I still miss human contact,but this is more flexible—Paradoxes in virtual learning interaction and multidisciplinary collaboration     

Suvi Kauppi  Hanni Muukkonen  Teemu Suorsa  Marjatta Takala 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1101-1116

  相似文献   

Special education in Swedish and Finnish schools: seeing the forest or the trees?     

Marjatta Takala  Astrid Ahl 《British Journal of Special Education》2014,41(1):59-81

The purpose of this research was to study the content of the work of two special education professions in Sweden, special teachers and special pedagogues. In addition, we compare their work to the work of Finnish special teachers. The Swedish participants were 74 special educators: 27 special teachers and 47 special pedagogues. The Finnish data were from an earlier study, involving 133 special teachers. Participants in both countries were approached via a questionnaire. The results show that Swedish special pedagogues do more consultative work and Swedish special teachers more direct work with pupils. However, there is plenty of overlap in the work profiles of Swedish special pedagogues and special teachers. Most of the work content is in line with the Finnish findings, except that Finnish special teachers had a minor consultative role. It seems that the work duties across the two professions, special pedagogues and special teachers, are somewhat similar. Their ways of working in practice are discussed.  相似文献   

Executive functions in learning processes: Do they benefit from physical activity?     

Jonathan Barenberg  Timo Berse  Stephan Dutke 《Educational Research Review》2011,6(3):208-222

As executive functions play an essential role in learning processes, approaches capable of enhancing executive functioning are of particular interest to educational psychology. Recently, the hypothesis has been advanced that executive functioning may benefit from changes in neurobiological processes induced by physical activity. The present research explored this hypothesis by systematically identifying and reviewing intervention studies targeting the relationship between physical activity and executive functions, distinguishing between different types of intervention and of executive function. The review found considerable evidence for beneficial effects of physical activity on executive functions, with performance benefitting more consistently in inhibition tasks than in dual task coordination, shifting tasks, or combined tasks. Possible physiological explanations are discussed. Open questions for application and future research concern the sustainability of effects, the design of physical activity interventions, and the role of individual differences. Possible interventions applicable to educational settings are discussed.  相似文献   

Teaching in a natural history museum: what can we learn from Estonian elementary school teachers?     

Uppin  Helene  Timoštšuk  Inge 《Cultural Studies of Science Education》2022,17(4):1159-1192

Cultural Studies of Science Education - Natural history museums are great places for learning new concepts and enhancing social skills and motivation. However, it is often difficult for teachers to...  相似文献   

"A good future for deaf children": a five-year sign language intervention project     

Takala M  Kuusela J  Takala EP 《American annals of the deaf》2000,145(4):366-374

Deaf preschoolers and hearing family members learned sign language in a 5-year intervention project. Once weekly, each child met with a teacher who was deaf. Parents, siblings, and other relatives met about once monthly to study sign language, and all families in the project signed together about twice yearly. The present study addressed four questions asked of parents about the project: (a) How did the children learn to sign? (b) Did both the parents and the children benefit from the project? (c) What was the position of sign language in the family? (d) Did the project have some impact on the family's social network? The families indicated satisfaction with the project; they learned to sign and their social networks expanded. Parents favored bilingual education: Sign language was the main language but learning Finnish was also important. Learning sign language was not easy, especially for the fathers. The families that were most actively involved in the lessons learned the most.  相似文献   

Art‐Based Action Research for Art Education in the North     

Timo Jokela 《The International Journal of Art & Design Education》2019,38(3):599-609

This article introduces the art‐based action research (ABAR) methodology as part of the international discussion of art‐based educational research (ABER). The participatory and dialogical approach of ABAR was inspired by a consideration of the pressure for change in art education stemming from the practices of relational and dialogical contemporary art. The need for ABAR as a tool of culturally decolonising, sustainable art education research was identified in multidisciplinary collaboration with the University of Lapland's (UoL) northern and circumpolar network. The methodology was developed collaboratively by a group of art educators and researchers at UoL to support the artist/teacher/researcher with professional skills for seeking solutions to recognised problems and to promote future actions and aspirations in the changing North and Arctic. This article describes how ABAR has been used in school projects, in doctoral theses and finally in a development project with an impact on regional development in the North. These examples show how art education developed through the ABAR method has supported decolonisation, revitalisation and cultural sustainability in schools, communities and businesses.  相似文献   

