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Previous research has identified numerous obstacles that counteract attempts to involve pupils in democratic processes in schools. Drawing from deliberative democratic theory and sociolinguistic research on dialogic teaching we discuss an intervention grounded on the ideas of deliberative communication and decision-making in an elementary classroom in Finland. We show that deliberative communication can provide pupils with opportunities for democratic participation. This process involves altering conventional classroom interactional patterns and the power processes they uphold. The possibilities of expanding deliberative communication from isolated democratic meetings to everyday schooling are considered. 相似文献
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Katariina Stenberg Antti Rajala Jaakko Hilppo 《Asia-Pacific Journal of Teacher Education》2016,44(5):470-485
This article presents a design for supporting theory–practice reflection in teacher practicums. This design is based on three design principles that promote a transformative stance towards the creation of novel pedagogical approaches: mutual transformation of theory and practice, co-design among supervising teachers, university lecturers and student teachers, and participating in the long-term development of pedagogical practices. To evaluate the design, we analyse and compare student teachers’ portfolios across two implementations of the teacher practicum: a thematic practicum based on the proposed design and the conventional class teacher practicum of the University of Helsinki. The results show that the student teachers who participated in the thematic practicum used theory more frequently in their reflections. Moreover, their theory–practice connections were more robust than those made by student teachers who participated in the conventional practicum. On the basis of our results, we make suggestions regarding how to promote theory–practice reflection in teacher education. 相似文献
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Matti Mäntymäki Jani Merikivi Tibert Verhagen Frans Feldberg Risto Rajala 《International Journal of Information Management》2014
Academics and business practitioners are intrigued by the factors that foster continued user engagement in virtual worlds (VWs). It is unclear how, and to what extent, existing theories can explain their continued use. As young people constitute the majority of VW users, understanding the reasons for their continued use intentions is important. Taking the distinctive features of VW services into account, such as the visibility of users’ actions to other users, we contextualize the Theory of Planned Behavior and investigate the role of teenagers’ attitudes, social influences and perceived behavioral control as the determinants of their continued intention to use VW. We then apply a set of constructs from prior Information Systems (IS) literature to decompose these constructs. By analyzing primary data collected from 923 users of Habbo Hotel, a leading virtual world for teenagers, this study confirms the role of users’ intrinsic motivation, interpersonal influence and self-efficacy as key constituents of sustained user engagement in VWs. In addition, we demonstrate that decomposing these three established constructs can capture many of the key contextual characteristics of VWs. The study contributes to the literature by showing that IS theories and constructs are appropriate for the VW setting and teenage users. 相似文献
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Katja Rajala Anna Kankaanpää Kaarlo Laine Hannu Itkonen Elizabeth Goodman Tuija Tammelin 《Journal of sports sciences》2019,37(2):123-130
This study examined the associations of subjective social status (SSS) with physical activity (PA) and sedentary time (ST) among adolescents. The study population consisted of 420 Finnish adolescents aged 13 to 14 years. The adolescents reported their own SSS within their school (school SSS) and their family’s social position within society (society SSS) based on the youth version of the Subjective Social Status Scale. Adolescents’ moderate- to vigorous-intensity physical activity (MVPA) and ST were measured objectively by accelerometers and analyzed separately for the whole day and the school day. The associations between SSS and MVPA and ST outcomes were analyzed using multilevel modeling. School SSS was positively associated with whole-day MVPA and negatively associated with school-time ST. Society SSS was not significantly associated with objectively measured MVPA or ST. Both MVPA and ST are important behavioral determinants of health. As an important correlate of MVPA and ST, school SSS should be addressed by providers when discussing obesity risk and healthy behaviors with adolescents. 相似文献
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ViLLE – collaborative education tool: Designing and utilizing an exercise-based learning environment
Mikko-Jussi Laakso Erkki Kaila Teemu Rajala 《Education and Information Technologies》2018,23(4):1655-1676
Automatically assessed exercises with immediate feedback can be a powerful tool for enhancing the effectiveness of education. In this article, we discuss the design and implementation of a collaborative learning tool called ViLLE. The design is based on experiences gathered from a previously developed and thoroughly researched visualization tool. Based on our earlier results and current educational theories, we developed four design principles upon which ViLLE is constructed. ViLLE includes various different exercise types which were designed to assist in the learning of computer science, mathematics and other subjects. It also supports different learning and teaching methods, such as pair programming and peer review. To justify the development of a new environment, we present four diverse case studies where ViLLE was utilized successfully: programming education, high school matriculation exam, elementary school mathematics and student counseling at university level. The results obtained from the studies seem to confirm that ViLLE can be used effectively to enhance student motivation and to improve student performance in various heterogeneous educational setups. 相似文献
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Leskinen Jasmiina Kumpulainen Kristiina Kajamaa Anu Rajala Antti 《European Journal of Psychology of Education - EJPE》2021,36(4):1033-1053
This case study is an examination of the emergence of leadership in students’ group interaction in a school-based makerspace. The data comprised video records of 20 primary school students’ group work within this context, encompassing student-driven creative engagement in science, technology, engineering, arts, and mathematics (STEAM) learning activities. Interaction analysis was applied to analyze the students’ leadership moves and to depict how students’ leadership was related to their collaboration. The analysis resulted in a typology of students’ leadership moves in a makerspace context, namely, coordination of joint work, exploring new ideas, seeking out resources,
and offering guidance and supporting others, adding to the existing literature on student leadership and collaboration in novel learning environments. The study also illustrates how the students’ leadership moves in group interactions can lead to dominating and/or shared leadership, with consequences for students’ collaboration. The study points to the importance of more research and development of pedagogical practices that support students’ symmetric participation and opportunities to lead collaborative work and to promote advanced collaboration in school-based makerspaces.
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Salla Willman Erkki Kaila Teemu Rajala Mikko-Jussi Laakso Tapio Salakoski 《Computer Science Education》2013,23(3):276-291
Computer aided assessment systems enable the collection of exact time and date information on students’ activity on a course. These activity patterns reflect students’ study habits and these study habits further predict students’ likelihood to pass or fail a course. By identifying such patterns, those who design the courses can enforce positive study habits and to prevent or minimize habits that lead to poor student performance. Hypothetically, by identifying and adjusting the short-term patterns, the teachers might be able to do the same during the course. This publication examines students’ short-term study habits on an introductory level programming course and presents multiple statistically significant connections between students’ assignment submission patterns and their respective final grades. Students who receive the highest grade start and finish their work early, do not work on weekends, and do not work at night, whereas those who fail the course do not show similar behavior but exhibit significant enrichment among those who work large amounts during the night. Course’s mandatory tutorial sessions that act both as assignment release events and as collaborative assignment solving sessions strongly increase assignment submission counts regardless of the students’ final grades and ensure an early start to solving the assignments, possibly preventing those who would otherwise fail the course from starting their work near deadlines. 相似文献
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