Search results for "Comprehensive school"

Symbolic leadership culture and its subcultures in one unified comprehensive school in Finland

2014

Purpose – The purpose of this paper is to describe a symbolic-interpretative research on the leadership culture and its subcultures in one unified comprehensive school in Finland. Design/methodology/approach – The research is a phenomenological, qualitative case study. Its methodology is based on triangulation. Findings – The leadership culture of the unified comprehensive school studied in the present research seemed to be based on equality, communality, appreciation, flow of information and humor. Besides examining the general leadership culture of the school, an attempt was made to study the possible subcultures of the school by examining the six subject groups into which the teachers w…

Comprehensive school reform and labor market outcomes over the lifecycle: Evidence from Finland

2021

This study focused on the labor market effects of the Finnish comprehensive school reform in 1972–1977 over the lifecycle. The reform increased the age at which students are separated into vocational and general tracks from 11 to 16 as well as updated the curriculum to include more general content instead of vocational. Using longitudinal administrative register data and exploiting the gradual implementation of the reform, I found a negative effect on employment in early career and a positive effect later in the lifecycle. Results for labor earnings are more nuanced and sensitive to different model specifications, but a positive effect was found in the late career. After the reform, the tre…

2021

In recent decades, an essential global aim of the reforms of special education has been the promotion of inclusive education. This article discusses the implementation of reforms with a focus on tiered support systems in the context of Finnish comprehensive school education. Based on earlier literature, legislation, and administrative documents, we provide a background for Finnish education policy and special education reforms. The focus of this article is on the description of parallel reforms targeting the re-structuring of the systems around support for students and funding of education in the 2010s. We discuss the processes leading to these reforms and the reforms themselves. In additio…

The Transition to Upper Secondary Level After Basic Education for Adolescents with Autism Spectrum Disorder in Finland

2019

This chapter provides an exploration of the preparation of pupils with autism spectrum disorder (ASD) for transition to upper secondary level after Finnish basic education. It also examines the importance of supports required during the transition phase. Two examples of pupils with ASD (Kalle and Maija) are utilized to illustrate how to plan and support pupils with ASD during their initial post-school transition. Transitions are defined, after which education opportunities after basic education for pupils with ASD in Finland are examined. This is followed by a brief illustration of the Finnish comprehensive school system to provide context with a focus on support arrangements and the prepar…

Developmental trajectories of school burnout: Evidence from two longitudinal studies

2014

Abstract To examine school burnout trajectories, in Study 1, 15-year-old adolescents ( N  = 614) completed the School Burnout Inventory twice during their final term of comprehensive school and twice after the transition to upper secondary high school or vocational school. In Study 2, school burnout in 17-year-old adolescents was measured twice annually ( N  = 575) during their upper secondary education. In Study 1, growth mixture modeling for school burnout yielded a four-latent-group solution: 60% of the adolescents showed a low and stable level of school burnout, 29% increasing burnout, 3% strongly increasing burnout and 8% high-decreasing school burnout. In Study 2, we identified two la…

Career goal-related success expectations across two educational transitions: A seven-year longitudinal study

2013

The purpose of this seven-year longitudinal study was to examine the trajectories of adolescents' career goal-related success expectations during two educational transitions. Altogether 850 (48% female, M Age = 16) participants reported their success expectations for their career-related goals, first in the last year of comprehensive school and four times during the following seven years. Overall, the success expectations showed a significant increase. However, there was considerable heterogeneity in the development of these expectations. Growth Mixture Modeling showed that four trajectories fitted the data best: high-increasing (78%), low-increasing (9%), decreasing (6%) and U-shaped (7%).…

RELATIONSHIPS AND DIFFERENCES IN IMPLICITE INTELLIGENCE, PERCEIVED SOCIAL SUPPORT, AND PERCEIVED ACADEMIC SELF-EFFICACY AMONG COMPREHENSIVE SCHOOL ST…

2020

The purpose of this study was to explore relationships of implicit intelligence, perceived social support and perceived academic self-efficacy and to identify how these factors influence academic achievements amongst youth, as well as implement adaption of the revised implicit theories of intelligence (self-theory) scale (De Castell & Byrne, 2015) in Latvia. The research was based on implicit intelligence, perceived social support and academical self-efficacy theories. Nowadays, a growing amount of attention is focused on the reasons driving the academic achievements, self-belief and cumulates conversations about the importance of a social support. According to other scientists’ notes, …

Changes in achievement values from primary to lower secondary school among students with and without externalizing problems

2017

This study examined the effect of students' externalizing problems on changes in values that they attach to math across the transition from primary to lower secondary school. Data pertaining to externalizing problems and to intrinsic, attainment, and utility values in math were gathered using the self-ratings of students in Grades 6 and 7. The analysis involved a comparison between students who reported persistent high externalizing problems before and after the transition (n = 63; 59% boys) and those who had low or non-existent externalizing problems before and after the transition (n = 1352; 50% boys). The results of a mixed-design analysis of covariance (ANCOVA) showed uniformly that stu…

Profiles of school motivation and emotional well-being among adolescents : Associations with math and reading performance

2018

This study examines profiles of school motivation and emotional well-being and their links to academic skills (reading and math) among adolescents (N = 1629) at the end of comprehensive school (age 15–16). Using a person-centered approach (latent profile analysis), five distinct profile groups were identified. Three of the identified groups had a flat profile in motivation and well-being but at different levels. The first group manifested high motivation and well-being (n = 178, 11%); the second group was average in both (n = 1107, 68%); and the third had low motivation and well-being (n = 121, 7%). Two groups had mixed profiles; one group manifested only low motivation (n = 140, 9%) and th…

Reforming policy, changing practices? : special education in Finland after educational reforms

2019

The aim of the research was to examine the changes in special education practices following the funding reform in 2010 and the reform of the Basic Education Act in 2011. The research focused on studying if the practices in municipalities and schools have changed according to the aims of the reforms. In addition, the research examined variations in the practices and changes among municipalities and schools as well as the factors that explained the variations. The research was based on three kinds of data: a survey of principals (N = 335), interviews with high-ranking officials in the municipal education administration (N = 7), and the official statistics for special education in municipalitie…