A managerial view of the knowledge flows of a health-care system     

Harri?LaihonenEmail author 《知识管理研究与实践》2015,13(4):475-485

A health system has various knowledge structures enabling its knowledge resources to be efficiently applied. The literature has covered the management of clinical health information fairly extensively, but less is known about managerial knowledge flows. To address this knowledge gap, a regional health system in Finland is studied and managerial knowledge flows categorized in order to provide a better understanding of the inter-organizational knowledge networks of a health system. The paper contributes by illustrating and concretizing the knowledge dynamics of a health system. The empirical examination reveals the complexity of managerial knowledge flows and identifies three main categories of these: (1) national information steering, (2) regional information steering, and (3) internal control information. These categories are further elaborated with the data gathered through observation, interviews, and process modelling. A better understanding and management of knowledge flows is expected to have a positive effect on the performance of the health system.  相似文献   

Integration and Physical Education: A Review of Research     

Risto Harri Juhani Marttinen  Gabriella McLoughlin  Ray Fredrick III  Dario Novak 《Quest (Human Kinetics)》2017,69(1):37-49

The Common Core State Standards Initiative has placed an increased focus on mathematics and English language arts. A relationship between physical activity and academic achievement is evident, but research on integration of academic subjects with physical education is still unclear. This literature review examined databases for the years 2004–2013, focusing on physical education or physical activity and core academic subjects for school-aged youth. 23 studies were found that focused on integration and physical education that met the inclusion criteria. These were from 16 different publication outlets, ranging in research methods, country, and population. This review provides information on the status of integration and physical education. Since classroom teachers are increasingly being encouraged to incorporate core subjects with physical activity into their classes, it would be appropriate for physical educators to understand the desired outcomes of integration of core subjects before attempting its implementation.  相似文献   

Diverse student teachers making sense of difference through engaging in Boalian theater approaches     

Hannele Turunen  Kerttu Tossavainen  Sirkka Jakonen  Harri Vertio 《Teachers and Teaching》2013,19(6):675-692

In many countries, educational and health policies currently highlight the need to develop schools towards health promotion settings for pupils and school staff. The aim of this three‐year follow‐up study was to investigate teachers’ assessments of goal attainment and possible changes in health promotion practices in the Finnish schools that participated in the Programme of European Network of Health Promoting Schools. The data were collected by questionnaires from teachers who also worked as ENHPS coordinators at the school level. The data analysis was statistical. The results showed that, overall, the infrastructure for health promotion was good at the participating Finnish schools. Based on the results of this Finnish ENHPS study, it can be concluded that the progress towards health‐promoting schools is demanding and requires action at the administrative level, such as appropriate planning of responsibilities, resources and training. Additionally, it requires modification of everyday practices for a school to become a health‐promoting setting.  相似文献   

Towards Adaptive Learning Materials: Speed of Interaction and Relative Number of Mistakes as Indicators of Learning Results     

Harri Ketamo  Jari Multisilta 《Education and Information Technologies》2003,8(1):55-66

The aim of this study was to explore the significance of interaction in multimedia learning materials. Two explanative variables were modelled from the primary variables of the collected data. Those variables were (1) time between two user events, named as interaction, and (2) relative error. The results of this study showed a clear connection between the usage of the learning material and the learning results. In general, the learning material should be difficult enough to influence thinking. Improved thinking could be achieved either as an inner process, when interaction between material and learner was slow, or with fast interaction, when the number of mistakes increases. In the developing of adaptive multimedia learning materials, the utilisation of these two variables seem to be quite promising.  相似文献   

An idealistic view of teaching: teacher students’ personal practical theories     

Katriina Maaranen  Harri Pitkäniemi  Katariina Stenberg  Liisa Karlsson 《师资教育杂志》2016,42(1):80-92

Personal practical theories (PPTs) are built based on underlying beliefs, experiences, values and conceptions regarding ‘good teaching’. Having a vision of teaching and valuing the work may have a strong effect on one’s sense of identity, resilience and commitment. This study focused on Finnish teacher students’ (N = 84) PPTs constructed during the middle or at the end of their studies, on average during their fourth year of a five-year MA programme. All of the PPTs, written as statements (N = 647), were combined, and a unified conception of the theories was formed using inductive content analysis. The three main categories found were the foundations of good teaching, the teacher and the teacher’s daily work. The analysis of the statements shows that the notions of good teaching are very idealistic: they emphasise abstract ideologies and high standards for the teacher, but also everyday matters of teaching, although also here the ideology of the pupil’s individuality is at the centre. The paper concludes by arguing that it is good to have high aims and values for teaching, although in reality some of them might be difficult to achieve.  相似文献   

Working Memory and School Achievement in the Ninth Form     

Juhani Lehto 《教育心理学》1995,15(3):271-281

Two experiments explored the relationship between 15‐16‐year‐old ninth‐formers’ working memory (WM) capacity and school achievement. In the first experiment, WM capacity was measured administering complex WM span tests on 107 subjects. These measures correlated highly significantly with performance in four school subjects: mathematics, foreign language, Finnish (native language) and geography. In the second experiment, additional WM tasks were used to measure two WM components: the phonological loop and the central executive component as suggested by Baddeley (1986). The tasks that were assumed to measure the central executive were strongly linked to performance in school subjects. Maximally, they shared 31 % of the variance with school achievement. Partial correlations showed that digit span correlated, independently of the central executive measures, with performance in foreign language. This result suggested that the phonological loop is specifically related to foreign language learning. The relationship between WM and the general intelligence factor g is discussed.  相似文献   

Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations     

Bing Hiong Ngu  Edwin Mit  Faaizah Shahbodin  Juhani Tuovinen 《Instructional Science》2009,37(1):21-42

Within the cognitive load theory framework, we designed and compared three alternative instructional solution formats that can be derived from a common static hierarchical network representation depicting problem structure. The interactive-solution format permitted students to search in self-controlled manner for solution steps, static-solution format displayed all solutions steps, and no-solution format did not have solution steps. When we matched instructional time across the formats, in relation to the complex molarity problems rather than the dilution problems, differential transfer performance existed between the static-solution or no-solution formats and the interactive-solution format, but not between the static-solution format and no-solution format. The manner in which learners interact with the static-solution and no-solution formats depends on their level of expertise in the chemistry domain. With considerable learner expertise, provision of solution steps may be redundant incurring extraneous cognitive load. Absence of the solution steps may not have left sufficient cognitive capacity for germane cognitive load as some beginning learners lacked the prior knowledge to deduce the solution steps. Searching for solution steps presumably incurred extraneous cognitive load which interfered with learning and hence, in the interactive-solution format, it outweighed the benefit of engaging in self-regulated interaction with the content. Hence, cognitive load theory is a promising tool to predict the mental load associated with learning from the three alternative computer-based instructional formats.  相似文献   

Pre‐school Verbo‐sensory Motor Status as a Predictor of Educational Life‐courses and Self‐perceptions of Young Adults     

Risto Hotulainen  Kristiina Lappalainen  Kari Ruoho  Hannu Savolainen 《International Journal of Disability, Development & Education》2010,57(3):299-314

During a 15‐year longitudinal study, 31 Finnish students (risk group) who had been identified as having deficiencies in reading and writing readiness at pre‐school through the German Breuer–Weuffen Differentiation Test were compared with their peers (n = 62) in order to study long‐term differences that emerged at the starting point of the study. In 1999, the students in the risk group were found to achieve significantly lower final school grades and they also had lower perceptions of their own scholastic competence. In 2005, students in the risk group perceived themselves as less competent than their peers in social acceptance, sense of global self‐worth areas and in the strength‐perceptions related to mathematical thinking, learning skills, and self‐regulation. Path analyses showed that verbo‐sensory motor status measured at pre‐school age had long‐term effects on participants’ educational life‐course and global self‐worth. Possible explanations of the findings and implications for early identification are discussed.  相似文献   

University Students Explaining Adiabatic Compression of an Ideal Gas—A New Phenomenon in Introductory Thermal Physics     

Risto Leinonen  Mervi A. Asikainen  Pekka E. Hirvonen 《Research in Science Education》2012,42(6):1165-1182

This study focuses on second-year university students?? explanations and reasoning related to adiabatic compression of an ideal gas. The phenomenon was new to the students, but it was one which they should have been capable of explaining using their previous upper secondary school knowledge. The students?? explanations and reasoning were investigated with the aid of paper and pencil tests (n?=?86) and semi-structured interviews (n?=?5) at the start of a thermal physics course at the University of Eastern Finland. The paper and pencil test revealed that the students had difficulties in applying content taught during earlier education in a new context: only a few of them were able to produce a correct explanation for the phenomenon. A majority of the students used either explanations with invalid but physically correct models, such as the ideal gas law or a microscopic model, or erroneous dependencies between quantities. The results also indicated that students had problems in seeing deficiencies or inconsistencies in their reasoning, in both test and interview situations. We suggest in our conclusion that the contents of upper secondary school thermal physics courses should be carefully examined to locate the best emphases for different laws, principles, concepts, and models. In particular, the limitations of models should be made explicit in teaching and students should be guided towards critical scientific thinking, including metaconceptual awareness.  相似文献   

Assessing dyslexia in Finnish high-school students: a pilot study     

Riitta Lehtola II  Juhani E. Lehto 《欧洲特需教育杂志》2013,28(3):255-263

A pilot study concerning Finnish dyslexics at senior high school (lukio), for 16–19-year-olds, is reported. The phonological processing deficit was assumed to underlie dyslexia in these late teenage subjects. The regular nature of Finnish orthography was taken into consideration. Four tasks were introduced to a total of 32 students, of whom 15 were dyslexics and 17 were controls. The controls outperformed the dyslexics on three tasks: text recoding, pseudoword recoding and pseudoword spelling. On the text spelling task, both groups performed equally well. In the correlational analysis of all subjects, both recoding tasks showed high correlations with selfestimated school achievement in language-related subjects. The recoding time appeared to be more important than the number of reading errors. These preliminary results suggest that the three tasks, capable of discriminating dyslexics, might be useful in the development of an adult dyslexia test in Finnish.  相似文献