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31.
Psychological attribution theories can be applied to understanding the motivators of information seeking. Attribution theory, which was developed by Bernard Weiner in the 1970s and subsequently updated, suggests that an individual's willingness to engage in information seeking in a current situation is dependent on how the person attributes the causes of past success or failure of information seeking efforts. The main causal factors affecting information seeking efforts are ability, effort, task difficulty, and luck. Motivation to seek information depends on whether the causal factors are seen as internal or external, stable or unstable, and controllable or uncontrollable. Weiner's ideas can be used to examine the motivators for information seeking and information avoidance. The theory can also be used in information literacy education approaches. 相似文献
32.
ABSTRACTMany behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed. 相似文献
33.
Katriina Maaranen Heikki Kynäslahti Reijo Byman Riitta Jyrhämä Sara Sintonen 《欧洲师范教育杂志》2019,42(2):211-227
The professional development of teacher educators is gaining increasing interest globally. However, not so many studies have been carried out in the Finnish context, which is somewhat surprising considering that the Finnish education system and teacher education has gained so much interest worldwide. This study investigates Finnish teacher educators’ concerns, beliefs and values. The results show that teacher educators experienced a variety of concerns in their work, in the beginning mainly dealing with the position and being a novice, and later they became more concerned with heavy workloads and practical teaching-related matters. The teacher educators studied considered the students’ education to be the most important aspect of their work. The research-based nature of teacher education was also felt to be very important, along with its community aspects, and their own specialization. In general, Finnish teacher educators considered their work to be important. 相似文献
34.
This study compares and contrasts small world and information grounds as contexts of everyday information seeking and sharing. More specifically, the focus is on spatial and social factors constitutive of small world and information grounds. To this end, the main works written by Elfreda A. Chatman and Karen E. Fisher and their associates are scrutinized by means of an in-depth review of the literature of studies on small world and information grounds. Both approaches primarily discuss the spatial factors in terms of physical places. The construct of small world places more emphasis on spatial factors as constraints, while the construct of information grounds thematizes spatial factors as open arenas. As to social factors, the construct of small world focuses on normative constraints of information seeking and sharing. The construct of information grounds, in contrast, emphasizes the co-presence of other people as an opportunity to serendipitous seeking and sharing of information. Although Chatman and Fisher thematize the contextual factors differently, the constructs may also be seen as complementary. 相似文献
35.
The role of the internet in information seeking. Putting the networked services in context 总被引：1，自引：0，他引：1
The author explores the place of the internet among other sources and channels in information seeking. Both qualitative and quantitative data were combined in the study. In 1997, the author conducted 23 theme interviews in Tampere, Finland, Secondly, the data of the national survey on the use of information technology at Finnish households conducted in 1996, based on the interviews of 2360 persons, aged 10–74 yr, were utilized. Both the features of job-related and nonwork information seeking will be discussed; however, the emphasis is on the latter. The conceptual framework of the study draws on the findings of the studies of computer-mediated communication and the uses and gratifications approach; the ideas of the ‘media richness’ theory and the ‘social influence’ theory are also utilized. E-mail and WWW appeared to be the most frequently used services in information seeking, but discussion groups and IRC were also utilized to some extent. The major research criteria for preferring the internet are the (relative) easiness of accessing a huge amount of data, savings in time and money, the opportunity to consult a number of experts simultaneously and a greater independence of certain time and place in information seeking. Thus far, the internet has not been able to supplant other sources and channels but rather complements them. This is evident, for example, in the utilization of electronic newspapers in the search for orienting information. 相似文献
36.
Hannu Savolainen 《Prospects》2009,39(3):281-292
The implementation of inclusive education has become an internationally accepted goal. In this process a substantial challenge
is to simultaneously increase both equality and quality in inclusive education. This article discusses ways of achieving this
goal in light of recent research findings which indicate that it is possible to meet both goals at once. The findings of various
studies on the Finnish comprehensive school reform, along with recent learning outcomes, support this conclusion. During the
comprehensive school era, equality has increased, performance gaps have decreased, and student achievement has improved overall.
