A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg

In a comparative study of student teachers in Finland and South Africa, the researchers aimed to capture students’ views of how and what they had learned from practice in two university-affiliated primary schools. With data from survey questionnaires, we found that students in the two customized programmes accentuated different domains of teacher knowledge. The newly established teaching practice school in Johannesburg afforded closer integration of university and school practicum experiences for students than the well-established school in Helsinki. The authors conclude that an innovative teacher education model can be re-invented in a significantly different context and also add new dimensions to the original.     

Transferring a Teaching Learning Sequence Between Two Different Educational Contexts: the Case of Greece and Finland

In the present paper, we report on the idea of exchanging educational innovations across European countries aiming to shed light on the following question: how feasible and useful is it to transfer an innovation across different national educational settings? The innovation, in this case, Inquiry-Based Teaching Learning Sequences, is recognized as a crucial component of renewal science teaching in European countries. Two local working groups from two different Universities, in Finland and Greece, were created consisting of researchers and experienced primary teachers. The transfer from Greece to Finland was rather challenging because of the differences between the two educational contexts. The initial, as well as the revised Teaching Learning Sequence, were implemented for 11–12-year-old students including the content to be taught, that is Floating-Sinking phenomena and density, and the learning environment aspects such as learning Control of Variables Strategy. A combination of qualitative and quantitative research methods was implemented in order to formulate concrete recommendations on feasible and useful aspect. The feasible aspect adduces answers to the query of “how” this transfer worked in practice. Concerning this aspect, the recognition of what is innovative for each national partner was recognized as a crucial factor for the design and revision of both Teaching Learning Sequences. The useful aspect illuminates students’ improvement in the achievement of conceptual as well as procedural knowledge. The results revealed that the psychological paths that bring about this success are ecumenical and independent of the history of the educational group.     

Theory and practice in Finnish teacher education: a rhetorical analysis of changing values from the 1960s to the present day

Our aim in this article is to examine the relationship between theory and practice in Finnish teacher education from the 1960s to the present. We identify four different periods to represent this relationship based on our analysis of national committee and evaluation reports. Theory and practice gradually converged, culminating in a research-based agenda that reflects the current situation. This relationship between theory and practice also reflects the ideal teacher of different times and what a teacher’s working orientation should be. We use rhetorical analysis and the concept of a ‘philosophical pair’ introduced by Perelman and Olbrechts-Tyteca to interpret this development.     

Associations of temperament traits and mathematics grades in adolescents are dependent on the rater but independent of motivation and cognitive ability

The current study examines associations between self- and teacher-rated temperament traits (activity, inhibition, negative emotionality, persistence, distractibility, and mood) and mathematics grades. The sample includes 310 ninth grade students (mean age 15.0) from several schools in Finland. Analyses were conducted with multilevel modeling. Except for mood, all temperament traits were associated with math grades independent of motivation and standardized cognitive ability test performance (intelligence). However, some relations were found only for teacher-reports and some only for student-reports. The rater dependent differences are of interest and emphasize a need for data from multiple raters before drawing conclusions on how temperament relates to school grades. The results suggest that temperament should be taken into account in schooling and in teacher education.     

Quantitative Analysis of Representations of Nature of Science in Nordic Upper Secondary School Textbooks Using Framework of Analysis Based on Philosophy of Chemistry

