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31.
Today functional classification is the predominant approach to records organization. It is, however, apparent that the functional approach to records classification often involves methodological and conceptual confusion as well as usability issues. The purpose of this study is to gain a better understanding of how recordkeeping professionals perceive functional classification, what are the purposes the classification serves and how they justify this method in Finnish public sector organizations. The article presents the results of the study in which 22 recordkeeping professionals in three Finnish public sector organizations were interviewed. The data were analyzed with qualitative methods. The results show the integration of the functional approach in Finnish recordkeeping practices and records management tools. The results also describe various purposes served by functional classification in organizations. They illustrate various justifications for this method and the recordkeeping professionals’ lack of methodological alternatives. 相似文献
32.
Pekka Salonen Janne Lepola Pekka Niemi 《European Journal of Psychology of Education - EJPE》1998,13(2):155-174
This study examined the development of reading skill during the first school year. The predictors were pre-school motivational orientations, coping tendencies, knowledge of the alphabet and phonemic awareness. From 151 pre-school children (6 years of age) rated by pre-school teachers on motivational orientations, 32 non-readers were allocated according to their dominating motivational disposition to one of the following extreme groups: task orientation, social dependence, ego-defensive, and multiple non-task-oriented. Each group included 8 children. The subjects' phonemic awareness and knowledge of the alphabet were assessed. Coping strategies were observed in pre-school during a play-like construction task comprising three induced pressure episodes. At the end of the first grade the children were assessed on word reading skill and again on motivational orientation. Both group comparisons and idiographic analyses were made. Results indicated that pre-school phonemic awareness was associated with first grade word reading skill. Rated task orientation in pre-school enhanced significantly the prediction of fluent word reading. Task-oriented children showed significantly better word reading skill than ego-defensive or multiple non-task-oriented children. Ego-defensive and multiple non-task-oriented subjects showed significantly less task oriented, and more ego-defensive, coping behaviour under pressure than task-oriented subjects. This finding suggests greater vulnerability of ego-defensive and multiple non-task-oriented children which may contribute to diverging reading careers. Idiographic analyses indicated parallel developmental changes in reading skill, motivational orientations and coping patterns confirming the role of motivation in the formation of an individual's reading career. 相似文献
33.
Minna Torppa Pekka Niemi Kati Vasalampi Marja-Kristiina Lerkkanen Asko Tolvanen Anna-Maija Poikkeus 《Child development》2020,91(3):876-900
This study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept cross-lagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital reading), reading fluency, and reading comprehension. In Grades 1–3 poorer comprehension and fluency predicted less leisure reading. In later grades more frequent leisure reading, particularly of books, predicted better reading comprehension. Negative associations were found between digital reading and reading skills. The findings specify earlier findings of correlations between individuals by showing that reading comprehension improvement, in particular, is predicted by within-individual increases in book reading. 相似文献
34.
Xiao Zhang Pekka Räsänen Tuire Koponen Kaisa Aunola Marja-Kristiina Lerkkanen Jari-Erik Nurmi 《Child development》2020,91(1):7-27
Mathematical difficulties have been distinguished as mathematics learning disability (MLD) and persistent low achievement (LA). Based on 1,880 Finnish children who were followed from kindergarten (age 6) to fourth grade, this study examined the early risk factors for MLD and LA. Distinct groups of MLD (6.0% of the sample) and LA (25.7%) children were identified on the basis of their mathematics performance between first and fourth grades with latent class growth modeling. Impairment in the same set of cognitive skills, including language, spatial, and counting skills, was found to underlie MLD and LA. The finding highlights the importance of monitoring mathematical development across the early grades and identifying early cognitive precursors of MLD and LA for screening and intervention efforts. 相似文献
35.
Marja Laasonen Jenni Väre Henna Oksanen-Hennah Sami Leppämäki Pekka Tani Hanna Harno Laura Hokkanen Emmanuel Pothos Axel Cleeremans 《Annals of dyslexia》2014,64(1):1-33
In this study of the project DyAdd, implicit learning was investigated through two paradigms in adults (18–55 years) with dyslexia (n?=?36) or with attention deficit/hyperactivity disorder (ADHD, n?=?22) and in controls (n?=?35). In the serial reaction time (SRT) task, there were no group differences in learning. However, those with ADHD exhibited faster RTs compared to other groups. In the artificial grammar learning (AGL) task, the groups did not differ from each other in their learning (i.e., grammaticality accuracy or similarity choices). Further, all three groups were sensitive to fragment overlap between learning and test-phase items (i.e., similarity choices were above chance). Grammaticality performance of control participants was above chance, but that of participants with dyslexia and participants with ADHD failed to differ from chance, indicating impaired grammaticality learning in these groups. While the main indices of AGL performance, grammaticality accuracy and similarity choices did not correlate with the neuropsychological variables that reflected dyslexia-related (phonological processing, reading, spelling, arithmetic) or ADHD-related characteristics (executive functions, attention), or intelligence, the explicit knowledge for the AGL grammar (i.e., ability to freely generate grammatical strings) correlated positively with the variables of phonological processing and reading. Further, SRT reaction times correlated positively with full scale intelligence quotient (FIQ). We conclude that, in AGL, learning difficulties of the underlying rule structure (as measured by grammaticality) are associated with dyslexia and ADHD. However, learning in AGL is not related to the defining neuropsychological features of dyslexia or ADHD. Instead, the resulting explicit knowledge relates to characteristics of dyslexia. 相似文献
36.
