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Reijo Savolainen 《Library & information science research》2011,33(1):73-79
The study examines the extent to which blogs are used as interactive forums in which people can ask and share information. These activities were investigated as constituents of interaction taking place in blogs. The study draws on the analysis of the postings and comments submitted to eight Finnish blogs on slimming issues. The data were examined using the category system of Interaction Process Analysis. The findings indicate that blogs provide emotionally supportive forums that mainly serve the ends of sharing information and opinion. In contrast, blogs are seldom used for articulating information needs and seeking for information. 相似文献
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Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools 
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下载免费PDF全文 Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of the interventions have been developed and studied in elementary schools. This randomised study evaluated the effects of a class‐wide intervention on classroom behavioural climate and disruptive behaviour, on teacher‐experienced stress and on the time needed for behaviour management in middle school. The classes were selected for intervention by their teachers on the basis of poor behavioural climate. The intervention was based on teachers’ cooperation; they collectively agreed on clear behavioural expectations, used positive feedback and, if needed, applied consequences in response to high rates of disruptive behaviour. The results indicated medium to large effects on classroom behavioural climate according to teachers’ evaluations, and somewhat more inconsistent effects on classroom behavioural climate according to student evaluations and in the time needed for behaviour management. The behavioural climate of the classes remained at a constant level during the follow‐up. The intervention was well accepted by teachers and students. The results suggest that an easily applicable intervention may produce significant improvements in classroom behavioural climate in middle schools. 相似文献
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Drawing on the ideas of the Sense-Making approach, the ways in which people face and bridge gaps in Web searching are analyzed. The empirical study is based on videotaped Web searches conducted by seven participants. Altogether 11 gaps and 13 search tactics of various types were identified. The gaps faced by the searchers originated from three major factors: problematic content of information, insufficient search competence and problems caused by the search environment. Of individual gaps, no relevant material available, inaccessible content and confusion were most frequent. Of the search tactics used in gap-bridging, following links and activating the Back button were most popular. Gaps related to the problematic content of information led the informants to redirect the search to find Web pages that focus better on the search topic. If the movement was stopped by insufficient search competence, the searchers tended to return to material that was familiar from earlier use contexts in order to regain control of the search process. Alternatively, they tried to specify the search terms. In cases where the search was interrupted by technical problems or other factors originating from the search system, gap-bridging aimed at returning to familiar and technically reliable links. The Sense-Making theory provides relevant conceptual tools to approach the dynamic and discontinuous nature of Web searching in terms of gap-facing and gap-bridging. The concept of gap-facing enables a context-sensitive analysis of the ways in which Web search processes may be stopped. Gap-bridging indicates a general level motive to find alternative ways to continue searching. 相似文献
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Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life satisfaction. In the present study, we were interested in the effects of mathematical and reading difficulties and socioemotional and behavioural problems (measured at age 16) on three educational situations at age 21: delayed graduation from upper secondary education, short educational trajectory and not being engaged in education, employment or training (NEET). The participants (N = 597; 304 females, 293 males) were one age cohort of ninth graders in general education classes, who were followed for five years after completion of compulsory education. This time frame included two different transition phases: first, from comprehensive education to upper secondary education, and second, from upper secondary education to further studies or to working life. Structural equation modelling was used as analysis method. The findings show that mathematical and reading difficulties as well as socioemotional and behavioural problems had significant long-term effects on the participants’ educational careers. New in part was that these learning difficulties seemed to have somewhat divergent emphases on the three investigated life situations: (1) mathematical difficulties, more strongly than reading difficulties, caused the students to attain lower levels of education, (2) mathematical difficulties and socioemotional problems predicted a student ending up in the NEET group and (3) reading difficulties and behavioural problems predicted delayed graduation from upper secondary education. 相似文献
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Lenhart Volker Savolainen Kaisa 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(3-4):145-158
International Review of Education - 相似文献
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Leena Holopainen Airi Taipale Hannu Savolainen 《International Journal of Disability, Development & Education》2017,64(1):88-103
In this study, the relationship between adolescents’ difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one age group of ninth-graders whose mathematics and reading skills were assessed at the end of comprehensive school at age 16 years. Five student profile groups were found using cluster analysis: best achievers, normal achievers (NA), the reading difficulty (RD) group, the mathematical difficulty (MD) group, and the learning difficulty (LD) group. Post-hoc tests revealed that the RD group and the LD group had a higher academic self-concept than the MD group. In school grades history, surprisingly, the NA group and the RD group performed equally well across all school grades. Students in the MD group performed as poorly as the LD group. The results emphasise the prolonged and generalised effects of especially MD on students’ academic careers. 相似文献
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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
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Kalle Juuti Jari Lavonen Anna Uitto Reijo Byman Veijo Meisalo 《International Journal of Science and Mathematics Education》2010,8(4):611-632
Students find science relevant to society, but they do not find school science interesting. This survey study analyzes Finnish
grade 9 students’ actual experiences with science teaching methods and their preferences for how they would like to study
science. The survey data were collected from 3,626 grade 9 students (1,772 girls and 1,832 boys) across randomly sampled secondary
schools. Students were asked to evaluate how often a particular teaching method is used in science (chemistry and physics)
teaching and how often they would like to see the teaching method used. Data were analyzed using nonparametric tests. Boys
seemed to be more satisfied with current and traditional science teaching methods like direct teaching, solving basic problems,
reading textbooks, and conducting practical work, while girls desired more discussion. Students who are interested in school
science or think that school science is relevant in everyday life would like more creative activities such as brainstorming
and project work. Results indicated that understanding the connection between student interest and teaching method preferences,
especially interpreting interested students’ desire for creative activities, are important aspects for future research. 相似文献