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31.
Markku Jahnukainen Anu Korhonen 《International Journal of Disability, Development & Education》2003,50(2):169-180
In Finland compulsory education has been organised within the comprehensive school system since 1970. However, until August 1997, the students with the most severe intellectual disabilities were educated by social welfare authorities outside the school system. This study evaluates the transition from the social service system into the comprehensive school system one year after the reform. Nationally representative data was gathered in 1998 from 125 teachers who taught 591 (65%) of all school age children with severe and profound intellectual disabilities in Finland. The results of the study indicated that while physical integration had increased, individual integration into the full-time mainstream classroom occurred only seldom. Further, only a few teachers thought that the best placement for children with severe and profound intellectual disabilities was in full-time general education classes. About 80% of the respondents thought that the best placement was in full- or part-time special classes located in mainstream schools. 相似文献
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Jari Kukkonen Patrick Dillon Sirpa Kärkkäinen Anu Hartikainen-Ahia Tuula Keinonen 《Education and Information Technologies》2016,21(2):349-371
Scaffolding helps the novice to accomplish a task goal or solve a problem that otherwise would be beyond unassisted efforts. Scaffolding firstly aims to support the learner in accomplishing the task and secondly in learning from the task and improving future performance. This study has examined pre-service teachers’ experiences of technologyenhanced/computer-supported collaborative inquiry learning when studying the anatomy of fish. The study investigated pre-service teachers’ experiences of scaffolded use of a Wiki in structuring a dissection inquiry activity combined with scaffolded use of digital imaging to support problematizing during the sense making process. Quantitative data on the benefits experienced by the pre-service teachers in using the Wiki and in digital imaging were collected through responses to questions posted through an online questionnaire. Structure equation modeling was used to investigate the relationship between scaffolding with the Wiki and the experienced benefits of using technology. The use of structural scaffolding with the Wiki was not seen to be directly related to the experienced benefits. In encouraging knowledge acquisition and supporting deeper thinking on the topic, digital imaging had the strongest positive relationship to the experienced benefits of the technology, but there was no direct relationship with the use of the Wiki. However, scaffolding by structuring the activity with the Wiki had meditational, indirect, effects through visualizations and peer support to intentional and active participation and thus the scaffolds were working during the inquiry synergistically. For teacher education this means that pre-service teachers may recognize the benefits of using technology only through a significant experience and thus under value the role of the technology itself. 相似文献
33.
王祥荣 《阜阳师范学院学报(社会科学版)》2000,(6)
本文考察了“上”、“下”使用的不对称性,从三个方面分析了造成这种情况的原因:一、空间的客观因素;二、心理的主观因素;三、语言自身的因素。 相似文献
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Reelika Suviste Anu Palu Eve Kikas Noona Kiuru 《European Journal of Psychology of Education - EJPE》2017,32(3):501-520
This study examined the extent to which teaching practices and teaching experience predict mathematics skills of children’s in the third through fifth grade by focusing on three cognitive components: (1) knowing facts and procedures, (2) applying this knowledge and (3) using reasoning. This study was longitudinal. The data was collected from 1810 students and 90 teachers attending Estonian- and Russian-speaking schools. The students’ were tested twice, at the beginning of the third and at the beginning of the fifth grade. The teachers were asked to complete a questionnaire assessing their teaching practices. The results revealed that teachers from Estonian-speaking and Russian-speaking schools’ classrooms differed in their use of teaching practices and teaching experience. Teachers in Russian-speaking schools were slightly more experienced, and they reported using more teacher-centred practices compared to teachers in Estonian-speaking schools. The study showed different effects on the outcomes of the children attending classrooms where the study language was Estonian and Russian in solving arithmetic word problems when accounting for the teachers’ use of different learner-centred teaching practices in the classroom. 相似文献
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This paper discusses some current problems and challenges of the Finnish AMKs (polytechnic institutions), and whether financial autonomy could contribute to finding solutions for some of these problems. It provides an overview of the current status of financial autonomy of polytechnics in 6 European countries, and finally attempts to find links from financial autonomy to the AMKs' role as regional boosters. The AMKs are still faced with some administrative and cultural traditions related more or less to secondary level vocational institutions. The new Polytechnic Act (2003), 351/2003, guarantees self-governance for the AMKs as regards with their internal issues. At the same time, the Act stipulates that budget power and strategic steering belongs to their public or private maintainers. This raises the question of to what extent institutions actually are autonomous. The essence of autonomy rests on independent decision-making processes. The study shows that the Finnish maintenance system reflects strongly on the area of financial autonomy compared with the similar institutions in other European countries. Financial autonomy may be a factor that strengthens a higher education institution in becoming an organisationally uniform, responsive and flexible entity. 相似文献
