The relationship between classroom quality and students’ engagement in secondary school     

Tuomo Erkki Virtanen  Marja-Kristiina Lerkkanen  Anna-Maija Poikkeus  Matti Kuorelahti 《教育心理学》2015,35(8):963-983

Student engagement has been identified as an influential mediator between classroom interactional quality and adolescent learning outcomes. This study examined the relationship between classroom quality and student behavioural engagement in secondary school classrooms. Three dimensions of classroom quality (emotional, organisational and instructional support) and the dimension of student engagement were observed in nine classrooms using the Classroom Assessment Scoring System. Self-ratings of behavioural engagement were provided by 181 Finnish secondary school students along with their teachers’ ratings of classroom-level student engagement. The results showed, first, that there was variation in both classroom quality and student behavioural engagement between the classrooms. Second, classroom organisational support was associated with observed and with teacher- and student-rated engagement, and instructional support was associated with student-rated and observed engagement. Third, emotional support did not have a direct effect on student engagement but contributed to student engagement indirectly via organisational and instructional support. There were no gender differences with respect to self-reported engagement. Class size had a positive effect on teacher-rated engagement. The results demonstrated specific associations between the domains of classroom quality and student behavioural engagement in secondary school classrooms.  相似文献   

Company related variables and their impact on the NPD outcome in the context of international markets in Finnish high-technology companies     

Matti J. Haverila 《The Journal of High Technology Management Research》2011,(2):94-101

While much research has been directed at the variables critical to successful R&D of new products on the one hand and high-technology products on the other, much less work has been directed at those factors crucial to the success of these products when the firm enters the international marketplace. This study surveys Finnish high-technology firms and variables related to the properties of the company and their association with successful versus unsuccessful attempts to enter the international marketplace. Relationship between firm characteristics – type of industry, size of the company, background of key personnel, export intensity and experience in product launches – and success/failure in the product launches is investigated. The generalizability of the findings is also discussed.  相似文献   

Examining the requirements for an intergenerational learning game     

Teppo Räisänen  Antonia Ypsilanti  Don Ropes  Ana B. Vivas  Matti Viitala  Tuula Ijäs 《Education and Information Technologies》2014,19(3):531-547

Intergenerational learning (IGL) has been identified as a viable way to help organizations deal with the problems an ageing worker population brings with it. Information and communications technology (ICT) in its many forms can be utilized to support IGL. This paper investigates the requirements for a game that would help raise stakeholder awareness for IGL, and allow individuals to practice skills related to it. By interviewing members of the European Union (EU)-funded SILVER-project we aim to find out suitable contexts, interventions and mechanisms that allow us to design such a game. Based on the interviews we found out that the game should be easily contextualized so that it works in—or is easily adapted to—different countries and cultures. For example sports or nature could be such contexts. As for mechanisms and interventions we found out that there are many possibilities. We conclude that such a logical combination of mechanisms and interventions that support the selected context must be chosen.  相似文献   

Are serious video games something more than a game? A review on the effectiveness of serious games to facilitate intergenerational learning     

Antonia Ypsilanti  Ana B. Vivas  Teppo Räisänen  Matti Viitala  Tuula Ijäs  Donald Ropes 《Education and Information Technologies》2014,19(3):515-529

Aging diversity in organizations creates potential challenges, particularly for knowledge management, skills update and skills obsolescence. Intergenerational learning (IGL) involves knowledge building, innovation and knowledge transfer between generations within an organization (Ropes 2011). Serious games refer to the use of computer games in raising awareness about educational topics, acquiring new knowledge and skills by enabling learners to engage and participate in situations that would otherwise be impossible to experience (Corti 2006). Although learning with the use of serious games is similar to traditional learning in several cognitive respects, there are noted differences in the learning style and structure of learning using serious games. The success of learning using serious games lies in the actual involvement of a participant playing the game, which in turn, creates increased cognitive links with real-life situations allowing the individual to make relevant associations, to use mnemonic strategies with the facilitation of multi-dimensional educational aids (e.g., visual, auditory). Some of the beneficial aspects of learning with the use of serious games include the elevation of several cognitive skills, which are directly or indirectly implicated in the learning process. Among them are attention and visuo-spatial abilities, memory and motor skills. However, several barriers have been noted that fall into two general categories: a) health issues (e.g., cognitive strain, headaches) and b) psychological issues (e.g., social isolation, emotional disturbances). Since the training conditions are learner-centered and highly determined by the individual, there is increased need for evaluating the learning outcomes using specific success indicators. Examples of games that are designed to facilitate IGL are scarce, while there are no examples of IGL games in most EU countries. The purpose of this paper is to critically evaluate the current literature of theories on learning through serious games in adults and the elderly with reference to the cognitive mechanisms implicated, benefits and barriers in learning using new technologies in different generations. Secondly, this paper reviews the existence of serious games designed to facilitate IGL in Europe, as well as the characteristics of serious games in raising awareness that could be used to facilitate IGL. In doing so, specific focus is placed on the development of success indicators that determine the effectiveness of serious games on raising awareness on IGL.  相似文献   

