Search results for "Pupil"

Teacher experiences of supporting bilingual pupils and bilingual learning in Finnish and English mainstream school contexts

2017

Tämän tutkimuksen tarkoituksena on selvittää, miten sekä koulukieltä että oppilaiden ensikieliä huomioidaan ja tuetaan kouluissa. Tutkimuksessa keskitytään alakoulun opettajien kokemuksiin ilmiöstä. Koska käytänteet, jotka tukevat kielten rinnakkaista käyttöä (translanguagining) ovat keskeisiä kaksikielisen oppimisen toteuttamisessa yleisluokissa, tässä tutkimuksessa pyritään myös selvittämään opettajien näkemyksiä kaksikielisestä oppimisesta ja kielten rinnakkaisesta käytöstä koulussa. Tutkimus sijoittuu Suomen ja Englannin konteksteihin. Tutkimuksen tarkoituksena ei ole kuitenkaan tehdä vertailuja kahden maan välillä, vaan saada laajempi kuva ilmiöstä. Tutkimus on ajankohtainen, sillä mon…

Oppilaiden käsityksiä englannin suullisesta kielitaidosta, sen oppimisesta ja arvioinnista

2018

This study investigated Finnish pupils’ beliefs about English oral proficiency, its learning and assessment in order to give voice to the pupils themselves as well as to better understand their views on English oral proficiency. The data consisted of nine semistructured interviews and self-evaluations and peer evaluations of nine 9th graders from three Finnish basic education schools. The study was qualitative in its nature, and the data were mainly analysed using content analysis. The results showed that the pupils understood English oral proficiency as an ability to speak and interact intelligibly in English. The most important components were seen to be pronunciation, vocabulary and gram…

Opetusviestintä heterogeenisen kolmannen luokan ryhmällä

2012

Tämän tutkimuksen tarkoituksena oli selvittää, miten opettaja antoiinstruktion ja palautteen verbaalista ja nonverbaalista viestintää käyttäen heterogeenisen kolmannen luokan liikuntatunneilla sekä miten hän opetusviestinnässään huomioi oppilaiden yksilöllisyyden ja ryhmässä ilmenevän häiriökäyttäytymisen. Lisäksi tutkimuksessa selvitettiin, miten opettajan käyttämä opetusviestintä näyttäytyi oppilaiden toiminnassa liikuntatunneilla. Tutkimus toteutettiin laadullisena tapaustutkimuksena naisopettajan opettamassa 28 oppilaan (17 tyttöä, 11 poikaa) kolmannen luokan liikuntaryhmässä. Oppilasryhmä oli liikunnallisesti, oppimisvalmiuksiltaan sekä sosiaalisilta taidoiltaan heterogeeninen. Aineist…

Edizione critica del teatro di Jacques-Antoine Révéroni Saint-Cyr (1793-1805)

La tesi propone l’edizione critica del teatro di Jacques-Antoine Révéroni Saint-Cyr (1767-1829), ingegnere militare e scrittore vissuto durante il periodo rivoluzionario e napoleonico. Dopo avere indagato l’universo drammatico di Révéroni in relazione alla vita teatrale del tempo, al rapporto con i compositori e alle tematiche sviluppate, questo lavoro presenta l’edizione critica delle opere redatte tra il 1793 e il 1805 – Le Club des Sans-souci, ou les Deux Pupilles; Héléna, ou les Miquelets; Le Délire, ou les Suites d’une erreur e Le Vaisseau amiral, ou Forbin et Delville – sulla base delle fonti documentarie reperite, delle edizioni a stampa disponibili e della stampa periodica del tempo…

Edukacja regionalna w wychowaniu przedszkolnym i szkole

2017

The considerations contained in this article focus on the significance of regional education in preschool and school education. Regional education is a relatively young pedagogical conception, which appeared in the literaturę at the beginning of the 1990s. It is inseparably connected with that of regionalism defined as ”a return to one’s own roots”. The assumptions behind regional education and its content are formulated on the basis of the core curriculum of comprehensive education at indrndual stages of teaching. It makes a vital element in the program of teaching native language, history, geography and other school subjects.

Szkolna lekcja religii – założenia a rzeczywistość

2023

Silence and Resistance as Experiences and Presentations of Pupil Agency in Finnish Elementary School English Lessons

2014

This paper explores the multitude of ways in which Finnish fifth and sixth grade elementary school pupils experience and present their agency in English lessons, with a special focus on pupils' silence and resistance. Pupil agency is often seen as observable action that is oriented towards institutionally accepted goals and norms. In communicative and constructivist understandings of foreign language learning, learner agency is related to the idea of learning by participating. Participation in the classroom is not only individually but also socially constrained. This article is based on a larger, ecologically oriented ethnographic study on fifth and sixth graders' language learner identitie…

Online interventions to prevent mental health problems implemented in school settings: the perspectives from key stakeholders in Austria and Spain

2021

Abstract Background Schools are key settings for delivering mental illness prevention in adolescents. Data on stakeholders’ attitudes and factors relevant for the implementation of Internet-based prevention programmes are scarce. Methods Stakeholders in the school setting from Austria and Spain were consulted. Potential facilitators (e.g. teachers and school psychologists) completed an online questionnaire (N=50), policy makers (e.g. representatives of the ministry of education and health professional associations) participated in semi-structured interviews (N=9) and pupils (N=29, 14–19 years) participated in focus groups. Thematic analysis was used to identify experiences with, attitudes a…

"If I were a textbook writer" : views of EFL textbooks held by Finnish comprehensive school pupils

2007

MetaEmotions at School: A Program for Promoting Emotional and MetaEmotional Intelligence at School; a Research-Intervention Study

2022

MetaEmotions at Schools is a SEL program that aims at promoting the culture of emotional and metaemotional intelligence in schools, and at improving emotional awareness both among teachers and students. It is a train-the-trainers program that unfolds in five steps, respectively, aimed at stimulating teachers and students to: (1) develop emotional literacy; (2) create emotionally inclusive environments; (3) build tools, materials and methods for emotionally inclusive classes; (4) develop didactic method mediated by emotions; (5) become ambassadors of the metaemotional intelligence at school and beyond. In this study, we report some results of the first application of the training program, fo…