Papers by Heidi K Harju-Luukkainen
Frontiers in psychology, 2020
Academic engagement describes students' involvement in academic learning and achievement. This pa... more Academic engagement describes students' involvement in academic learning and achievement. This paper reports the psychometric properties of the University Student Engagement Inventory (USEI) with a sample of 3992 university students from nine different countries and regions from Europe, North and South America, Africa, and Asia. The USEI operationalizes a trifactorial conceptualization of academic engagement (behavioral, emotional, and cognitive). Construct validity was assessed by means of confirmatory factor analysis and reliability was assessed using Cronbach's alpha and McDonald's omega coefficients. Weak measurement invariance was observed for country/region, while strong measurement invariance was observed for gender and area of graduation. The USEI scores showed predictive validity for dropout intention, self-rated academic performance, and course approval rate while divergent validity with student burnout scores was also evident. Overall, the results indicate that the USEI can produce reliable and valid data on academic engagement of university students across the world.
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Large-scale Assessments in Education, 2020
Family-related factors, like parent’s educational level, their values and expectations have a sig... more Family-related factors, like parent’s educational level, their values and expectations have a significant impact on child’s early skills and later educational outcomes. Further, parents provide their child, alongside with other learning environments, a broad mathematical and early literacy input. This study investigates the relationship between family-related socio-economic and other factors like, parental education, amount of books at home, parental attitudes towards mathematics and science, parental perception of child’s early skills and student’s later academic achievement. This is studied in the light of the Finnish data collected for Trends in International Mathematics and Science Study (TIMSS) 2015. The results are presented with the help of a geospatial method called Kriging that reveals regional variance. The results indicate that family-related background variables have different effects on child’s later achievement in mathematics across Finland. The results suggest, that some areas in Finland are better in ‘levelling the playing field’ for children and minimising the effect of family related variables on educational outcomes than others.
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Educational measurement, 2020
The synergy, or lack thereof, between large-scale and classroom assessment has been
fiercely deb... more The synergy, or lack thereof, between large-scale and classroom assessment has been
fiercely debated in both academic and policy spheres for decades around the world. This paper seeks to explicate how different countries are utilizing large-scale testing and test results at the classroom level. Through country profiles, this paper analyzes contemporary developments on the tensions and synergies between large-scale assessment and classroom teaching, learning, and assessment observed across seven international jurisdictions: United States, Canada, Australia, England, Germany, Finland, and Singapore. The paper concludes with an analysis of international trends leading to a synthesis of root causes contributing to the current limited uptake of large-scale
assessment results at classroom levels.
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Nordic Families Children and Early Childhood Education , 2019
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Nordic Families Children and Early Childhood Education, 2019
This chapter explores the differences in parental involvement in ECEC
between Finland and Sweden.... more This chapter explores the differences in parental involvement in ECEC
between Finland and Sweden. While Finland and Sweden share a border
and have a common language (Swedish), the way the two nations
approach parental involvement in ECEC differs. The differences relate to
teacher training, traditions, cultural contexts and ECEC steering documents
(or policy documents). The chapter begins with a brief overview of
international literature about the effect of families’ socio-economic
on children’s educational achievement, parental involvement
in children’s education and family expectations. This is then followed
by a presentation of the Finnish context and the Swedish context,
where the following three areas are described: (1) ECEC context, (2)
steering documents and parent/carer involvement in ECEC and (3)
research and parent/carer partnership in ECEC. A discussion and reflection
about parental involvement in ECEC from Finland and Sweden
concludes the chapter.
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Nordic Families Children and Early Childhood Education, 2019
In all of the Nordic countries, we have seen a rapid increase in the number
of different language... more In all of the Nordic countries, we have seen a rapid increase in the number
of different languages spoken in early childhood education contexts.