Three theses on teaching and learning in higher education     

Eva Hagström  Owe Lindberg 《Teaching in Higher Education》2013,18(2):119-128

In our article, we explore the possibility of formulating theses about teaching as one way to use research as a basis for educational action. The theses are formulated from current educational research on teaching and learning in higher education. We also explore the potential for action and the consequences derived from the theses. With our theses, we criticise less complex ways of using research for educational purposes. Through theses we can suggest directions for action without prescribing certain methods or procedures and provide answers without reducing the teachers' possibilities for choice or diminishing their responsibility for their actions. Our exploration is an invitation to a collaborative exploration of theses on teaching and learning in order to broaden and deepen our shared basis for educational action.  相似文献   

Pupils’ perceptions of grades: a narrative analysis of stories about getting graded for the first time     

Ragnhild Löfgren  Viveca Lindberg 《Assessment in Education: Principles, Policy & Practice》2019,26(3):259-277

The starting point for this article is changes in the Swedish assessment system which stated that pupils are to receive grade reports in school year 6 (12–13 years old) during the academic year 2012–2013. Since the 1970s, compulsory school pupils have received their first grade reports in grade 7 and/or 8. The issue here is to present pupils’ narratives about the possible future significance of grade reports in school year 6. Pupils were interviewed about their experiences of getting their first grade reports, and a narrative analysis was conducted. More specifically, we investigated pupils’ conceptions of themselves as pupils and of their future possibilities, as described in their stories of getting their first grade report. The findings show that pupils perceive grades in year 6 differently, showing both adaption and resistance to the new grading discourse. Our conclusion concerns pupils’ learning and well-being when national assessment policies are changed.  相似文献   

Survival responses to incest: Adolescents in crisis     

Frederick H. Lindberg Ph.D.  Lois J. Distad M.A. 《Child abuse & neglect》1985,9(4):521-526

Twenty-seven incest victims, aged 12-18, responded to their experiences with self-destructive behaviors such as substance abuse, suicide attempts, perfectionism, isolation, or depression in attempts to alleviate stress or assert some control over helplessness created by the incest. Therapy focused on the premise that such adolescent behaviors are logical and predictable survival responses rather than simply clues to sexual abuse. Treatment goals included establishing trust, helping the victim re-define his or her role in the incest, view destructive behaviors as predictable responses, and understand that present behaviors are a continuation of these past survival responses. Such self-awareness encourages the adolescent to better manage or discontinue now inappropriate behaviors.  相似文献   

Lactate and Phosphagen Levels in Muscle Immediately after a Maximum 300 m Run at Sea Level     

Juha Karvonen  Esa Peltola  Hannu Näveri  Matti Härkönen 《Research quarterly for exercise and sport》2013,84(1):108-110

Abstract

The relative effectiveness of six intensive training programs on the development of four selected skills was studied, with emphasis on limited time encountered within the semester organizational plan. One hundred and twenty college freshmen men volunteers were randomly assigned to training groups of 30 members each, which met for two sessions a week for 16 weeks.

Results indicated that: (a) direct practice jumping, alone or combined with repetitive sprinting or weight training, was significantly superior to weight training alone on standing broad jump development; (b) direct practice of a zigzag run was superior to both weight training and repetitive sprinting; and (c) when group acquisition of “adequate” skill is the objective, performance improvements educed over the first nine weeks were great enough to question the merits of persisting at an activity over a full semester. Only the zigzag run was adversely affected by the spring vacation cessation of training.  相似文献   

Close Strangers or Strange Friends? The London Olympics and Anglo-Norwegian Sports Relations in a Historical Perspective     

Matti Goksøyr 《国际体育史杂志》2013,30(7):805-824

This article studies similarities and disparities between the two nations England and Norway as they could be observed before and during the London 2012 Olympics, and discuss them in the historical perspective of geopolitical and sportive relations. The main perspective is how these relations have been seen and experienced from Norway. The article also studies whether the London Olympics of 2012 did present new forms of relationships between the two geographical neighbours. The article discusses the role of ball games, preferably team handball at the 2012 Games, as one example of where sporting interests differ. The article reflects upon these matters in a historical context. It builds upon traditional historical methods, document and media analysis. It also looks at the 2012 London Olympics against the background of the former London Games of 1908 and 1948, and the overall historical sports relations between England, ‘land of sport’ and a small country like Norway, who generally has been on the receiving end of these interchanges. Such asymmetric relationships invite to a critical use of perspectives like cultural imperialism and post-colonialism. The article discusses whether such perspectives can be fruitful also when one discusses matters between the so-called First World nations. As the title of the article indicates, Norway and England are both close, politically and culturally, while also being strangers to one another, e.g. in parts of the sports culture. The 2012 Olympics seemed to reinforce this impression.  相似文献   

School Principal as Pedagogical Leader     

Matti Erätuulj  Jarkko Leino 《欧洲师范教育杂志》1996,19(1):83-91

The position and duties of a school principal should be rapidly changing along with the changes in the policy of school development. School‐based curriculum and staff development are the main components of the present policy. If an individual school is the basic unit of development then the role of the principal is crucial in leading pedagogical activities within the unit. This study, carried out in Finland, attempts to consider how principals see their work now. The results show that the principals’ still see their most important tasks in organisation (resource provider) and in maintaining a good climate in school.  相似文献