Search results for "oppilas"
showing 10 items of 346 documents
Learning about students in co-teaching teams
2021
Teachers are facing increasingly diverse classrooms globally. To support all students efficiently, teachers need to know their students. Drawing from the literature of teacher learning and inclusive education, we explored how teachers learn to know their students in a co-teaching context. Analysis of interviews and diaries of five co-teaching teams showed that teachers learned about their students in a co-taught classroom by observing students and by obtaining knowledge from and co-constructing knowledge with their co-teaching partner. Moreover, teachers’ learning led to shared responsibility for the student and a better understanding of student diversity. Thus, sharing knowledge of student…
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…
Professional Embodiment: Walking, Re-engagement of Desk Interactions, and Provision of Instruction during Classroom Rounds
2018
Abstract Unlike continuous whole-class (plenary) interaction, independent task work involves incipient teacher–student talk, as the teacher typically ‘makes rounds’ to engage in brief desk interactions with students. This article draws on multimodal conversation analysis to investigate how teacher movement during tasks offers resources for re-engaging in desk interactions and offering task-related guidance. The focus is on teachers’ walking trajectories and ways of positioning the body, and students’ orientation to them, in (i) (pre-)opening moments of a desk interaction, and (ii) during a subsequent instructional turn that guides students with the ongoing task. The analysis shows how the p…
Uskallusta ja uusia pedagogisia avauksia: Helsingin Suomalaisen Yhteiskoulun 125-vuotisjuhlateos
2012
Arvioitu teos: Alanko, Anja-Liisa; Hietanen, Irmeli; Niiranen, Jukka; Uusi-Hallila, Tuula (toim.): Rohkea koulu: SYK Nervanderinkadulta Isonnevantielle. Helsinki: Suomalaisen Kirjallisuuden Seura, 2011. Suomen vanhimman suomenkielisen yhteiskoulun, Helsingin Suomalaisen Yhteiskoulun 125-vuotisjuhlateos sisältää paitsi historiikin koulun tähänastisista vaiheista, myös oppilas- ja opettajamatrikkelin. Kirja johdattaa lukijan useiden eri artikkelien myötä koulun arkeen, jota ovat värittäneet monet pedagogiset kokeilut. Kirjoittajat ovat koulun opettajia ja entisiä oppilaita. Tarkastelun pääpaino sijoittuu viime sotien jälkeisiin vuosikymmeniin. Rohkea koulu kuvaa havainnollisesti sitä, miten S…
Voices behind and beyond the label : the master narrative of ADHD (de)constructed by diagnosed children and their parents
2016
Artikkeliväitöskirja. Sisältää yhteenveto-osan ja neljä artikkelia. Article dissertation. Contains an introduction part and four articles. The dominant understanding of attention deficit hyperactivity disorder (ADHD) is that of diagnosed children “suffering” from neurodevelopmental condition owing to which they are prone to develop adverse life trajectories. This master narrative of ADHD and psychomedical and normative discourses it adheres to and employs have been integrated into the daily activities of homes and schools. This compilation dissertation study employs a social constructionist discourse framework and is located in the intersection of the disciplines of disability studies and s…
Koneluettava lapsi? : opetuksen datafikaatio ja automaatio Minä-Se -suhteiden tuotantokoneistona
2022
Tämän artikkelin tavoitteena on laajentaa digitalisaatiosta, datafikaatiosta, automaatiosta ja kasvatuksesta käytävää teoreettista keskustelua. Artikkelissa pohdin sitä, millaisia merkityksiä koulutuksen kiihtyvällä datafikaatiolla ja automaatiolla on opettaja-oppilassuhteille ja ylipäätään käsityksellemme formaalin kasvatuksen olemuksesta. Käsitteellisesti ammennan Martin Buberin dialogisesta filosofiasta, erityisesti Minä–Sinä- ja Minä–Se-käsitepareista, jotka kuvaavat eri tapoja, joilla ihmiset ovat suhteissa toistensa kanssa. Datafikaatio ja automaatio tuovat uusia näkökulmia Buberin ideoihin, erityisesti Minä–Se-suhteeseen. Oppilaan representaatio ei rakennu enää vain yksilön, tässä op…
Näkymättömästä oppilaasta sinäksi : tapaustutkimus avoimen kohtaamisen vaikutuksista opettajan ja oppilaan välisessä suhteessa
1998
Teacher ability evaluation and changes in elementary student profiles of motivation and performance in mathematics
2018
Abstract The aim of this person-centered study is to identify the profiles of interest value, self-concept, and performance in the domain of mathematics among elementary school students and to examine the stability and changes in these profiles from grade 1 to grade 2. Teacher-reported evaluations of students' mathematical ability and gender were examined as predictors of changes in the student profiles. The sample consisted of 237 students (46.8% girls). The latent profile analysis identified four profiles: 1) low levels of interest value, medium levels of self-concept and performance; 2) low levels of interest value, self-concept and performance; 3) high levels of interest value, self-con…
Teacher orchestration of classroom interaction in science: exploring dialogic and authoritative passages in whole-class discussions
2019
Whereas science is fundamentally a result of a dialogic debate, the authoritative approach has been conceived of as a fundamental part of school science. Dialogic interactions encompass the mutual appreciation of different ideas manifested in teacher supportiveness toward students and, in authoritative interactions, the focus is more on the science’s or teacher’s point of view. Whereas dialogic and authoritative interactions have been viewed as oppositional in recent educational research, authoritative interactions could well be the seed for and give strength and meaning to dialogic interactions, and thus, to the overall dialogue. The focus in this study is on the interplay between authorit…
Yliopistouudistuksen diskursiivinen rakentuminen Jyväskylän yliopistoyhteisössä 2009-2010
2012
Pro gradu -tutkielmassani tarkastelen Suomen uudelle yliopistolaille (2009) annettuja ristiriitaisia merkityksiä Jyväskylän yliopistoyhteisössä. Yliopistouudistus toi mukanaan merkittäviä taloudellisia ja ideologisia muutoksia suomalaiseen yliopistokenttään, ja siksi muutoksista on kiistelty paljon. Keskusteluissa on kuitenkin luonnehtinut ”yliopistouudistus hyvänä vs. pahana” -asettelu, joka ei ole paras mahdollinen tapa lähestyä uudistuksen jälkiteollisia syitä ja moninaisia seurauksia. Diskurssintutkimuksen näkökulmasta yliopistouudistuskeskustelut ovat kielellisten ”totuuksien” luomista siitä, mikä on suomalaisten yliopistojen tarkoitus nyky-yhteiskunnassa. Näillä ”totuuksilla” eli ylio…