A widely agreed notion today is that bilingualism and multilingualism
are important capital in the globalised world. Being able to speak different
languages enables wider communication and understanding across
countries and people. However, there is variance in how different Nordic
countries support early language learning, which may even reflect ideological differences towards languages and language teaching
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Interaction in Educational Domains. , 2013
All adolescents are closely connected with their living environment, which influences their lives... more All adolescents are closely connected with their living environment, which influences their lives and learning in many ways. For example, individuals’ mental functions develop in interaction within different social, historical, cultural, and institutional contexts. In these environments, we can find different cultural features that have an impact on students’ educational outcomes. For example, in the PISA 2009 assessment for the Swedish-language schools in Finland, 10 percent of the variance among students in reading literacy scores could be explained by the index of parents’
economic, social, and cultural status (ESCS) (Harju-Luukkainen & Nissinen 2011).
There are also many other studies in which educational outcomes are associated with cultural factors (see e.g., Carbonaro 1998; Israel et al. 2001; Schlee et al. 2009; Castillo et al. 2011; Sun 1999; OECD 2010a; Bernelius & Kauppinen 2011). In this paper we take a meso-level perspective on education and learning and focus on the wider social contexts in which people interact and live. We believe that this interaction in the cultural contexts of different areas localizes, to some
extent, the learning outcomes of individuals (see e.g., Coleman 1988; Bernelius & Kauppinen 2011). Our aim in this paper is to find and identify, if possible, areal accumulation of learning outcomes in Finland and look for similar areal patterns in different assessments. We will focus on the educational outcomes of Swedish language schools and take a closer look at three different areas in Finland. We examine the Swedish-language schools that participated both in the PISA 2009 assessment and in the School Health Promotion Study (SHPS) during the years
2008–2009. Concentration on the same schools makes the results more comparable. As regards PISA, we examine the data pertaining to reading literacy. As for SHPS, we focus on data related to students’ knowledge of intoxicants and issues of sexual health. The areal variation and the performance groupings, as well as the SHPS factors are studied by means of a spatial statistical method called “kriging” (e.g., Isaaks & Srivastava, 1989), discussed below.
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Immigrant Student Achievement and Education Polify: Cross-Cultural Approaches, 2018
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PISA pintaa syvemmältä : PISA 2015 Suomen pääraportti, 2018
Ensimmäinen PISA-tutkimus toteutettiin vuonna 2000, jonka jäl- keen se on toteutettu joka kolmas ... more Ensimmäinen PISA-tutkimus toteutettiin vuonna 2000, jonka jäl- keen se on toteutettu joka kolmas vuosi pääarviointialueita luku- taitoa, luonnontieteitä ja matematiikkaa vaihdellen. PISA-tutki- muksen tavoitteena on vastata kysymykseen, kuinka 15-vuotiaat nuoret osaavat etsiä, soveltaa sekä tuottaa tietoa erilaisten ongel- matilanteiden ratkaisemiseksi, erityisesti pääarviointialueen osalta. PISA 2015 -tutkimuksessa pääarviointialueena oli luonnontieteet. Pääarviointialueen osaamisen lisäksi PISA-tutkimus tuottaa myös paljon tietoa nuorten asenteista ja uskomuksista koulua kohtaan, koulusta ja kodista saatavasta tuesta sekä nuorten ystävyyssuh- teista. Näin ollen PISA tarjoaa mahdollisuuden tarkastella myös
nuorten kokemuksia saamastaan sosiaalisesta tuesta sekä näiden kokemusten yhteyttä oppimistuloksiin. (Vettenranta ym. 2016.)
Sosiokulttuurisesta näkökulmasta tarkasteltaessa nuoren kou- lunkäyntiin liittyviin asenteisiin ja edelleen oppimistuloksiin vai- kuttavat niin koulun ja perheen sisäiset mikrotasoiset kuin laajem- mat yhteiskunnalliset makrotasoisetkin vuorovaikutussuhteet (Ka- lalahti 2012). Esimerkiksi oppilaan asenteet ja uskomukset koulua kohtaan eivät siirry pelkästään vuorovaikutuksessa perheen, opet- tajien ja ystävien kanssa (Pesu, Viljaranta, Aunola 2016; Pesu, Au- nola, Viljaranta & Nurmi 2016), vaan niihin vaikuttaa myös muun muassa kokemus siitä, kuinka ympäröivä yhteiskunta arvottaa koulutusta (Kalalahti 2012). On myös syytä huomioida, että vuo- rovaikutussuhteiden ja eri sosiaalisen tuen lähteiden vaikutus nuo- ren koulumenestykseen ja elämään voi vaihdella ikävaiheesta tai elämäntilanteesta toiseen. Esimerkiksi Berneliuksen ja Kauppisen (2011) mukaan nuorilla lapsilla perheympäristön yhteys oppimis- tuloksiin on merkityksellisintä, kun taas myöhemmässä vaiheessa, lapsen varttuessa, ystävien merkitys korostuu.
