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21.
Jón Ingvar Kjaran Jukka Lehtonen 《International Journal of Inclusive Education》2018,22(10):1035-1047
The Nordic countries have often been depicted as progressive societies regarding sexual diversity and gender equality. These progressive changes in sexual minority issues, however, have not brought about radical changes in educational policies in addressing gender and sexual equality in schools. Both compulsory and upper secondary education often lack coherent protection of queer students. The same applies to specific policies on queer issues within the education system; they are hidden in the depths of many national curricula. In fact, a discrepancy exists in broader social policies supporting equality based on sexual orientation in the educational context. The main objective of this article is to investigate this discrepancy and justify it. In doing so, we will discuss in detail the educational policies and practices on sexualities currently operating in the Nordic area, particularly in Finland and Iceland. We analyse curricula documents, legislation, research reports, and other data from our own research projects, including ethnographic interviews, observation data, survey data, and written material. 相似文献
22.
In this study, we examined the effects of augmented kinematic knowledge of performance (KP) on shooting performance and learning. Knowledge of performance described the aiming trajectory of the rifle barrel. The effects of knowledge of performance were evaluated in terms of shooting accuracy (shooting score), variability of the shooting score (root mean square error) and rifle stability (x- and y-deviation of rifle movement). The participants (n = 40) were randomly assigned to one of four groups: no-KP, 50% KP, 100% KP and a control group. The three experimental groups performed 480 shots during a 4 week acquisition phase in which feedback was provided. No-feedback retention tests were administered at 2 and 10 days after acquisition. There were no differences between groups during acquisition. In the 2 day retention test, the mean shooting score of the group receiving 100% knowledge of performance was significantly higher than that of the other groups. Furthermore, variability in shooting score for the 100% KP group was lower than that for the 50% KP and control groups. No significant differences were found in rifle stability between the experimental groups. In summary, a high frequency of kinematic knowledge of performance improved shooting accuracy, but the effect appeared to be temporal, disappearing in the 10 day retention test. Given that a parallel effect was not found in rifle stability, future research should focus on examining the reasons for this improvement in shooting score. 相似文献
23.
The aim of this study is to explore what aspects the principals and the members of the management teams in the primary and upper secondary education schools in Vantaa support distributed leadership in their school and how necessary they see that distributed leadership is extended to the students in matters concerning the curriculum and the development of teaching practices. The research method was a survey based on a questionnaire of 48 questions, where the respondents evaluated the preconditions of distributed leadership in their school. The principals and members of the management teams in the primary and upper secondary schools in Vantaa see distributed leadership mostly as delegation of predetermined tasks than the interaction among leaders, followers and situations. The results strengthen the view of distributed leadership as a phenomenon which in its primitive form can be seen in the official structures of the school and as delegation based on a formal position in the more advanced view distributed leadership can be seen as interaction among the management team and in the situations in the official and unofficial structures of the school. 相似文献
24.
Attention to Faces Expressing Negative Emotion at 7 Months Predicts Attachment Security at 14 Months 
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下载免费PDF全文 Mikko J. Peltola Linda Forssman Kaija Puura Marinus H. van IJzendoorn Jukka M. Leppänen 《Child development》2015,86(5):1321-1332
To investigate potential infant‐related antecedents characterizing later attachment security, this study tested whether attention to facial expressions, assessed with an eye‐tracking paradigm at 7 months of age (N = 73), predicted infant–mother attachment in the Strange Situation Procedure at 14 months. Attention to fearful faces at 7 months predicted attachment security, with a smaller attentional bias to fearful expressions associated with insecure attachment. Attachment disorganization in particular was linked to an absence of the age‐typical attentional bias to fear. These data provide the first evidence linking infants' attentional bias to negative facial expressions with attachment formation and suggest reduced sensitivity to facial expressions of negative emotion as a testable trait that could link attachment disorganization with later behavioral outcomes. 相似文献
25.
During the teaching process, a multitude of problems arise in establishing and maintaining relationships with students. The need to fully understand teaching requires more detailed and explicit knowledge regarding the ways teachers perceive and think about their classroom actions. This collective case study focuses on investigating teachers’ expectations of their teaching actions as well as the varying levels of intensity within differential teaching investments in expected teaching actions. Structured interviews were conducted with 10 primary school teachers, and the data were analysed using a primarily inductive coding scheme. The results provide a detailed exploration of two approaches, the interactional approach and the instructional approach, and their respective teaching methods. In both approaches, teachers’ investments in expected teaching actions illustrate a continuum of low and high intensities. The results may assist in gaining a better understanding of the situational demands of teaching. By being more conscious of their teaching actions, teachers can develop their pedagogical skills more deliberately. 相似文献
26.
Jukka Utriainen Miika Marttunen Eeva Kallio Päivi Tynjälä 《Scandinavian Journal of Educational Research》2017,61(6):629-649
This study investigates the quality of the critical thinking skills of applicants (n?=?77) seeking entry to the faculty of educational sciences in a Finnish university and how these skills are associated with the applicant’s age, previous higher education experience, and matriculation and entrance examination scores. The data consist of the applicants’ responses to problem-solving tasks and their matriculation and entrance examination scores. Critical thinking skills were measured with comparison and argumentation tasks. The results indicate that comparison of the texts and analysis of the arguments they contained were more difficult tasks than putting forward arguments both for and against of one’s personal standpoint. In addition, previous experience of higher education predicted participants’ comparison skills and their matriculation examination grades predicted their argumentation skills. The feasibility of using critical comparison tasks in the entrance examination tests is discussed. 相似文献
27.
