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991.
Hannele Niemi Heikki Kynäslahti Sanna Vahtivuori-Hänninen 《Learning, Media and Technology》2013,38(1):57-71
The article discusses how to strengthen educational use of information and communication technology (ICT) in Finnish schools. The conceptions and experiences of the successful integration of ICT in everyday school settings are reported. Participant observations in 20 schools in different parts of Finland were carried out, including discussions with principals and teachers. The results show that when promoting new technology and practices in schools, many components overlap and support each other. The following six main characteristics of successful integration were identified: (1) ICT included in strategic planning, as part of school culture, (2) teaching and learning methods facilitating participation and leading to empowerment, (3) flexible curriculums, (4) high investments in communication, (5) optimum leadership and management, and (6) teaching staff's strong capacity and commitment. The research indicates that an open school culture allows staff to take risks when applying new technology, creates learning environments and empowers learners. 相似文献
992.
The migration crisis of 2015 and 2016 was a litmus test for EU solidarity, when increasing numbers of newly arriving refugees fueled its public contestation. Our overall assumption is that the “refugee crisis” contributed to a solidarity gap between inclusive liberal-cosmopolitan and exclusive communitarian attitudes in the EU. We investigate this assumption by contrasting positions regarding solidarity with refugees among state and societal actors. We base our analysis on a fresh dataset of solidarity claims in the largest print newspapers in Denmark, Germany, Greece and Italy for the period of August 2015 – April 2016 coded in the TransSOL project. These four countries were affected differently by the “crisis” and differently attractive for refugees and asylum-seekers as arrival, destination or transit countries. Results suggest a solidarity gap between state actors and societal actors and a higher degree of solidarity contestation in countries with state actors strongly promoting exclusive notions of solidarity. Results speak to the discussion about media representations of migration as well as the contestation of solidarity as a fundamental value. 相似文献
993.
Xiangzi Ouyang Xiao Zhang Pekka Räsänen Tuire Koponen Marja-Kristiina Lerkkanen 《Child development》2023,94(3):633-647
Using cognitive diagnostic modeling (CDM), this study identified subtypes of mathematics learning disability (MLD) based on children's numerical skills and examined the language and spatial precursors of these subtypes. Participants were 99 MLD children and 420 low achievers identified from 1839 Finnish children (966 boys) who were followed from preschool (age 6) to fourth grade (2007–2011). Five subtypes were identified: the arithmetic fluency deficit only subtype, the counting deficit subtype, the pervasive deficit subtype, the symbolic deficit subtype, and the counting and concept deficit subtype. Different subtypes depended on different constellations of language and spatial deficits. Findings highlight the effectiveness of CDM in identifying MLD subtypes and underscore the importance of understanding the specific deficits and antecedents of the subtypes. 相似文献
994.
Gesa Schaadt Annika Werwach Hellmuth Obrig Angela D. Friederici Claudia Männel 《Child development》2023,94(3):e166-e180
Consonants and vowels differentially contribute to lexical acquisition. From 8 months on, infants' preferential reliance on consonants has been shown to predict their lexical outcome. Here, the predictive value of German-learning infants' (n = 58, 29 girls, 29 boys) trajectories of consonant and vowel perception, indicated by the electrophysiological mismatch response, across 2, 6, and 10 months for later lexical acquisition was studied. The consonant-perception trajectory from 2 to 6 months (β = −2.95) and 6 to 10 months (β = −.91), but not the vowel-perception trajectory, significantly predicted receptive vocabulary at 12 months. These results reveal an earlier predictive value of consonant perception for word learning than previously found, and a particular role of the longitudinal maturation of this skill in lexical acquisition. 相似文献
995.
Vehviläinen Sanna Souto Anne-Mari 《International Journal for Educational and Vocational Guidance》2022,22(2):449-466
International Journal for Educational and Vocational Guidance - The aim of this article is to show how interaction research can contribute to the understanding and praxis of socially just guidance.... 相似文献
996.