Xiao Zhang Tuire Koponen Pekka Räsänen Kaisa Aunola Marja‐Kristiina Lerkkanen Jari‐Erik Nurmi 《Child development》2014,85(3):1091-1107
Utilizing a longitudinal sample of Finnish children (ages 6–10), two studies examined how early linguistic (spoken vs. written) and spatial skills predict later development of arithmetic, and whether counting sequence knowledge mediates these associations. In Study 1 (N = 1,880), letter knowledge and spatial visualization, measured in kindergarten, predicted the level of arithmetic in first grade, and later growth through third grade. Study 2 (n = 378) further showed that these associations were mediated by counting sequence knowledge measured in first grade. These studies add to the literature by demonstrating the importance of written language for arithmetic development. The findings are consistent with the hypothesis that linguistic and spatial skills can improve arithmetic development by enhancing children's number‐related knowledge. 相似文献
37.
Pekka Rantanen 《Assessment & Evaluation in Higher Education》2013,38(2):224-239
A multilevel analysis approach was used to analyse students’ evaluation of teaching (SET). The low value of inter-rater reliability stresses that any solid conclusions on teaching cannot be made on the basis of single feedbacks. To assess a teacher’s general teaching effectiveness, one needs to evaluate four randomly chosen course implementations. Two implementations are needed when one course is evaluated, and if one implementation is evaluated, up to 15 feedbacks are needed. The stability of students’ ratings is very high, which reflects students’ stable rating criteria. There is an obvious rating paradox: from the student’s point of view, each rating is very precise, stable and justifiable, but from the teacher’s point of view a single feedback reflects the quality of teaching to just a moderate extent. Cross-hierarchical analysis reveals that there are large discrepancies between the uses of rating scales; some students are systematically more lenient in their rating whereas others are systematically more severe. The study also reveals that some courses are generally rated more favourably and that some courses are more suitable for certain teachers. Managers can thus improve the quality of teaching by finding the most suitable courses for each teacher. 相似文献
38.
Markku Käpylä Jussi‐Pekka Heikkinen Tuula Asunta 《International Journal of Science Education》2013,35(10):1395-1415
The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task and an interview were used to collect data. Primary student‐teachers’ were not aware of students’ conceptual difficulties and had problems in choosing the most important content. Neither of the groups had knowledge on suitable experiments and demonstrations, which indicates that PCK should be explicitly taught. The usefulness of PCK and some related constructs in initial teacher training is discussed. 相似文献
39.
Pekka Risku 《Scandinavian Journal of Educational Research》2013,57(2):137-159
Schon (1987) has criticized the normative curriculum of professional schools including technical colleges: at first basic science (mathematics, physics, etc.), then applied science, and finally technical skills of day‐to‐day practice. In Schön's opinion, the tradition of professional education is an obstacle to changing teaching methods from drill and practice to open‐learning environments. Solomon (1986) presents the different approaches which teachers take in computer‐based instruction in stages from drill and practice to open‐learning environments. This paper reports a six‐year case study, inspired by the work of Schön and Solomon, on the impact of, and the teachers’ role in, the use of computers and Mathcad in the mathematics instruction of technical colleges. The teaching experiment was started with 51 first‐year students during the academic year 1988‐1989 at the Technical Institute of Jyvaskyld. The class of mechanical engineering had 162 and the class of electrical engineering 206 lessons of mathematics during the first experimental year. Two senior lecturers of mathematics taught the classes. Before the experiment, computers had never been used in mathematics instruction at the institute. The various ways of using Mathcad were classified on the basis of the forms filled and files saved by the teachers, as well as on the notes made by the researcher. The teachers’ ways of using computers in our experiment during the years 1988‐1995 clearly showed the existence of stages. Some of the stages were the same for both teachers, but there were also some differences. Both teachers started by fitting an open computer‐based environment into the traditional instruction. 相似文献
40.
The present study considers the design and implementation of immediacy behaviors for an animated agent and the influence of such an agent on viewers. Immediacy, a widely studied construct in human communication research, is defined as the verbal and nonverbal communication behaviors that enhance physical and psychological closeness between people. In this study, the use of animated agent immediacy with new technology, a handheld computer, was studied as a form of affective computing. The purpose of the study was first to find out whether users perceive the communication behaviors of the agent that were intended to enhance immediacy, second, what effects animated agent immediacy has on evaluations of a news service, and third whether affective learning or recall of news content is related to agent immediacy. The results revealed that communication behaviors that enhance immediacy were perceived by the users. Those behaviors were also related to their perception of immediacy. However, the animated agent immediacy did not have a significant effect on evaluation of the news service. Additionally, agent immediacy had no effect on affective or cognitive learning from the news. The results show that it is possible to construct immediacy behaviors for the animated agents, but in this context the influences differed from those reported in human‐to‐human communication. The possibilities for and consequences of agent immediacy are also discussed, as are the reasons why the effects of immediacy on evaluations and learning were not found in the present study. 相似文献