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The purpose of this article is to introduce a research design, which aims to find useful pedagogical adaptations for teaching pupils with autism. Autism is a behavioural syndrome characterised by disabilities and dysfunctions in interaction and communication, which is why it is interesting to explore educational processes particularly from an interactional perspective in a class with pupils with autism. The main focus is in exploring teacher’s tacit knowledge and interactional co-regulation between the teacher and the pupils. This study is a part of a larger Finnish project, which involves the education of pupils with autism in the primary school system. In the study described, six video recordings (each about 30?min) were taken under analysis due to the uniqueness in the research context of special education: the videos are rare in that they involve only the teacher and her six pupils with autism; no helpers are present in the classroom. This study explored the phenomenon ethnomethodologically. This study indicated that it is possible to apply a general theory of interaction when exploring people with autism, although the main diagnostic criteria of autism are disabilities in social interaction and communication. It was possible to extract episodes from the behaviour of the teacher that showed her tacit knowledge becoming concrete. These results could be taken into consideration when planning and carrying out teaching in different contexts and in teacher education, too. 相似文献
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This study analyzes online reader comments on top US newspapers’ stories related to former congressman, Anthony Weiner’s, August 2016 sexting scandal. Audience gatekeeping was seen through such discussion themes as gender bias and sexism, political scandals, and sex addiction. The analysis revealed that the majority of reader comments significantly diverged from the news topic, and many comments about US politicians were uncivil. Furthermore, online discussions “drowned out” newspapers’ intended message about Weiner’s inclusion of his toddler son into a sexually explicit selfie. This study argues that online commentary should not be perceived as a dichotomy—a negative or positive development, a contributor or preventer of public discourse—but rather as a continuum of citizen engagement. 相似文献
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Elina Hella 《British Journal of Religious Education》2008,30(3):247-257
This article contains the results of how a selected group of Finnish upper secondary students understand Lutheranism. The data consisted of 63 students' responses to a writing task together with complementary interviews of 11 students. The outcomes of phenomenographic analysis of variation in the students' understanding of Lutheranism are presented in five hierarchically ordered categories. The implications for religious education are discussed in terms of what teachers could learn from differences in students' understandings of the subject matter in order to enhance their learning of it. 相似文献
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Inkeri Rissanen Elina Kuusisto Eija Hanhimäki Kirsi Tirri 《Journal of moral education》2018,47(1):63-77
Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers’ practices of teaching morally and in teaching morality. The data include preliminary and stimulated recall interviews (STR) as well as classroom observations. Our results demonstrate the multiple ways in which teachers’ implicit beliefs are communicated to students and influence teacher’s interpretations and endeavors to educate the ethical capabilities of students. The study provides evidence for the claim that implicit theories are an important construct which has been missing from the moral education literature. Directions for future research are suggested. 相似文献
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Elina Määttä Sanna Järvelä Nancy Perry 《Scandinavian Journal of Educational Research》2016,60(4):417-434
This study investigated personal and contextual influences to young children's perceived self-efficacy (SE) in social and independent learning situations. The participants were children (n?=?24) 6–8 years old from four Finnish elementary school classrooms. First, teachers from each classroom were asked to rate their students’ social competence (SC). Second, the participants were videotaped in 45 social and 15 independent learning situations, and later interviewed about their SE perceptions using video-stimulated recall. Participants with higher SE demonstrated more stable perceptions and greater involvement in social learning situations. However, a statistically significant relationship between perceived SE and SC was not found. Participants also identified 4 factors promoting perceived SE: positive emotional states, mastery experiences, personal strategic behavior, and contextual support. 相似文献
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Researchers often find themselves reflecting on either/or questions. This article examines the multiple discursive reality of gender equality, a topic comprising several juxtapositions connected to either/or thinking which also provide the topic its legitimacy. The examples come from the context of gender equality work and gender equality policy, which has been shaped in Finland by public bodies focused on equality, the Government and Government bodies, ministries, political parties, labour market organizations and NGOs, particularly the women's movement. Our aim was to establish a discursive-deconstructive reading that would allow us to move from either/or thinking to a both/and approach. This kind of approach enables to consider and acknowledge differences as cultural categorisations enabling to categorize and hierarchise people. 相似文献
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Elizabeth Baker Tricia Choy Elina Veytsman Ann Marie Martin Jan Blacher Katherine Kuhl Meltzoff Stavropoulos 《Mind, Brain, and Education》2023,17(2):117-122
Thirteen autistic teens, who were predominantly Latinx, completed the Program for the Education and Enrichment of Relational Skills (PEERS), a 16-week social skills intervention. Time-frequency decomposition was calculated using advanced electroencephalographic techniques to measure oscillatory brain activity during reward anticipation and processing before and after PEERS. Fourteen neurotypical teens participated but did not receive intervention. The perception of educational performance was also measured. The perception of educational performance did not differ between groups and did not change after participation in PEERS. Approach motivation increased after intervention in the autistic group. This suggests an enhancement of social motivation after learning social skills in a group composed of a majority of Latinx autistic teens. 相似文献