, and second, poor WM skills should be addressed when planning the learning environment beginning in kindergarten. 相似文献
8.
This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9–10 years old at the baseline). The children’s text-reading fluency, text comprehension and basic calculation ability were tested in grade four. In grade seven and nine, their skills in solving mathematical word problems were assessed. Overall, the results showed that text comprehension in grade four of primary school predicts math word problem-solving skills in secondary school, after controlling for text-reading fluency and basic calculation ability. Among boys, good text comprehension skills in grade four predicted good math word problem-solving skills in grade seven. Among girls, good text comprehension skills in grade four predicted their subsequent mathematical word problem performance in grade nine. The practical implications of the results are discussed as well. 相似文献
9.
Päivi Häkkinen Sanna Järvelä Kati Mäkitalo-Siegl Arto Ahonen Piia Näykki Teemu Valtonen 《Teachers and Teaching》2017,23(1):25-41
With regard to the growing interest in developing teacher education to match the twenty-first-century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the twenty-first-century learning practices in teacher education. We will first review the current status of policy frameworks for the twenty-first-century learning skills. Based on our previous work and current understanding in the field of learning sciences, we will next elaborate the processes and strategies for collaborative problem-solving skills and strategic learning skills to specify current, rather general claims presented regarding the discussion on twenty-first-century skills. We will also provide concrete case examples facilitating strategic learning skills, collaborative problem-solving skills, and the skills to use information and communication technologies in contexts of our previous studies. 相似文献
10.
Piia Näykki Arto K. Ahonen Hanna Järvenoja Kirsi Pyhältö 《Educational Research and Evaluation》2018,24(8):462-480
This study examines first-year student teachers’ (N?=?310) self-evaluated, study-related anxiety and exhaustion, and self-regulated learning (SRL) skills. Our presumption is that feelings of anxiety and exhaustion can be reduced with cognitive and motivational SRL skills. The association of cognitive and motivational SRL skills with feelings of anxiety and exhaustion were analysed with multiple multivariate regression analysis. The results indicate that high time- and study-environment management strategies and high self-efficacy beliefs reduced experienced feelings of anxiety and exhaustion. In addition, effort regulation had a reducing effect for anxiety. However, high extrinsic goal orientation predicted higher levels of anxiety and exhaustion and high task value predicted higher anxiety among student teachers. Particularly, female students had a stronger tendency to experience anxiety and exhaustion. The implications of the results for higher education and for teacher education are discussed. 相似文献