Tämän artikkelin tavoitteena on tarkastella lähemmin nuor- ten kokemuksia kotoa ja koulusta saamastaan sosiaalisesta tues- ta sekä tämän koetun sosiaalisen tuen yhteyttä PISA-tutkimuk- sen arvioinnin kohteena olleeseen luonnontiedon osaamiseen se- kä yleiseen elämäntyytyväisyyteen, poissaolojen määrään ja ko- din varallisuuteen. Tarkemmin määriteltynä tavoitteena on tarkas- tella sitä, minkälaisia sosiaalisten kokemusten alaryhmiä aineis- tosta on löydettävissä, kuinka nämä ryhmät eroavat toisistaan su- kupuolen, luonnontieteellisen osaamisen, elämäntyytyväisyyden, poissaolojen ja myöhästelyiden sekä kodin varallisuuden suhteen sekä kuinka sosiaalisen tuen kokemukset vaihtelevat alueittain Suomessa.
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Asia Pacific Journal of Research in Early Childhood Education, 2018
Being able to speak different languages is important in today’s global world to allow communicati... more Being able to speak different languages is important in today’s global world to allow communication and understanding. Countries may vary in how they support early language learning with immersion programmes. This paper specifically explores the steering documents in Finland, Sweden, and Australia for children attending early childhood education settings (children aged birth to five years). A content analysis was used to explore patterns. The descriptive comparison allows similarities and differences across the countries to emerge. As a result, a table describing the different immersion and monolingual approaches in respective country is presented. The paper concludes with a broader discussion on steering documents in early childhood education in regards to young children’s rights to learning languages and attending different immersion programmes within early childhood.
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The Urban Review, 2018
In the United States, how to provide a high-quality education to all students has
been a focal di... more In the United States, how to provide a high-quality education to all students has
been a focal discussion, especially in urban settings. One potential solution that has
emerged to confront this issue involves urban teacher residency (UTR) programs that
provide innovations concerning the recruitment, preparation, and retention of teachers
in high-need urban schools. In this study, we conducted a content analysis and
compared steering documents of a UTR program in California with materials from
a teacher-training program in Finland. Despite differences in both the legislative and
local contexts under which the two programs operate, we found many similarities in
both the steering documents and course offerings of these two teacher-training programs.
For example, both promote aspects of social justice and are research-based.
Furthermore, both offer a variety of types of courses, such as those emphasizing the
pedagogical bases of education and research studies in education.
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The Journal of the International Associate of Special Education, 2018
This article examines two families’ experiences on the support services for their school-aged chi... more This article examines two families’ experiences on the support services for their school-aged child with Attention-Deficit/
Hyperactivity Disorder (ADHD). Families’ views about the received support were examined using netnography (a
form of ethnography). The research was conducted using an online survey directed to 208 families, in a closed social
media platform. Thereafter, four families were interviewed. From these interviews, two families were selected for further
in-depth analysis. The received set of supports were perceived differently: One set of supports was perceived as “positive”
and the other as “negative.” According to the analysis, families’ perspectives about the received support varied
based on how well the student’s individual needs were recognized by teachers, how much teachers knew about ADHD,
whether families’ perspective was heard, and whether they received adequate support in a multi-professional network.