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AbstractThis paper intends to learn from international experiences in order to facilitating China’s ongoing regional university transformation with an ultimate goal to enhance the role of university in regional economic development and innovation. In so doing, this paper compares major models of universities of applied sciences (UAS) around the world from the perspective of the Triple Helix Model with an emphasis on the nature of university-industry relation implied by each model, and then exploring their relevance for China’s UASs transformation. It is concluded that the Finnish model is the most relevant to China. By comparing the Finnish and Chinese practices, a number of recommendations are solicited to Chinese policy-makers. 相似文献
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Abstract This paper discusses some current problems and challenges of the Finnish AMKs (polytechnic institutions), and whether financial autonomy could contribute to finding solutions for some of these problems. It provides an overview of the current status of financial autonomy of polytechnics in 6 European countries, and finally attempts to find links from financial autonomy to the AMKs’ role as regional ‘boosters’. The AMKs are still faced with some administrative and cultural traditions related more or less to secondary level vocational institutions. The new Polytechnic Act (2003), 351/2003, guarantees self‐governance for the AMKs as regards with their internal issues. At the same time, the Act stipulates that budget power and strategic steering belongs to their public or private maintainers. This raises the question of to what extent institutions actually are autonomous. The essence of autonomy rests on independent decision‐making processes. The study shows that the Finnish maintenance system reflects strongly on the area of financial autonomy compared with the similar institutions in other European countries. Financial autonomy may be a factor that strengthens a higher education institution in becoming an organisationally uniform, responsive and flexible entity. 相似文献
38.
Jaana M. Leppänen Anu E. Haahla Anssi M. Lensu Markku T. Kuitunen 《The Journal of environmental education》2013,44(3):162-176
Are adolescents’ environmental attitudes similar to their parents’ attitudes? The main objective of this study is to examine what quantitative associations, if any, exist in parent-child environmental attitudes within the family. The survey data was collected assessing attitudes toward the environment and nature from 15-year-old students (n = 237) and their parents (n = 212) in Finland. A significant positive correlation emerged in environmental attitudes between mothers and fathers. Interestingly, the results revealed some indicative evidence that girls’ environmental attitudes could relate more to their father's than mother's attitudes. Girls were as positive in their environmental attitudes as their parents and in contrast boys were noticeably more negative than either their parents or girls of the same age. The parental level of education was not found to be significantly related to the level of environmental attitudes of their adolescent offspring. Implications of these findings are discussed. 相似文献
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Anu Nässi Alexander Ferrauti Tim Meyer Mark Pfeiffer 《European Journal of Sport Science》2017,17(7):894-903
The Acute Recovery and Stress Scale (ARSS) and the Short Recovery and Stress Scale were first established in German for the purposes of monitoring athletes’ current recovery-stress states in an economical and multidimensional manner. The aim of this paper is to document the development and initial validation of the English versions of these two psychometric monitoring tools. A total of 267 English-speaking athletes from a variety of team and individual sports participated in the study. The English versions demonstrated satisfactory internal consistency for both instruments (Cronbach α of .74–.89). Furthermore, good model fit was found for the eight scales of the ARSS, matching the structure and results of the German counterparts. Correlations among and between the scales reciprocate the theoretical constructs of stress and recovery, supporting the construct validity of the scales. Correlation coefficients within stress and recovery ranged between rs?=?.29 and .68. The correlations between stress and recovery varied between rs?=??.29 and ?.64. These constructs were further supported by correlations with the scores of the Recovery-Stress Questionnaire for Athletes, thereby showing convergent validity. The findings demonstrate initial validity and reliability of the two measures and reflect the results of the German versions. However, further research is needed before applying these scales in practical settings. 相似文献