The aim of this study was to assess how the different aspects of nature of science (NOS) were represented in Finnish and Swedish upper secondary school chemistry textbooks. The dimensions of NOS were analyzed from five popular chemistry textbook series. The study provides a quantitative method for analysis of representations of NOS in chemistry textbooks informed by domain-specific research on the philosophy of chemistry and chemical education. The selection of sections analyzed was based on the four themes of scientific literacy: knowledge of science, investigate nature of science, science as a way of thinking, and interaction of science, technology and society. For the second round of analysis the theme of science as a way of thinking was chosen for a closer inspection. The units of analysis in this theme were analyzed using seven domain specific dimensions of NOS: tentative, empirical, model-based, inferential, technological products, instrumentation, and social and societal dimensions. Based on the inter-rater agreement, the procedure and frameworks of analysis presented in this study was a reliable way of assessing the emphasis given to the domain specific aspects of NOS. All textbooks have little emphasis on the theme science as a way of thinking on a whole. In line with the differences of curricula, Swedish textbooks emphasize the tentative dimension of NOS more than Finnish textbooks. To provide teachers with a sufficiently wide variety of examples to discuss the different dimensions of NOS changes to the national core curricula are needed. Although changing the emphasis of the curricula would be the most obvious way to affect the emphasis of the textbooks, other efforts such as pre- and in-service courses for developing teachers understanding of NOS and pedagogic approaches for NOS instruction to their classroom practice might also be needed.     

The Use of Social Media for Artist Marketing: Music Industry Perspectives and Consumer Motivations

This research addresses the question of why consumers use social media especially in relation to music consumption and how music industry companies could improve their social media efforts by matching company strategies with consumer motives. Four case studies and four focus groups with 28 participants were conducted. As a result, this study found five motives for social media participation: (1) access to content, (2) sense of affinity, (3) participation, (4) interaction, and (5) social identity, in decreasing order of effect. For managers this study set out a detailed social media strategy that corresponds with components of consumer motives for participation at decreasing levels of effect.     

How teaching practices are connected to student intention to enrol in upper secondary school physics courses

Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school.

Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland’s National Assessment in Science to determine whether pedagogical approaches influence student intention to enrol in upper secondary school physics courses.

Sample: This study examined a clustered sample of 2949 Finnish students in the final year of comprehensive school (15–16 years old).

Methods: Through explorative factor analysis, we extracted several variables that were expected to influence student intention to enrol in physics courses. We applied partial correlation to determine the underlying interdependencies of the variables.

Results: The analysis revealed that the main predictor of enrolment in upper secondary school physics courses is whether students feel that physics is important. Although statistically significant, partial correlations between variables were rather small. However, the analysis of partial correlations revealed that pedagogical practices influence inquiry and attitudinal factors. Pedagogical practices that emphasise science experimentation and the social construction of knowledge had the strongest influence.

Conclusions: The research implies that to increase student enrolment in physics courses, the way students interpret the subject’s importance needs to be addressed, which can be done by the pedagogical practices of discussion, teacher demonstrations, and practical work.     

Maternal smoking behavior, background and neonatal health in Finnish children subsequently placed in foster care

OBJECTIVE: The purpose of this study was to investigate retrospectively neonatal health and maternal background among a sample of children taken into custody and placed in foster care and to investigate the relation between medical and social risk in the neonatal period. METHOD: The data-linkage study combined two registries: the Finnish Medical Birth Registry (MBR), from January 1, 1987 to December 31, 1989, and the Finnish Child Welfare Registry (CWR) from January 1, 1987 to December 31, 1997 using personal identification numbers (n=1,668). As controls all Finnish children born in 1987 were chosen (n=59,727). Infant neonatal health was estimated using the following indicators: birth-weight and birth-length, birth-weight by gestational age, 1-minute Apgar scores, and discharge age from the nursery. Maternal background characteristics included maternal age, parity, marital status, number of antenatal visits at maternity clinics and smoking during pregnancy. RESULTS: We found that the 1,668 children in the study had a lower birth-weight and birth-length, shorter gestational age, lower 1-minute Apgar scores and later discharge from the nursery than the population-based controls. The proportion of teen-age mothers was about four times higher and the proportion of unmarried women was twice as high. A majority of the women (56%) reported smoking during pregnancy, compared with only 15% of the population-based comparisons. Children subsequently taken into custody had poorer health at the time of birth than other children and these differences could only partly be explained by the differences in smoking habits during pregnancy. The women in the study made use of the free health controls at maternity clinics as much as the population-based comparisons. CONCLUSIONS: Our findings indicate that social and medical risks are related in the neonatal period. Since almost all mothers visit maternity clinics, there are possibilities for early intervention.