Search results for "sosiaalinen vuorovaikutus"
showing 10 items of 169 documents
Enhancing upper secondary students’ engagement and learning through the INTERACT online, video-based teacher coaching intervention : Protocol for a m…
2022
This protocol outlines a mixed-methods cluster randomized controlled trial (CRCT) in upper secondary schools that will investigate how video-based online coaching can support teachers’ competences in teacher-student interactions (TSIs) and thereby improve student engagement and learning. The intervention will take place over a school year with at least 100 teachers and 2,000 of their students. During the implementation and one-year follow-up, we will conduct an extensive implementation and process evaluation (IPE) to understand the intervention's effects on TSI and student engagement and learning outcomes. This protocol outlines the background, design, intervention, and primary and secondar…
Exploring the Anatomy of an Academic Myth
2015
This paper contributes to the discussion on so-called academic myths by analysing the idea of silence as characteristic of a Finnish communication style. By reviewing contemporary research literature and earlier sources, we illustrate how the concept of the silent Finn has emerged and how it endures, reproduced in both public and academic discourses while lacking empirical evidence. Our analysis proposes six key characteristics to academic myths: that they are built on shaky grounds, widely circulated, used as an expedient, intuitively appealing, resistant to change, and self-replicating. The paper addresses possible reasons behind the persistence of such myths and their implications for ac…
Kielen kehityksen polut : seurantatutkimus esikielellisen kehityksen vaiheesta koulun alkuun
2018
Lectio Praecursoria nonPeerReviewed
Interaction in context : Guest editorial
2022
The value of children’s daily interactions in early childhood settings is currently unquestionable. Substantial evidence has shown that interactions are the key drivers for child development and well-being. Still, a number of pressing issues calls for further research. Given their dynamic and reciprocal nature, interactions are highly complex, multimodal and multifaceted, and they are experienced by several individuals, which produces conceptual and methodological challenges. Moreover, although interactions are often examined at the group level, they are always embedded in specific cultural contexts that are part of broader early childhood education and care (ECEC) systems that are guided b…
Relational approach to infant-teacher lap interactions during the transition from home to early childhood education and care
2022
The transition from home care to early childhood education and care (ECEC) is a period of intense change and development in young children's socio-spatial worlds. This article focuses on infant–teacher lap interactions during this transition period. This investigation applies a relational approach to the study of infant–teacher lap interactions. In doing so, it highlights the inherently social and contextual nature of interaction. From a relational perspective, actors, context, and situation are seen as constitutive of each other, and their interrelationality is considered central to the emergence of interactions. The data, regarding infants' first months attending ECEC in Finland, is compo…
Teacher-child interactions as a context for developing social competence in toddler classrooms
2022
The present study investigates the quality and variability of teacher-child interactions in relation to children’s social competence in Finnish toddler classrooms. The participants included 242 toddlers (114 girls, 128 boys) and their teachers (N= 42). The quality of teacher-child interactions (i.e., emotional and behavioral support; engaged support for learning) was observed using the CLASS-Toddler observation instrument (La Paro et al., 2012), and the average amount of within-day variability was calculated from the observed cycles. Teachers rated toddler’s social competence with the Multisource Assessment of Social Competence Scale (MASCS; Junttila et al., 2006) in relation to the toddler…
Iholla : tatuoinnit identiteetin ja ruumiillisuuden merkitsijöinä
2011
Tässä tutkimuksessa tutkittiin tatuoitujen suomalaisten suhdetta heidän omiin tatuointeihinsa, omaan kehoonsa ja tatuointeihin yleensä. Tatuointeja tarkasteltiin ruumiillisuuden ja identiteetin rakentajina ja osina sitä. Lisäksi tutkimuksessa lähestyttiin tatuointeja osana sosiaalista kanssakäymistä sekä sitä, miten tatuointeja tarkastellaan osana ihmisten ulkoasua. Työssä selvitettiin syitä tatuointien ottamiseen ja niihin sisällytettyihin merkityksiin. Aineistonkeruumenetelmänä käytettiin perinteistä, kasvokkain toteutettua teemahaastattelua sekä internetin välityksellä suoritettuja Messenger-haastatteluita. Haastatteluita toteutettiin yhdeksän kappaletta. Haastatelluista kolme oli naisia…
Verkkopohjainen oppimisympäristö oppilaiden kokemana
1999
Patterns of action transitions in online collaborative problem solving : A network analysis approach
2022
AbstractIn today’s digital society, computer-supported collaborative learning (CSCL) and collaborative problem solving (CPS) have received increasing attention. CPS studies have often emphasized outcomes such as skill levels of CPS, whereas the action transitions in the paths to solve the problems related to these outcomes have been scarcely studied. The patterns within action transitions are able to capture the mutual influence of actions conducted by pairs and demonstrate the productivity of students’ CPS. The purpose of the study presented in this paper is to examine Finnish sixth graders’ (N = 166) patterns of action transitions during CPS in a computer-based assessment environment in w…