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Oppimisen ja oppimisvaikeuksien erityislehti, 2017
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This article presents a new joint Nordic study module consisting of a theoretical framework, the ... more This article presents a new joint Nordic study module consisting of a theoretical framework, the kindergarten teacher students' case study and a reflection talk, in natural science for the kindergarten teacher education. The module is developed through an interdisciplinary collaboration in the Nordplus network: Learning of science concepts by kindergarten children: Nordic study module for the kindergarten teacher education (NATGREP), with science and quality in the kindergarten teacher education in focus. The introduction describes the Nordic kindergartens shortly, and concepts as quality and competence are shortly discussed. It is followed by the module's theoretical framework. Then the study module's development process is described accompanied by reflections of the student's case studies in relation to the theoretical framework. At the end, the work with the study module is sum-marised, and the main conclusion is that the study module contributes positively to the students' skills development, both in science and quality.
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Monikieliset oppilaat koulussa: eri kieliryhmien sisäinen ja ulkoinen motivaatio sekä sen yhteys ... more Monikieliset oppilaat koulussa: eri kieliryhmien sisäinen ja ulkoinen motivaatio sekä sen yhteys matematiikan osaamiseen PISA 2012-arvioinnissa For the rst time in PISA, the Finnish students with an immigrant background were oversampled in 2012. This makes the data more representative and increases the precision of statistical analyses. In this article 691 rst-generation and 603 second-generation students with an immigrant background are studied closer as a group. We examine the level of students' intrinsic and extrinsic motivation and its relation to the educational outcome in PISA 2012 from the perspective of students' linguistic background. According to the results, there are statistically signicant dierences in students' motivation level in dierent language groups. All of the non-native language groups represented in PISA 2012 had a higher level of motivation compared to native language groups. Secondly, the results reveal that the correlation between motivation and educational outcome within dierent language groups is not straightforward. Finally, we discuss some implications concerning the role of motivation and native languages of the student with migrant background in learning and how learning could be supported by taking these factors into consideration when teaching in multicultural and multilingual settings.
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Leadership and Policy in Schools, 2014
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Papers by Heidi K Harju-Luukkainen
fiercely debated in both academic and policy spheres for decades around the world. This paper seeks to explicate how different countries are utilizing large-scale testing and test results at the classroom level. Through country profiles, this paper analyzes contemporary developments on the tensions and synergies between large-scale assessment and classroom teaching, learning, and assessment observed across seven international jurisdictions: United States, Canada, Australia, England, Germany, Finland, and Singapore. The paper concludes with an analysis of international trends leading to a synthesis of root causes contributing to the current limited uptake of large-scale
assessment results at classroom levels.
between Finland and Sweden. While Finland and Sweden share a border
and have a common language (Swedish), the way the two nations
approach parental involvement in ECEC differs. The differences relate to
teacher training, traditions, cultural contexts and ECEC steering documents
(or policy documents). The chapter begins with a brief overview of
international literature about the effect of families’ socio-economic
on children’s educational achievement, parental involvement
in children’s education and family expectations. This is then followed
by a presentation of the Finnish context and the Swedish context,
where the following three areas are described: (1) ECEC context, (2)
steering documents and parent/carer involvement in ECEC and (3)
research and parent/carer partnership in ECEC. A discussion and reflection
about parental involvement in ECEC from Finland and Sweden
concludes the chapter.
of different languages spoken in early childhood education contexts.
A widely agreed notion today is that bilingualism and multilingualism
are important capital in the globalised world. Being able to speak different
languages enables wider communication and understanding across
countries and people. However, there is variance in how different Nordic
countries support early language learning, which may even reflect ideological differences towards languages and language teaching
economic, social, and cultural status (ESCS) (Harju-Luukkainen & Nissinen 2011).