Russia as a returning donor – four roles in development assistance to education     

Nelli Piattoeva  Tuomas Takala 《Globalisation, Societies & Education》2015,13(3):388-410

This article analyses the role of Russia in development assistance to education in light of the changing architecture of development assistance – the variety of positions identified with both ‘new’ and ‘old’ donor countries. We shed light on Russia's aims and agenda in the field of development assistance in general and specifically within the Russia Education Aid for Development programme, initiated in 2008 by agreement between the World Bank and the Russian Federation. Our analysis is based on existing research, policy documents on development assistance and READ documents, as well as interview data with relevant experts and staff. It yields a distinction between four different roles played by Russia as a donor.  相似文献   

Assessment of the biocompatibility of three-dimensional-printed polymers using multispecies toxicity tests     

Feng Zhu  Timo Friedrich  Dayanthi Nugegoda  Jan Kaslin  Donald Wlodkowic 《Biomicrofluidics》2015,9(6)

Additive manufacturing was adopted in multiple fields of life sciences. It is also becoming a popular tool for rapid prototyping of microfluidic and biomedical devices. Limited studies have been performed to investigate the biological implications of using 3D printed polymers. Here we assessed the biocompatibility of seven commercially available polymers, using a battery of standardized bioassays for chemical risk assessment. Our data show that leachates from photopolymers substrata appear to be very toxic to vertebrates and several invertebrate indicator organisms. These results demonstrate significant consequences for the use of selected photopolymers in the fabrication of bio-devices.  相似文献   

The associations among fundamental movement skills,self-reported physical activity and academic performance during junior high school in Finland     

Timo Jaakkola  Charles Hillman  Sami Kalaja  Jarmo Liukkonen 《Journal of sports sciences》2015,33(16):1719-1729

The purpose of this study was to analyse the longitudinal associations between (1) fundamental movement skills (FMSs) and academic performance, and (2) self-reported physical activity and academic performance through junior high school in Finland. The participants of the study were 325 Finnish students (162 girls and 163 boys), who were 13 years old at the beginning of the study at Grade 7. Students performed three FMS tests and responded to a self-reported physical activity questionnaire at Grades 7 and 8. Marks in Finnish language, mathematics and history from Grades 7, 8 and 9 were collected. Structural equation modelling with multigroup method demonstrated that in the boys’ group, a correlation (0.17) appeared between FMS and academic performance measured at Grade 7. The results also indicated that FMS collected at Grade 8 were significantly but weakly (path coefficient 0.14) associated with academic performance at Grade 9 for both gender groups. Finally, the results of this study demonstrated that self-reported physical activity was not significantly related to academic performance during junior high school. The findings of this study suggest that mastery of FMS may contribute to better student achievement during junior high school.  相似文献   

Inclusion seen by student teachers in special education: differences among Finnish,Norwegian and Swedish students     

Marjatta Takala  Rune Sarromaa Haussttätter  Astrid Ahl  George Head 《欧洲师范教育杂志》2012,35(3):305-325

This article describes various views of special teacher students towards inclusion. In order to examine these, we analysed a series of statements made by students in Finland, Norway and Sweden. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. A questionnaire with one closed question and two open-ended questions was used in all countries. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while Finnish students expressed the most reservations. The arguments about inclusion by Norwegian students were the most pupil-focused; those by Finns were teacher-focused, with Swedes being in between. The results seem to reflect the educational policy in these countries. Discussions, more information, as well as good models of inclusion seem to be needed. The implications of these findings for special and regular teacher education are also discussed.  相似文献