Possible reasons for this are that Finnish educational policy development has not followed international mainstream trends
and that flexible and extensive special education provisions have been built into our school system. Internationally acknowledged
requirements for a good education are competent teachers and a school system’s commitment to take on the responsibility of
educating children of all abilities. 相似文献
37.
Airi Hakkarainen Leena Holopainen Hannu Savolainen 《Scandinavian Journal of Educational Research》2013,57(5):488-506
This study investigated whether mathematical and reading difficulties and self-reported learning problems predicted school achievement in the ninth grade, at the age of 16, and how these difficulties further explained the transition either to upper secondary academic education or to vocational education. The sample of the present study comprised one age group of ninth-grade adolescents (n?=?592; 300 girls, 292 boys) in a middle-sized Finnish city. These students completed tests of mathematics, reading comprehension and decoding. Participants were also asked to assess their learning problems in school work. Results demonstrated that mathematical and reading difficulties strongly predicted school achievement in the ninth grade and, through school achievement, also predicted the transition to different tracks in secondary education. The role of self-reported learning difficulties in this prediction was significant, but less significant than that of mathematical and reading difficulties. Parents' education did not play a major role in this prediction. 相似文献
38.
Positive student–teacher relationships are related to students’ academic achievement and behavioural and emotional adjustment. How a student’s behavioural and emotional strengths are associated with these relationships and how the relationships influence students’ academic performance remains unknown. We examined this framework using a cross-lagged panel model with a group of Finnish students and their parents from Grade 5 to Grade 7. The results revealed that the parents rated behavioural and emotional strengths are stable over a 1-year (r = .78) and 2-year (r = .71) period and that students’ perceptions of student–teacher relationships demonstrated greater change over time (r’s = .54, .35). Behavioural and emotional strengths demonstrated a positive relationship with student–teacher relationships as well as academic achievement (β = .39, p < .01). Strengths were also indirectly associated with academic achievement via student–teacher relationships. Study limitations, implications and future research are discussed. 相似文献
39.
Anne Karhu Vesa Närhi Hannu Savolainen 《International Journal of Inclusive Education》2018,22(5):475-489
Inclusion is never only a practical issue of placement. School-wide systemic change, together with well-functioning, multi-tiered support, can promote the inclusion of all pupils. This paper draws on research conducted in two mainstream primary schools in Finland. The primary focus was to gain insight into practical solutions to facilitate the inclusion of pupils with attention-deficit hyperactivity disorder (ADHD) in mainstream teaching. Using an experimental, multiple-baseline, single-case design, we examined the effects of Check-in Check-out (CICO) support on changes in the behaviour of two pupils who displayed ADHD-type behaviours. The key features of CICO are brief morning and afternoon meetings with an adult, the use of a daily report card, regular positive feedback during the day, and parental involvement. This study examined if behavioural gains made during the implementation of CICO support can be maintained. Visual data analysis revealed differences in two CICO-ending strategies on maintenance in pupils with ADHD symptoms. The results suggest that consistent universal positive behaviour support systems together with additional behavioural support can facilitate the successful inclusion of pupils observed by teachers to have even severe disruptive behaviours in a mainstream learning environment. 相似文献
40.
Check In–Check Out (CICO) is a support programme for students with externalising problem behaviours. This study implemented in Finland is one of the first reports on the application of CICO in the European context. An experimental, multiple-baseline, single-case design is used to examine the effects of the CICO intervention on the problem behaviour and appropriate behaviour of three general education primary school pupils. The similarity of the observation data and the information provided in daily report card (DRC) are investigated to gauge the validity of the DRC assessments. The fidelity and social validity of the intervention are also analysed. CICO reduced problem behaviour in all pupils. The results suggest that DRCs are valid tools for estimating behaviour in applied settings. CICO was implemented with high fidelity, and it had excellent acceptability among school personnel. This study adds to the existing literature by implying that effective behaviour support for pupils with disruptive behaviours can be applied easily in general education settings and in diverse international contexts. 相似文献