There are also many other studies in which educational outcomes are associated with cultural factors (see e.g., Carbonaro 1998; Israel et al. 2001; Schlee et al. 2009; Castillo et al. 2011; Sun 1999; OECD 2010a; Bernelius & Kauppinen 2011). In this paper we take a meso-level perspective on education and learning and focus on the wider social contexts in which people interact and live. We believe that this interaction in the cultural contexts of different areas localizes, to some
extent, the learning outcomes of individuals (see e.g., Coleman 1988; Bernelius & Kauppinen 2011). Our aim in this paper is to find and identify, if possible, areal accumulation of learning outcomes in Finland and look for similar areal patterns in different assessments. We will focus on the educational outcomes of Swedish language schools and take a closer look at three different areas in Finland. We examine the Swedish-language schools that participated both in the PISA 2009 assessment and in the School Health Promotion Study (SHPS) during the years
2008–2009. Concentration on the same schools makes the results more comparable. As regards PISA, we examine the data pertaining to reading literacy. As for SHPS, we focus on data related to students’ knowledge of intoxicants and issues of sexual health. The areal variation and the performance groupings, as well as the SHPS factors are studied by means of a spatial statistical method called “kriging” (e.g., Isaaks & Srivastava, 1989), discussed below.
nuorten kokemuksia saamastaan sosiaalisesta tuesta sekä näiden kokemusten yhteyttä oppimistuloksiin. (Vettenranta ym. 2016.)
Sosiokulttuurisesta näkökulmasta tarkasteltaessa nuoren kou- lunkäyntiin liittyviin asenteisiin ja edelleen oppimistuloksiin vai- kuttavat niin koulun ja perheen sisäiset mikrotasoiset kuin laajem- mat yhteiskunnalliset makrotasoisetkin vuorovaikutussuhteet (Ka- lalahti 2012). Esimerkiksi oppilaan asenteet ja uskomukset koulua kohtaan eivät siirry pelkästään vuorovaikutuksessa perheen, opet- tajien ja ystävien kanssa (Pesu, Viljaranta, Aunola 2016; Pesu, Au- nola, Viljaranta & Nurmi 2016), vaan niihin vaikuttaa myös muun muassa kokemus siitä, kuinka ympäröivä yhteiskunta arvottaa koulutusta (Kalalahti 2012). On myös syytä huomioida, että vuo- rovaikutussuhteiden ja eri sosiaalisen tuen lähteiden vaikutus nuo- ren koulumenestykseen ja elämään voi vaihdella ikävaiheesta tai elämäntilanteesta toiseen. Esimerkiksi Berneliuksen ja Kauppisen (2011) mukaan nuorilla lapsilla perheympäristön yhteys oppimis- tuloksiin on merkityksellisintä, kun taas myöhemmässä vaiheessa, lapsen varttuessa, ystävien merkitys korostuu.
Tämän artikkelin tavoitteena on tarkastella lähemmin nuor- ten kokemuksia kotoa ja koulusta saamastaan sosiaalisesta tues- ta sekä tämän koetun sosiaalisen tuen yhteyttä PISA-tutkimuk- sen arvioinnin kohteena olleeseen luonnontiedon osaamiseen se- kä yleiseen elämäntyytyväisyyteen, poissaolojen määrään ja ko- din varallisuuteen. Tarkemmin määriteltynä tavoitteena on tarkas- tella sitä, minkälaisia sosiaalisten kokemusten alaryhmiä aineis- tosta on löydettävissä, kuinka nämä ryhmät eroavat toisistaan su- kupuolen, luonnontieteellisen osaamisen, elämäntyytyväisyyden, poissaolojen ja myöhästelyiden sekä kodin varallisuuden suhteen sekä kuinka sosiaalisen tuen kokemukset vaihtelevat alueittain Suomessa.
been a focal discussion, especially in urban settings. One potential solution that has
emerged to confront this issue involves urban teacher residency (UTR) programs that
provide innovations concerning the recruitment, preparation, and retention of teachers
in high-need urban schools. In this study, we conducted a content analysis and
compared steering documents of a UTR program in California with materials from
a teacher-training program in Finland. Despite differences in both the legislative and
local contexts under which the two programs operate, we found many similarities in
both the steering documents and course offerings of these two teacher-training programs.
For example, both promote aspects of social justice and are research-based.
Furthermore, both offer a variety of types of courses, such as those emphasizing the
pedagogical bases of education and research studies in education.
