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1.
Eeva Kaisa Hyry-Beihammer Katri Jokikokko Minna Uitto 《British Educational Research Journal》2019,45(6):1124-1139
This article addresses emotions involved in encountering classroom diversity as appearing in beginning teachers’ stories. Previous research has pointed out that teachers’ emotions related to growing classroom diversity are seldom addressed, although increasing classroom diversity has been distinguished as a significant emotional challenge for teachers. In this article, teachers’ work is viewed as relational and moral work, in which emotions are inherently present. We conceptualise emotions as simultaneously social and individual. Instead of predefining the term ‘diversity’, we are interested in what kind of classroom diversity seems to become meaningful in teachers’ stories. The data consists of narrative interviews with seven Finnish beginning teachers. The findings illustrate how, in beginning teachers’ stories, students are both categorised and approached as unique individuals. Furthermore, the findings show diverse ways that emotions are present in teachers’ stories about classroom diversity, and how the working community also affects teachers’ emotions. We argue that teachers’ stories related to emotions and classroom diversity can be interpreted as moral negotiations, in which teachers’ own values and ideas of teaching are challenged. The findings of this article may add understanding of teacher–student relationships in diverse classrooms, and are also significant for teacher educators and teacher education programmes. 相似文献
2.
The aim of this study was to explore the relationships between prior knowledge, academic self‐beliefs, and previous study success in predicting the achievement of 139 students on a university mathematics course. Structural equation modelling was used to explore the interplay of these variables in predicting student achievement. The results revealed that domain‐specific prior knowledge was the strongest predictor of student achievement over and above other variables included in the model and, together with previous study success, explained 55% of the variance. Academic self‐beliefs strongly correlated with previous study success and had a strong direct influence on prior knowledge test performance. However, self‐beliefs predicted student achievement only indirectly via prior knowledge. The results imply that both prior knowledge and self‐beliefs should be taken into account when considering instructional support issues, because they can provide valuable insights about the future performance of the students. 相似文献
3.
Räty Hannu Hytti Ulla Kasanen Kati Komulainen Katri Siivonen Päivi Kozlinska Inna 《European Journal of Psychology of Education - EJPE》2020,35(4):975-993
Employability is an increasing concern for university students. Our survey set out to examine university students’ perceptions of their employability and the ways in which these perceptions relate to positions that subsequently connect students to working life: students’ self-representational position or “ability self”, and students’ life-historical positions such as chosen field of study, phase of degree and working life experience. The participants comprised a sample of students (N = 1819) from two Finnish universities, representing diverse fields of study. It was found that apart from the field of study, the perceived proximity to graduation and working life was associated with the perception of employability. Furthermore, a set of self-attributed capabilities was associated with students’ perceptions of employability, particularly extroversion, ambitious competitiveness, mental strength and the desired characteristics of a good employee; however, the attribution of academic skills showed opposing effects. It was concluded that both self-representational and live-historical positions are part of the construction of students’ optimism regarding their employability.
相似文献4.
Analyzing interdisciplinarity: Typology and indicators 总被引：1，自引：0，他引：1
Both funding agencies and scholars in science studies have become increasingly concerned with how to define and identify interdisciplinarity in research. The task is tricky, since the complexity of interdisciplinary research defies a single definition. Our study tackles this challenge by demonstrating a new typology and qualitative indicators for analyzing interdisciplinarity in research documents. The proposed conceptual framework attempts to fulfill the need for a robust and nuanced approach that is grounded in deeper knowledge of interdisciplinarity. As an example of using the framework, we discuss our empirical investigation of research proposals funded by a national funding agency in Finland. 相似文献
5.
Sonja Lutovac Raimo Kaasila Jyrki Komulainen Merja Maikkola 《European Journal of Psychology of Education - EJPE》2017,32(2):235-250
Lecturers often find themselves unable to appropriately interpret or deal with student feedback, which may consequently be essential to how they feel about teaching and students. Research into lecturers’ emotional responses to student feedback is scarce, despite the growing use of student feedback as a means of evaluating teachers’ work. This narrative study explores seven lecturers’ responses to student feedback. The lecturers had prior to the study participated in pedagogical training aimed at developing a deep understanding of learning and teaching in higher education. Interviews with the lecturers were conducted and the data was analysed using a categorical approach to narrative analysis. Building on positive psychology, particularly broaden-and-build theory, we consider lecturers’ emotional responses as spirals, and thus had identified upward and downward emotional spirals regarding student feedback. Our findings suggest that pedagogical training may act as an intervention, as it appeared to be meaningful in providing guidance for coping with student feedback. We finally argue that lecturers need to find ways to cope with student feedback as this is essential for their teaching. 相似文献
6.
