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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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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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Erno Lehtinen Kaarina Merenluoto Eero Kasanen 《European Journal of Psychology of Education - EJPE》1997,12(2):131-145
From an educational point of view, mathematics is supposed to have a completely hierarchical structure in which all new concepts logically follow from prior ones. In this article we try to show that there are also concepts in mathematics which are difficult to learn because of problematic continuity from prior knowledge to new concepts. We focus on the problems of conceptual change connected with the learning of calculus and the shift from rational to real numbers. We demonstrate the difficulty of this conceptual change with the help of historical and psychological evidence. In the empirical study 65 students of higher secondary school were tested after a 40 hour calculus course. In addition, 11 students participated in individual interview. According to the results the conceptual change from a discrete to a continuous idea of numbers seems to be difficult for students. None of the subjects had developed an adequate understanding of real numbers although they had learned to carry out algorithmic procedures belonging to calculus. We discuss how appropriate recent theoretical ideas on conceptual change are for explaining learning problems in this domain. Also some educational implications are presented. 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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The ‘entrepreneurial university’, family and gender: changes and demands faced by fixed-term workers
Minna Nikunen 《Gender and education》2014,26(2):119-134
Managerialism and neoliberal changes and demands influence the work and family lives of academics differently in different positions and contexts. In this article, I explore how Finnish academics on short fixed-term contracts have been treated, and how they interpret recent changes and their effects on their work and private lives. I ask how the demands and changes are gendered and what consequences they have for work–family balance and gender equality, as well as whether the changes have been internalised or resisted. Managerialism seems to create new ways to govern oneself and to approach academic work, home, children and gender. I argue that these profound changes are veiled by more visible reforms that seem to threaten academic autonomy, such as time surveillance. 相似文献
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Emmanuel O. Acquah Tuire Palonen Erno Lehtinen Kaarina Laine 《Scandinavian Journal of Educational Research》2014,58(1):73-92
The focus of our study is social status among first graders. In particular, we will consider the relationship between acceptance and rejection, and how these are connected to three social behavioral traits: bullying, victimization, and social withdrawal. The data set is from peer nominations of 748 children from 49 classrooms in the southwest of Finland, collected by interviews. A Social Network Analysis technique was used to analyze the data. The results indicated a negative correlation between acceptance and rejection, bullying, and social withdrawal, but did not correlate victimization. Positive correlations, however, were observed between rejection and all social behavioral traits. Based on cluster analysis, the first graders can be divided into Liked Children (N?=?447), Popular Bullies (N?=?68), Unpopular Bullies (N?=?28), Marginalized Children (N?=?135) and High Risk Children (N?=?21). All Unpopular Bullies and almost all High Risk children were boys. Boys were also nominated more often than girls as Popular Bullies, whilst girls were more often reported as marginalized or as Liked Children. 相似文献
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Jake A. McMullen Koen Veermans Kaarina Laine 《Scandinavian Journal of Educational Research》2014,58(5):624-638
Despite the recent technical and theoretical advances in the investigation of children's social relations, the inherent complexity of these methods may prevent their easy integration into the classroom. A simple and effective tool can be valuable for teachers who wish to investigate students' social realities in the classroom. Therefore, the present study aims to identify an effective sociometric method for educator's use in the classroom. Nine separate sociometric categorisations were created from peer reports of grade one students (N = 748). Methods that have different collection methods (nominations or ratings) show surprisingly low agreement, unlike those with the same collection method. Methods based on peer nominations showed the strongest correlations with students' behavioural traits. Based on these results, we discuss the relevance and usefulness of such methods for use by classroom teachers in identifying students' social realities. 相似文献
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Couple interaction and dialogue make up the most important pillars of a functional relationship. In this article, the vast body of research between the 1970s and 2010s was reviewed. The role of couple interaction in long-lasting relationships was dissected through this literature meta-analysis, which was categorized into three perspectives: the level, content, and accuracy of interaction. The core question was how happy and unhappy couples differ in their communication skills and habits. A general view of positive couple interaction was built and discussed. Communication skills and self-disclosure appeared the key factors in the positive development of a romantic relationship. 相似文献
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We examine how the makeover paradigm is mobilized in contemporary humanitarian communications—a practice we call “humanitarian makeover.” We demonstrate its operation in the Finnish television programme Arman and the Children of Cameroon and Plan's 2013 International Day of the Girl event. The analysis shows how helping distant others is configured within a makeover and self-transformation narrative, providing a stage for performance of an “ethical self.” We argue that while the humanitarian impetus is to disturb and redress global inequality and injustice, which includes exposing and interrupting the failures of neoliberalism, the makeover paradigm is intimately connected to and reinforces individualized “moral citizenship,” which conforms to and reinforces neoliberal values. 相似文献
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Kaarina Nikunen 《Popular Communication》2019,17(2):154-170
ABSTRACTThis article examines the social media campaign “Once I was a refugee” by former refugees as a response to the increasingly hostile political climate in Finland against refugees. With selfie activism, the campaign expanded the “space of appearance” and introduced new voice and visuality to the public debate. The case depicts politics of claiming citizenship and social value through self-presentation to counter views of refugees as economic burden, noncitizens, and surplus humanity. The empirical material is based on analysis of the Facebook and Twitter campaign and interviews with the participants. It is argued that selfie activism may occasionally, through new voice and visibility, expand the space of appearance and contribute to the rise of affective or counter-publics that can come together and make use of digital media for political action. However, the case also reveals how difficult it is to speak from a refugee position without being drawn into the discourse of deservingness. 相似文献
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