Search results for "Comprehensive school"
showing 10 items of 72 documents
Frequency of co‐teaching in different teacher categories
2010
Co‐teaching – or the use of more than one teacher in a classroom – has been commonly recommended as a means to promote inclusive education. The aim of the present study was to survey the actual frequency of co‐teaching among different teacher categories in the comprehensive school level in one Finnish city. The data were collected through a questionnaire answered by two representative samples of teachers including 117 resource room teachers in the first survey, and 317 teachers of various teacher categories in the second. The results showed that co‐teaching was a widespread phenomenon among resource room teachers and special class teachers but less frequent among other teacher groups. Overa…
Developmental Psychologists’ Perspective on Pathways Through School and Beyond
2014
This chapter applies sequence analysis—a method rarely applied by psychologists—to examine the transitional pathways of young people through the Finnish education system from a developmental psychologists’ perspective. Our aims were threefold: First, to identify typical pathways; second, to investigate whether psychological resources, operationalized as career goal appraisal, predict a certain educational trajectory; and, third, to examine the extent to which career goal appraisal shows differential change among young people on different educational pathways. Data analyses were based on the FinEdu study, in which N = 611 Finnish students were followed from age 16 (end of comprehensive schoo…
Key pedagogical principles and their major obstacles as perceived by comprehensive school teachers
2011
The general pedagogical knowledge of teachers is not often investigated in comparison to content knowledge and pedagogical content knowledge. In this article, a more comprehensive outlook on teache...
INFLUENCE OF THE PROJECT “QUALITATIVE INCLUSIVE EDUCATION FOR SPECIAL NEEDS CHILDREN” ON THE DEVELOPMENT OF INCLUSIVE EDUCATION IN THE PROJECT SCHOOLS
2015
The study „Evaluation of the project influence on the development of inclusive education in project schools” was implemented from 2009 till 2011 in the project “Qualitative inclusive education for special needs children” (Education initiative centre, State Education content centre, Soros Foundation Latvia, more information in: http://www.iic.lv) with the aim to find out whether the project results brought changes in defined inclusive education indicators. The article analyzes how the cooperation of school’s pedagogues in promoting inclusive education in general comprehensive school has improved as a result of the project.
Parents' role in adolescents' educational expectations
2012
The present study examined the extent to which mothers' and fathers' expectations for their offspring's future education, their level of education, and adolescents' academic achievement predict adolescents' educational expectations. To investigate this, 230 adolescents were examined twice while they were in comprehensive school (in the 7th and 9th grades). Their parents also filled in questionnaires at the same time points. The results showed that high parental expectations concerning their offspring's future education predicted high educational expectations among adolescents and they became more similar in the 9th grade compared to 7th grade. Parents' high level of education predicted both…
COMPREHENSIVE TEACHER’S PROFESSIONALISM FOR CONTENT AND LANGUAGE INTEGRATED PROVISION
2019
T opicality of the problem is determined by several factors as well as the amendments on the Education Law and the General Education Law, which provide for a gradual transition to the acquisition of general secondary education in Latvian only, educational content reform and teachers experience to work in an ethnically and linguistically heterogeneous environment. The aim of the study is to analyse comprehensive school teachers theoretical background and practice experience to work in the content and language integrated teaching and learning approach. Because language not a subject only but a mean of acquiring other subjects in the comprehensive school, too, all teachers need theoretical kno…
The role of peer groups in adolescents' educational trajectories
2009
The present study investigated whether the members of adolescents' peer groups show similar educational trajectories from comprehensive school to either senior secondary or vocational education, and to what extent their educational expectations, academic achievement, family structure, and parents' SES predict these trajectories. Five hundred thirty adolescents filled in a questionnaire focusing on their educational expectations, academic achievement and family background variables before the transition to post-comprehensive education. They were also asked to nominate three peers with whom they most liked to spend their time. After the transition, they reported the school form they were in. …
Processing habits and second language learning: Students’ self‐evaluation of their learning
1994
Abstract This article reports a study of students’ second language learning at the upper stage of the comprehensive school. The aim of the study was to analyse students’ conscious second language learning activity and the kinds of language problems the students themselves recognise. 700 students (14–15 year‐olds), representative of the Swedish‐speaking schools in Finland, answered a questionnaire regarding their learning habits and language problems in Finnish. The differences between successful and less successful students were then analysed. The results show that successful and less successful language learners did not differ from each other in processing intensity and general approach to…
Inclusive education in Finland: present and future perspectives.
1994
The movement to integrate special education students into normal school classes started to develop in Finland in the 1960s. At the same time, the number of students labeled “special” in the Finnish comprehensive school system exploded from 2% to 17% of all school children. Presently, 84% of all special education placements are part-time placements. Special schools and special classes comprise 15% of all special education placements, while full inclusion is only 1% of all special education placements. Some factors affecting the current integration of special students and the development of integration are discussed.
Leadership in Finnish comprehensive school core curricula since the 1970s
2014
Tiivistelmä – Abstract Suomen peruskoulujärjestelmä sai alkunsa vuonna 1970 ja samana vuonna julkaistiin ensimmäinen peruskoulun opetussuunnitelma. Seuraavat opetussuunnitelmauudistukset toteutettiin vuosina 1985, 1994 ja 2004. Parhaillaan Suomessa kehitetään uutta peruskoulun opetussuunnitelmaa, joka on tarkoitus ottaa käyttöön vuonna 2016. Tässä tutkimuksessa tarkasteltiin johtajuuden ja opetussuunnitelman välistä suhdetta. Tutkimus toteutettiin laadullisena sisällönanalyysina, jossa aineiston muodostivat viralliset opetussuunnitelmat ja kaksi asiantuntijahaastattelua. Tutkimustulokset analysoitiin summatiivisen sisällönanalyysin menetelmin ja tulokset kuvattiin tulkinnallisella menetelmä…