Taina Huurre Hillevi Aro Ossi Rahkonen Erkki Komulainen 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):41-53
Background Education fundamentally shapes an individual's life chances and social status. Duration and level of education are associated with people's incomes, socio-economic status, living standard, lifestyle and the respect and esteem they enjoy. Failure to fulfil educational potential may have long-term consequences for later occupational and social life, as well as creating problems for society at large. Purpose The aim of this prospective follow-up study was to investigate which health, lifestyle, family and school factors in adolescence had the strongest impact on educational level attained in adulthood. Sample The original study population included all 9th-grade school pupils aged 16 years attending secondary school in spring 1983 in Tampere, Finland (n = 2269). Subjects were followed up at 32 years of age in 1999 (n = 1471). Design and methods In 1983, 2194 pupils (96.7%) with a mean age of 15.9 years (SD 0.3 years) completed questionnaires during school hours. The questionnaire included questions about psychological and somatic health, lifestyle, family background, school factors and life events. In 1999, postal questionnaires were sent to the same study population when they were 32 years old. The follow-up questionnaire included basically the same questions about health and lifestyle as in adolescence and age-appropriate versions of questions about social relations and life events. Education was measured by the highest level of attained education. The follow-up cohort totalled 2091 persons (92%), and the response rate was 70.3% (n = 1471). The univariate associations between independent variables in adolescence and attained educational level in adulthood were analysed using the χ2 test, and Student's t-test where appropriate. Multivariate logistic regression analyses using forward stepwise procedure were used to determine which factors in adolescence had the strongest impact on adult educational level. Results Several health, lifestyle, family and school factors in adolescence were univariately associated with educational attainment in adulthood. Multivariate analyses showed that, in both genders, low school achievement and manual class of origin were the strongest predictors of low educational level in adulthood. Additional significant predictors among females were poor perceived health status, spending less leisure-time on hobbies and more on dating, and among males, poor relationships with teachers and heavy drinking. Conclusions Mid-adolescence is an important period for future educational life trajectory. Based on our study results, more attention should be paid to adolescents with school difficulties, unhealthy lifestyle and poor perceived health. It is also important to promote educational equality in relation to family background. 相似文献
7.
Salvation or a Broken Promise? Two Adult Graduates’ Social Positioning in Education and Working Life
Päivi Siivonen Katri Komulainen Hannu Räty Maija Korhonen Kati Kasanen Riitta Rautiainen 《Scandinavian Journal of Educational Research》2016,60(1):110-125
Finland has been celebrated as a country where everyone has the possibility to educate themselves and to get ahead in life through education. However, social differences of educability continue to persist and social differences of employability are further construed in the neo-liberal market economy. In this article we will examine 2 adult graduates’ educational and working life histories based on an 8-year qualitative follow-up study. Lisa with a working-class background and Henri from a middle-class family have both graduated from general upper-secondary school for adults and also accomplished higher education degrees in adulthood. Lisa and Henri's cases show how class and gender, as well as age, intertwine in the construction of educability and employability in different narrative environments. Based on our analysis, academic education may turn out as a broken promise instead of a great salvation with good occupational prospects for individuals like Lisa with a working-class background. 相似文献
8.
Pentti Sinisalo Katri Komulainen 《International Journal for Educational and Vocational Guidance》2008,8(1):35-48
This article analyses the career narrative produced by a woman working as a small-scale entrepreneur. Career and career transitions
are analyzed in two ways: The sub-stories told in the interview have been analyzed using William Labov’s structural analysis
of personal stories; career management competencies are used in the analysis of creating coherence in the career narrative.
The characteristics of career created in the narrative, the transitions included in the career and how the entrepreneurial
self is created in the narrative are explored.
