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Risto Harri Juhani Marttinen Gabriella McLoughlin Ray Fredrick III Dario Novak 《Quest (Human Kinetics)》2017,69(1):37-49
The Common Core State Standards Initiative has placed an increased focus on mathematics and English language arts. A relationship between physical activity and academic achievement is evident, but research on integration of academic subjects with physical education is still unclear. This literature review examined databases for the years 2004–2013, focusing on physical education or physical activity and core academic subjects for school-aged youth. 23 studies were found that focused on integration and physical education that met the inclusion criteria. These were from 16 different publication outlets, ranging in research methods, country, and population. This review provides information on the status of integration and physical education. Since classroom teachers are increasingly being encouraged to incorporate core subjects with physical activity into their classes, it would be appropriate for physical educators to understand the desired outcomes of integration of core subjects before attempting its implementation. 相似文献
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Risto Hotulainen Kristiina Lappalainen Kari Ruoho Hannu Savolainen 《International Journal of Disability, Development & Education》2010,57(3):299-314
During a 15‐year longitudinal study, 31 Finnish students (risk group) who had been identified as having deficiencies in reading and writing readiness at pre‐school through the German Breuer–Weuffen Differentiation Test were compared with their peers (n = 62) in order to study long‐term differences that emerged at the starting point of the study. In 1999, the students in the risk group were found to achieve significantly lower final school grades and they also had lower perceptions of their own scholastic competence. In 2005, students in the risk group perceived themselves as less competent than their peers in social acceptance, sense of global self‐worth areas and in the strength‐perceptions related to mathematical thinking, learning skills, and self‐regulation. Path analyses showed that verbo‐sensory motor status measured at pre‐school age had long‐term effects on participants’ educational life‐course and global self‐worth. Possible explanations of the findings and implications for early identification are discussed. 相似文献
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Risto Leinonen Mervi A. Asikainen Pekka E. Hirvonen 《Research in Science Education》2012,42(6):1165-1182
This study focuses on second-year university students?? explanations and reasoning related to adiabatic compression of an ideal gas. The phenomenon was new to the students, but it was one which they should have been capable of explaining using their previous upper secondary school knowledge. The students?? explanations and reasoning were investigated with the aid of paper and pencil tests (n?=?86) and semi-structured interviews (n?=?5) at the start of a thermal physics course at the University of Eastern Finland. The paper and pencil test revealed that the students had difficulties in applying content taught during earlier education in a new context: only a few of them were able to produce a correct explanation for the phenomenon. A majority of the students used either explanations with invalid but physically correct models, such as the ideal gas law or a microscopic model, or erroneous dependencies between quantities. The results also indicated that students had problems in seeing deficiencies or inconsistencies in their reasoning, in both test and interview situations. We suggest in our conclusion that the contents of upper secondary school thermal physics courses should be carefully examined to locate the best emphases for different laws, principles, concepts, and models. In particular, the limitations of models should be made explicit in teaching and students should be guided towards critical scientific thinking, including metaconceptual awareness. 相似文献
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In this paper, we try to examine the classical sociological points of special education, especially the organizational form of special education, social background of students and the minority status of students. The material of the study was collected mostly during 2003 from one large city in Finland. This city has more than a 100‐year‐long tradition of organizing special education, and it is also still organized very traditionally, that is mainly in special schools. The oldest functioning special education school was founded in 1901. This form of organization based on special schools is no longer typical in Finland. Over 1000 questionnaires were sent to special education school teachers, and students and their parents, as well as to special needs assistants. The percentage of returned responses was between 70% and 80%. Local material is practically the only way to get information of these critical points because of the Act on the Protection of Privacy and the administrative orientation of state statistics. The results show that boys are strongly over‐represented in special education. Over three out of four of the students in classroom‐based special education are boys. According to our comparison, the children from immigrant families account for less than one out of ten students in general education, but in classroom‐based special education they represent nearly 14%, and in part‐time special education as much as one‐quarter (25%). The form of education differs also in regard to the social class of the parents. The parents have been divided into upper, middle and lower social classes according to their occupation. The proportion of upper‐class parents of the student group in general education (42%) is doubled when compared to the parents of both special education groups. The majority of the parents of severe disabled students support the idea of special education schools, but the majority of the parents from the other special education groups are in favour of education in the nearest school. 相似文献
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Helena Thuneberg Jarkko Hautamäki Risto Hotulainen 《Scandinavian Journal of Educational Research》2013,57(3):337-356
The relationships between reasoning and school achievement were studied taking into account the multilevel nature (school- and class-levels) of the data. We gathered data from 51 classes at seven schools in metropolitan and Eastern Finland (N = 769, 395 males, 15-year-old students). To study scientific reasoning, we used a modified version of Science Reasoning Tasks, tapping control-of-variable schemata. Analyses were conducted by MLwiN2.10 multilevel modelling. The present results showed that the intra-class correlation coefficient (ICC) of schools for scientific reasoning is 7% and that the corresponding ICC of classes is 10%. Whereas the first finding confirms earlier PISA results, the second finding provides new insights into class variation within schools. In practice, class composition seems to be an efficient solution to meeting the differing needs of individual students. 相似文献
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Risto Rinne 《International Journal of Lifelong Education》2013,32(2):108-120
This article presents sociologically and historically oriented reconceptualizations of the changing relationship between labour and learning in the reflexive modern era. First it claims that the whole modern division of labour does not merely reveal the nature by which we define morality but also it is a crucial condition for the whole solidarity of human kind. It creates between people the holistic system of rights and duties, which bonds them together permanently. Then the article comes to the conclusion that the first modern period, and the Keynesian welfare state policy with its homogenous workforce and policies of full employment, has come to its historical end. Consequently, the steady progress of the population along educational pathways into secure full‐time working lives can no longer be taken for granted. The process of the redivision of labour is liable to generate many problems for society and individual citizens since so many of our societal institutions and expectations have been constructed on parameters defined by the labour market, wage earning and promotions. The article then puts forward the scenario of the risk society where confidence coexists with fear, security with threat, credibility with ambivalence, and conflict over the distribution of goods turn out to be conflicts over distribution of bads. The author sees that education has always been seen as a major component in the great Enlightenment project, which has been connected and incorporated by the national state. Lifelong learning on the contrary has been less incorporated, less an early modern, but more a marginal and informal position, waving the flag for both individuals and groups from below. The article claims that the new era of reflexive modernization may see the rise of lifelong learning and perhaps also the partial collapse of the old pre‐modern educational system. It may be that some of what we regard as European trends in adult education research are at the moment more programmes or wishes than facts, but an understanding of such trends can be helpful for future developments in our research. (Jarvis and Poggeler 1994: 10) 相似文献
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This study examined Finnish elementary school teachers’ (N = 212) attitudes toward the gifted and their education. On a general level, teachers’ attitudes toward gifted education were slightly positive. Teachers saw that gifted students have social value and that they need special services. The results of teachers’ attitudes toward specific gifted education options were in line with earlier Finnish research, because teachers supported differentiated teaching but were more negative toward acceleration or separating the gifted into their own groups. However, despite the strong support for differentiated teaching for the gifted, teachers’ positions toward practice were more skeptical. 相似文献