Search results for "Comprehensive school"
showing 10 items of 72 documents
Educational equality discourses in the Finnish comprehensive school system
2017
Tulevaisuuden avaintaidot puntarissa: Kahdeksannen luokan oppilaiden matematiikan ja luonnontieteiden osaaminen: kansainvälinen TIMSS 2019 -tutkimus …
2020
TIMSS (Trends in International Mathematics and Science Study) on kansainvälinen koulutuksen arvioinnin tutkimusohjelma, jossa joka neljäs vuosi arvioidaan neljäsja kahdeksasluokkalaisten oppilaiden matematiikan ja luonnontieteiden osaamista. Kansainvälinen arviointijärjestö IEA (International Association for the Evaluation of Educational Achievement) on johtanut vertailevan arvioinnin tutkimuksia jo 1960-luvulta lähtien. TIMSStutkimusohjelma alkoi vuonna 1995, ja Suomi osallistui tähän tutkimukseen ensimmäisen kerran vuonna 1999. Vuoden 2011 tutkimuskerralla Suomesta arviointiin osallistuivat sekä neljäs- että kahdeksasluokkalaiset oppilaat, mutta viimekertaisessa TIMSS 2015 -arvioinnissa m…
Perustaidoista vauhtia koulutielle: Neljännen luokan oppilaiden matematiikan ja luonnontieteiden osaaminen: kansainvälinen TIMSS 2019 -tutkimus Suome…
2020
TIMSS (Trends in International Mathematics and Science Study) on kansainvälinen koulutuksen arvioinnin tutkimusohjelma, jossa joka neljäs vuosi arvioidaan neljäs- ja kahdeksasluokkalaisten oppilaiden matematiikan ja luonnontieteiden osaamista. Kansainvälinen arviointijärjestö IEA (International Association for the Evaluation of Educational Achievement) on johtanut vertailevan arvioinnin tutkimuksia jo 1960-luvulta lähtien. TIMSS-tutkimusohjelma alkoi vuonna 1995, ja Suomi osallistui tähän tutkimukseen ensimmäisen kerran vuonna 1999. Vuoden 2011 tutkimuskerralla Suomesta arviointiin osallistuivat sekä neljäs- että kahdeksasluokkalaiset oppilaat, mutta edellisen kierroksen TIMSS 2015 -arvioin…
School Tracking and Mental Health
2019
We examine the effects of a comprehensive school reform on mental health. The reform postponed the tracking of students into vocational and academic schools from age 11 to age 16. The reform was implemented gradually across Finnish municipalities between 1972 and 1977. We use difference-in-differences variation and administrative data. Our results show that there is no discernible effect on mental health related hospitalizations on average even though the effect is precisely estimated. Heterogeneity analysis shows that, after the reform, females from highly-educated families were more likely to be hospitalized for depression. nonPeerReviewed
Does School Matter?
2008
School burnout can be defined as consisting of exhaustion due to school demands, cynical, and detached attitude toward one’s school, and feelings of inadequacy as a student ( Kiuru, Aunola, Nurmi, Leskinen, & Salmela-Aro, 2008 ; Salmela-Aro & Näätänen, 2005 ; Schaufeli, Martínez, Pinto, Salanova, & Bakker, 2002 ). The first aim of the present study was to examine the extent to which schools differ in school-related burnout. Moreover, the aim was to examine the extent to which school-related and background factors are associated with school burnout at the school level and at the individual level. The participants were 58,657 students from 431 comprehensive schools and 29,515 stu…
Inclusive didactics and assistive technologies: the experience of a group of special needs teachers
2018
This paper describes the results of an exploratory survey aimed to examine the experience of a group of special needs teachers on the use of ICT in teaching to students with autism spectrum disorder. It is focused on the effectiveness of video modeling as a tool through which to learn (self-learning and imitation) specific skills in the field of personal autonomy. By sharing the thought of Rossi (2012), which has stated that "digital technologies provide to school an extraordinary opportunity to put on the agenda the issue of learning and, together with it, the professionalism of teachers", the authors handed out a questionnaire to a group of special needs teachers of a Comprehensive School…
How Comprehensive School Students Perceive their Psychosocial School Environment
2010
The aim of this study was to describe students’ perceptions of their psychosocial school environment and to examine the associations between such perceptions and students’ perceived school performance. Our analyses were based on data from the Health Behaviour in School‐Aged Children 2006 study, involving responses by Finnish students from grades 7 and 9. The results indicated that students’ perceptions of their school environment were fairly positive, but that a remarkably large proportion of the students reported negative attitudes towards school. School engagement, school strain, and teacher‐student relations were found to be the most influential predictors in the psychosocial school envi…
L2 motivation in focus : the case of Finnish comprehensive school students
2017
The aim of this study is to explore whether latent classes, i.e. subgroups of students, representing specific motivational profiles can be found among learners of different foreign languages (L2s) ...
Curiosity and exploration: A conceptual overview and structural modeling
2001
Many attempts have been made to measure curiosity or intrinsic motivation. However, there is no consensus on what curiosity is. In the present study, five previously constructed curiosity inventories were translated to Finnish and modified to be convenient for fifth-graders. The main purpose of the study was to clarify the concept of curiosity. Using conceptual analysis and the results of previous studies, it was possible to construct nine alternative conceptual models of curiosity. The corresponding statistical models were expected to account for the covariances among 15 subscales measuring curiosity-related exploratory behavior. However, before proceeding to the subscale level, the struct…
Stability and variability in parents' causal attributions for their child's academic success and failure
2016
This research examined the mean-level, interindividual and intraindividual stabilities in parents’ causal attributions for their child’s performance outcomes. Parental causal attributions to ability, effort, teaching and task difficulty were studied separately for mothers and fathers. Three Finnish data sets were used. The first sample was derived from the Jyväskylä Entrance into Primary School study, in which 212 children and their parents were followed from the beginning of the first grade to the end of the ninth grade. The second sample included over 1,700 children and their parents from the First Steps study, in which the participants were followed from the beginning of the first grade …