Résumé. Créer de la cohérence en transition de carrière: Une étude de cas de récit de femme entrepreneur. Cet article analyse le récit de carrière produit par une femme travaillant comme entrepreneur dans une petite entreprise. La carrière et les transitions de carrière sont analysées selon deux axes: les épisodes recueillis au cours de l’entretien ont été analysés en utilisant l’analyse structurale des histoires personnelles de William Labov; on a eu recours aux compétences de gestion de carrière pour analyser la fa?on de créer de la cohérence dans le récit de carrière. On explore les caractéristiques de la carrière créées dans le récit, les transitions incluses dans la carrière et la manière dont le soi entrepreneurial est créé dans le récit.
Zusammenfassung. Die Schaffung von Koh?renz beim Berufsübergang. Eine narrative Fallstudie mit einer Unternehmerin. Dieser Beitrag analysiert die Berufslaufbahn, narrativ berichtet von einer Frau, die als Kleinunternehmerin arbeitet. Berufslaufbahn und Berufsüberg?nge werden in zweifacher Hinsicht analysiert: die im Interview erz?hlten Einzelberichte wurden an Hand von William Labov′s Strukturanalyse der pers?nlichen Geschichten untersucht und die Berufsmanagement- Kompetenzen werden in der Analyse daraufhin analysiert, wie Koh?renz innerhalb der Berufslaufbahngeschichte erzielt wird. Es werden die in dem narrativen Bericht gebildeten Merkmale der Berufslaufbahn, einschlie?lich der Berufsüberg?nge untersucht sowie die Art und Weise, wie das Unternehmer-Selbst in dem narrativen Bericht gebildet wird.
Resumen. Creando coherencia en la transición de la carrera: Un estudio de caso narrativo de la mujer empresaria. Este artículo analiza las producciones narrativas de una mujer empresaria que trabaja en una compa?ía peque?a, en relación con su carrera. La carrera y las transiciones son analizadas de dos formas: las sub-historias contadas en la entrevista han sido analizadas usando la técnica de William Labov de análisis estructural de historias personales; las competencias para la gestión de la carrera se utilizan en el análisis de cómo crear coherencia en la narrativa sobre la carrera. Se exploran las características de la carrera creada en la narrativa, las transiciones incluidas en la carrera, y cómo se crea el ser empresarial en la narrativa.相似文献
9.
David Pepper Jeremy Hodgen Katri Lamesoo Pille Kõiv Jos Tolboom 《International Journal of Research & Method in Education》2018,41(1):3-16
Cognitive interviewing (CI) provides a method of systematically collecting validity evidence of response processes for questionnaire items. CI involves a range of techniques for prompting individuals to verbalise their responses to items. One such technique is concurrent verbalisation, as developed in Think Aloud Protocol (TAP). This article investigates the value of the technique for validating questionnaire items administered to young people in international surveys. To date, the literature on TAP has focused on allaying concerns about reactivity – whether response processes are affected by thinking aloud. This article investigates another concern, namely the completeness of concurrent verbalisations – the extent to which respondents verbalise their response processes. An independent, exploratory validation of the PISA assessment of student self-efficacy in mathematics by a small international team of researchers using CI with concurrent verbalisation in four education systems (England, Estonia, Hong Kong, and the Netherlands) provided the basis for this investigation. The researchers found that students generally thought aloud in response to each of the items, thereby providing validity evidence of responses processes varying within and between the education systems, but that practical steps could be taken to increase the completeness of concurrent verbalisations in future validations. 相似文献
10.
Hannu Räty Katri Komulainen Tuuli Paajanen Mia Markkanen Nina Skorokhodova Vadim Kolesnikov 《Educational studies》2012,38(5):573-586
This study sets out to examine Finnish and Russian children’s representations of intellectual competence as contextualised in the hierarchies of abilities, age and gender. Finnish and Russian pupils, aged 11–12?years, were asked to draw pictures of an intelligent person and an ordinary person. It was found that gender appearance of intelligent men and women was less heterosexual than that of ordinary men and women. In Russian pictures, the intelligent characters, especially women, were widely separated from the ordinary ones in terms of cognitive-mental features. In Finnish depictions, the differentiation between the intelligent and ordinary characters, especially women, was not so categorical and was primarily based on status. It appears that Russian children are apt to relate their representations of intellectual ability to the institutionalised systems of cognitive competence, education and science, whereas Finnish children associate intelligence to social success as well. Further, cultural and gender-related hierarchies of age seemed to reflect in the children’s images. 相似文献