Student participation in learning environment improvement: analysis of a co-design project in a Finnish upper secondary school     

Tiina?M?kel?Email authorView author&#;s OrcID profile  Sacha?Helfenstein  Marja-Kristiina?Lerkkanen  Anna-Maija?Poikkeus 《Learning Environments Research》2018,21(1):19-41

The present educational design research involved analysing Finnish upper secondary school students’ participation in the improvement of their psychosocial and technology-enhanced physical learning environment (LE). It examined which LE characteristics students considered important when redesigning their LE, and whether they felt that their ideas for improvement had been taken into account in the LE change process and if there was an improvement in these characteristics. A Learning Environment Design (LED) framework balancing the various LE dimensions, namely, communality and individuality, comfort and health, novelty and conventionality, was utilised in the analysis for four sets of data collected for four cycles: (a) co-design activities (students, n = 11) and (b) student feedback (n = 175); (c) professional design evaluation (students, n = 2); and (d) student satisfaction survey (n = 83). Students considered all LE dimensions important. In addition, they felt that their wishes were generally taken into account in the redesign and also they perceived an improvement in most of the LE characteristics. Student involvement helped to avoid overly radical changes, fostered a participatory culture, and contributed to understanding what students view as important to their learning and wellbeing. The study demonstrated the usefulness of the LED-framework for LE design and suggests content-related design principles to serve as a starting point in LE improvement projects involving learners.  相似文献   

Preteen girls,magazines, and the negotiation of young sexual femininity     

Tiina Vares  Sue Jackson 《Gender and education》2015,27(6):700-713

The focus on, and concern about, young girls and preteens or ‘tweens’ relates to the ‘sexualisation’ of girlhood and the notion that girls are ‘growing up too fast’ and becoming ‘too sexy too soon’. In both popular and academic accounts, ‘tween’ magazines and the increasingly ‘sexualised’ images in teen magazines have been framed as significant contributors to this process. Yet, research on the ways in which preteen girls read these magazines has been notably absent. In this paper, we examine the magazine consumption and reading practices of 71 preteen girls in a New Zealand study. We employ a feminist poststructuralist approach to explore the ways in which participants employ the interpretative repertoires of ‘too young’, ‘too old', and ‘just right’ to categorise ‘tween’ and ‘teen’ magazines based on their sexual content and mark belonging to and/or distance from the categories of child, ‘tween', and teenager.  相似文献   

Correction to: Primary school students’ perceived social support in relation to study engagement     

Rautanen  Pihla  Soini  Tiina  Pietarinen  Janne  Pyhältö  Kirsi 《European Journal of Psychology of Education - EJPE》2022,37(3):989-992

European Journal of Psychology of Education -  相似文献