Science & Education - The paper reports a study that seeks to develop an instrument so as to explore Bangladeshi science teachers’ perceived importance and perceived current practices,... 相似文献
997.
Matti Kuittinen Matti Meriläinen Hannu Räty 《European Journal of Psychology of Education - EJPE》2014,29(1):63-80
The study set out to explore an array of key competencies required by psychologists, along with a method for assessing them. The respondents (n?=?353) were a representative sample of young Finnish psychologists with professional experience of between 1 and 6 years. They were requested to rate 52 statements of competence. A set of explorative factor analyses was conducted separately for four predetermined competence domains: client management, personal/professional identity and autonomy, consciousness of professional limits and professional development. In total, the analysis generated 11 competence dimensions. It was found that the extent of work experience was related to the ratings of these competence domains. For instance, newly qualified psychologists tended to rate their competences higher than those of psychologists with a few more years of professional experience. 相似文献
998.
Teemu Valtonen Sini Kontkanen Patrick Dillon Jari Kukkonen Pertti Väisänen 《Education and Information Technologies》2014,19(4):763-779
This study focuses on upper secondary and vocational level teachers as users of social software i.e. what software they use during their leisure and work and for what purposes they use software in teaching. The study is theorised within a technological pedagogical content knowledge framework, the emphasis is especially on technological knowledge and technological pedagogical knowledge. Four hundred thirty seven teachers were surveyed using an online questionnaire with Likert scaled statements and open-ended questions. Results suggest that the number of different types of social software actively used for teaching is small and that the potential of social software as a tool for supporting collaborative learning has not yet been realised. Discussion of the results is framed in the context of teachers’ developing technological pedagogical content knowledge. 相似文献
999.
This study investigated what types of learning patterns and strategies elementary school students use to carry out ill- and- well-structured tasks. Specifically, it was investigated which and when learning patterns actually emerge with respect to students’ task solutions. The present study uses computer log file traces to investigate how conditions of task types that might affect strategic learning. Elementary school students (N = 12) participated in two science study lessons. During these lessons the students were asked to solve well- and ill-structured tasks. For both of these tasks, the students used the gStudy learning environment designed to support strategic learning. In addition, gStudy records traces of each student’s strategic actions as they proceed with tasks. First, the students’ task solutions was rated according to three categories, namely “on track”, “off track” and “partial solution”. Second, learning patterns in terms of learning strategies that emerged throughout these tasks were investigated. Third, detailed cross case analysis was used to explore in depth how and when these learning patterns were used with respect to the students’ task solutions. The results show that young students’ can provide in-depth task solutions, but also adapt to the task complexity. However, despite the task types being different, the students had same types of learning patterns. The detailed cross-case comparison of the students’ task solutions with respect to learning patterns indicates that there are intra individual differences concerning how students allocate their learning strategy use. Especially if the task is ill-structured, it can also mislead the students to focus on irrelevant aspects and hinder strategic learning. 相似文献
1000.
Gerda Jimmy Alain Dössegger Roland Seiler Urs Mäder 《Measurement in physical education and exercise science》2013,17(1):23-40
The purpose of the current study was to determine metabolic thresholds and subsequent activity intensity cutoff points for the ActiGraph GT1M with various epochs spanning from 5 to 60 sec in young children. Twenty-two children, aged 4 to 9 years, performed 10 different activities including locomotion and play activities. Energy expenditure was measured with indirect calorimetry. Thresholds and cutoff points were determined through receiver operating characteristic curves. The lower metabolic threshold was 6.19 kcal·kg?1·h?1 for moderate and 9.28 kcal·kg?1·h?1 for vigorous intensity. The cutoff points for the GT1M accelerometer appear to be lower than those for the previous model (7164). For 5-sec epochs, a cutoff point of 143 counts resulted for moderate intensity and of 208 counts for vigorous intensity activity. Whether short or long epochs were chosen when collecting data to determine cutoff points, does not appear to have an influence on the resulting cutoff values. Similarly, comparable results are seen when analyses are based on locomotion only as opposed to a wide range of activities including children's play. 相似文献