Search results for "16."

Special education without teaching assistants? : The development process for students with autism

2020

Many children may need the help of another person to attend school. It is common for children with disabilities to receive help from a teaching assistant at school. Assistants are provided in many countries as a legal right and are often publicly funded. It is also widely assumed that having teaching assistants in the class is an effective and cost-efficient way to support students with disabilities. In this study, the research task was to monitor and document the development process carried out by the teacher, with the aim of making visible the development of a more dynamic classroom interaction. The focus in this development process was the teacher’s idea of minimizing the conta…

Violence, War, and Gender: Collective Memory and Politics of Remembrance in Kosovo

2020

This chapter examines the politics memory and remembrance by focusing on the perceptions of citizens regarding the framework of Europeanisation and dealing with the troubled past. Although Kosovo signed the Stabilisation and Accession Agreement (SAA) with the EU, the country struggles to deal with its past in the framework of EU integration. This chapter examines the extent to which Europeanisation acts as a tool for dealing with the troubled past, or is just a superficial framework imposed from top-down policies of the EU. From six focus groups with 51 participants, both men and women and representing the main ethnic communities in Kosovo, we examine three main frameworks in the narratives…

Latent Profile Approach to Duration of Stalking

2010

Stalking behavior and victim-stalker relationship are often the principal known factors in a stalking case. Thus, they are of great importance when trying to identify factors contributing to stalking duration. The present study aims to identify distinct subgroups of stalking victims based on measures of behavioral stalking dimensions. These victim subgroups, stalking dimensions, and victim-stalker relationship are examined in relation to stalking duration. Using a sample of 137 university students, latent profile analysis (LPA) revealed five distinct victim subgroups based on stalker behavior dimensions: surveillance, low-profile, social lurker, wide scope, and baseline stalkers. The subgro…

Réflexions autour du processus de parentalité : quelles étapes et quelles spécificités dans l’adoption ?

2014

International audience; La parentalité est un processus guidé par le désir d’enfant et son projet. L’attente d’un enfant génère des remaniements psychiques, mais sa réalité va entraîner des modifications pour le couple parental. Nous questionnons le processus de parentalité à partir de la rencontre de 18 couples répartis selon deux variables croisées : la nature de la parentalité et le moment de celle-ci. Les modèles d’attachement précoces des parents sont questionnés. Une insécurité relationnelle associée à davantage de stress perçu est plus fréquente chez les 'nouveaux' parents que l’enfant soit biologique ou adoptif. Ceci suggère la nécessité de penser l’accueil de l’enfant et la prépara…

The integration of content and language in students’ task answer production in the bilingual classroom

2016

The notion of content and language integration has recently become a key topic of inquiry in research on content and language integrated learning and other kinds of bilingual educational programmes. Understanding what integration is and how it happens is of fundamental importance not only for researchers interested in gauging the possibilities and limitations of bilingual programmes, but also for practitioners seeking optimal ways to support student development. This study investigates integration as it takes place in the context of collaborative writing in the classroom. Drawing on conversation analytic methodology, text production is investigated as a social and sequentially evolving phen…

Exploring translanguaging in CLIL

2016

After reviewing the concepts of Content and Language Integrated Learning (CLIL) and Translanguaging, this article presents an exploratory study of translanguaging in CLIL contexts. Employing illustrative extracts from a collection of CLIL classroom recordings in Austria, Finland and Spain, we argue that both pedagogic and interpersonal motivations can influence language choices. We suggest that the L1 should be appreciated as a potentially valuable tool in bilingual learning situations and that there is a need for increased awareness-raising around this question. peerReviewed

Teacher agency within the Finnish CLIL context : tensions and resources

2017

Recent discussion indicates that the initial enthusiasm of Content and Language Integrated Learning (CLIL) teachers can be undermined by the demands of foreign-language mediated education. However, there is a lack of research on the resources and tensions that respectively support or limit the professional agency of CLIL teachers. By means of semi-structured interviews with fourteen participants, this study seeks to better understand how teacher agency is experienced by CLIL teachers working in Finnish primary schools. To examine tensions and resources in CLIL teachers’ work lives, a holistic and dynamic theoretical conceptualization of teacher agency is suggested, paying particular attenti…

Teacher-rated aggression and co-occurring behaviors and problems among schoolchildren: A comparison of four population-based European cohorts

2019

AbstractAggressive behavior in school is an ongoing concern, with the current focus mostly on specific manifestations such as bullying and extreme violence. Children spend a substantial amount of time in school, but their behaviors in the school setting tend to be less well characterized than in the home setting. Since aggression may index multiple behavioral problems, we assessed associations of teacher-rated aggressive behavior with co-occurring externalizing/internalizing problems and social behavior in 39,936 schoolchildren from 4 population-based cohorts from Finland, the Netherlands, and the UK. Mean levels of aggressive behavior differed significantly by gender. Correlations of aggre…

Inclusion of pupils with ADHD symptoms in mainstream classes with PBS

2017

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 afternoo…

2021

Aggressive behavior in school is an ongoing concern. The current focus is on specific manifestations such as bullying, but the behavior is broad and heterogenous. Children spend a substantial amount of time in school, but their behaviors in the school setting tend to be less well characterized than at home. Because aggression may index multiple behavioral problems, we used three validated instruments to assess means, correlations and gender differences of teacher-rated aggressive behavior with co-occurring externalizing/internalizing problems and social behavior in 39,936 schoolchildren aged 7–14 from 4 population-based cohorts from Finland, the Netherlands, and the UK. Correlations of aggr…