Eeva-Leena Kataja Linnea Karlsson Jukka M. Leppänen Juho Pelto Tuomo Häikiö Saara Nolvi Henri Pesonen Christine E. Parsons Jukka Hyönä Hasse Karlsson 《Child development》2020,91(2):e475-e480
We examined how infants’ attentional disengagement from happy, fearful, neutral, and phase-scrambled faces at 8 months, as assessed by eye tracking, is associated with trajectories of maternal depressive symptoms from early pregnancy to 6 months postpartum (decreasing n = 48, increasing n = 34, and consistently low symptom levels n = 280). The sample (mother–infant dyads belonging to a larger FinnBrain Birth Cohort Study) was collected between 5/2013–6/2016. The overall disengagement probability from faces to distractors was not related to maternal depressive symptoms, but fear bias was heightened in infants whose mothers reported decreasing or increasing depressive symptoms. Exacerbated attention to fearful faces in infants of mothers with depressive symptoms may be independent of the timing of the symptoms in the pre- and postnatal stages. 相似文献
28.
Mikko Huhtiniemi Kasper Salin Jukka Lahti Arja Sääkslahti Asko Tolvanen Anthony Watt 《Physical Education & Sport Pedagogy》2021,26(1):1-15
ABSTRACT Background: Fitness testing is a commonly applied learning and teaching practice implemented in both secondary and elementary school physical education (PE). Many teachers believe that by using a variety of different tests, they are able to provide students with feedback regarding their fitness status, and furthermore, increase students’ willingness to be physically active later in their lives. However, empirical evidence concerning students’ affective responses during fitness testing classes is limited. Purpose: The primary aim of the study was to investigate whether students’ perceptions of enjoyment and anxiety differed between two different types of fitness testing classes and PE in general. In addition, the measurement invariances over time and between Grade 5 (aged 11–12) and Grade 8 (aged 14–15) groups were determined. Method: A total sample of 645 Finnish Grade 5 (N?=?328, 50% boys, mean age?=?11.2, SD?=?0.36) and Grade 8 students (N?=?317, 47% boys, mean age?=?14.2, SD?=?0.35) participated in the study. Series of multi-group confirmatory factor analyses were conducted to test the level of measurement invariance between general PE and fitness testing classes, and between age groups. Strict factorial invariance was supported for both enjoyment and anxiety scales allowing for latent mean comparisons. Latent mean differences were studied using z-tests. Results: Grade 5 students perceived significantly lower levels of enjoyment and cognitive processes and a higher level of somatic anxiety in fitness testing classes compared to general PE. Additionally, for Grade 8 students, levels of enjoyment and cognitive processes were significantly lower and somatic anxiety and worry higher in fitness testing classes than in general PE. Furthermore, enjoyment was significantly higher, and cognitive processes, somatic anxiety and worry lower among Grade 5 students compared with Grade 8 students in both contextual PE and during fitness testing class. Conclusion: Results of this study indicate that students’ perceptions of enjoyment were lower in fitness testing classes compared to PE in general. Additionally, students perceived lower levels of cognitive anxiety and higher levels of somatic anxiety in fitness testing classes than in general PE. It is noteworthy that students might not significantly dislike fitness testing per se but instead have significantly more positive affects towards PE in general. Generally, practitioners conducting fitness testing lessons are encouraged to embrace different strategies such as fostering basic psychological needs or promoting mastery climate to facilitate enjoyment and diminish anxiety. 相似文献
29.
Andreassen Inga H. Einarsdóttir Sif Lerkkanen Jukka Thomsen Rie Wikstrand Frida 《International Journal for Educational and Vocational Guidance》2019,19(3):411-436
International Journal for Educational and Vocational Guidance - The development of education programmes in career guidance and counseling (CGC) has followed different paths among the various Nordic... 相似文献
30.
This paper discusses ethical dilemmas in early childhood education as identified by kindergarten and elementary school teachers ( n = 26). Ethical dilemmas are investigated in the theoretical framework of virtue epistemology. The moral stances of care and responsibility are identified as basic elements in teachers' professional morality. The empirical findings present conflicts between teachers and parents, collegial conflicts between teachers, and inter-institutional conflicts in the community. The method used in the study is a relational reading of teachers' narratives. Interpretative accounts are created to give room for both care and responsibility voices in teachers' written reports. The analysis of the data reveals that the ethical dilemmas in early childhood education are very relational and deal with competing interpretations of 'the best interest of the child'. Teachers have taken the moral stance of care by identifying the ethical conflict. However, the responsible professional action has been more difficult for them to accomplish. Most of the time, discussions have not produced the desired results. Ethical conflicts in teaching invite teachers to consider the moral relevance of each dilemma by taking the perspectives of the involved parties. 相似文献