Hyperactivity Disorder (ADHD). Families’ views about the received support were examined using netnography (a
form of ethnography). The research was conducted using an online survey directed to 208 families, in a closed social
media platform. Thereafter, four families were interviewed. From these interviews, two families were selected for further
in-depth analysis. The received set of supports were perceived differently: One set of supports was perceived as “positive”
and the other as “negative.” According to the analysis, families’ perspectives about the received support varied
based on how well the student’s individual needs were recognized by teachers, how much teachers knew about ADHD,
whether families’ perspective was heard, and whether they received adequate support in a multi-professional network.
fiercely debated in both academic and policy spheres for decades around the world. This paper seeks to explicate how different countries are utilizing large-scale testing and test results at the classroom level. Through country profiles, this paper analyzes contemporary developments on the tensions and synergies between large-scale assessment and classroom teaching, learning, and assessment observed across seven international jurisdictions: United States, Canada, Australia, England, Germany, Finland, and Singapore. The paper concludes with an analysis of international trends leading to a synthesis of root causes contributing to the current limited uptake of large-scale
assessment results at classroom levels.
between Finland and Sweden. While Finland and Sweden share a border
and have a common language (Swedish), the way the two nations
approach parental involvement in ECEC differs. The differences relate to
teacher training, traditions, cultural contexts and ECEC steering documents
(or policy documents). The chapter begins with a brief overview of
international literature about the effect of families’ socio-economic
on children’s educational achievement, parental involvement
in children’s education and family expectations. This is then followed
by a presentation of the Finnish context and the Swedish context,
where the following three areas are described: (1) ECEC context, (2)
steering documents and parent/carer involvement in ECEC and (3)
research and parent/carer partnership in ECEC. A discussion and reflection
about parental involvement in ECEC from Finland and Sweden
concludes the chapter.
of different languages spoken in early childhood education contexts.
A widely agreed notion today is that bilingualism and multilingualism
are important capital in the globalised world. Being able to speak different
languages enables wider communication and understanding across
countries and people. However, there is variance in how different Nordic
countries support early language learning, which may even reflect ideological differences towards languages and language teaching
economic, social, and cultural status (ESCS) (Harju-Luukkainen & Nissinen 2011).
There are also many other studies in which educational outcomes are associated with cultural factors (see e.g., Carbonaro 1998; Israel et al. 2001; Schlee et al. 2009; Castillo et al. 2011; Sun 1999; OECD 2010a; Bernelius & Kauppinen 2011). In this paper we take a meso-level perspective on education and learning and focus on the wider social contexts in which people interact and live. We believe that this interaction in the cultural contexts of different areas localizes, to some
extent, the learning outcomes of individuals (see e.g., Coleman 1988; Bernelius & Kauppinen 2011). Our aim in this paper is to find and identify, if possible, areal accumulation of learning outcomes in Finland and look for similar areal patterns in different assessments. We will focus on the educational outcomes of Swedish language schools and take a closer look at three different areas in Finland. We examine the Swedish-language schools that participated both in the PISA 2009 assessment and in the School Health Promotion Study (SHPS) during the years
2008–2009. Concentration on the same schools makes the results more comparable. As regards PISA, we examine the data pertaining to reading literacy. As for SHPS, we focus on data related to students’ knowledge of intoxicants and issues of sexual health. The areal variation and the performance groupings, as well as the SHPS factors are studied by means of a spatial statistical method called “kriging” (e.g., Isaaks & Srivastava, 1989), discussed below.
nuorten kokemuksia saamastaan sosiaalisesta tuesta sekä näiden kokemusten yhteyttä oppimistuloksiin. (Vettenranta ym. 2016.)
Sosiokulttuurisesta näkökulmasta tarkasteltaessa nuoren kou- lunkäyntiin liittyviin asenteisiin ja edelleen oppimistuloksiin vai- kuttavat niin koulun ja perheen sisäiset mikrotasoiset kuin laajem- mat yhteiskunnalliset makrotasoisetkin vuorovaikutussuhteet (Ka- lalahti 2012). Esimerkiksi oppilaan asenteet ja uskomukset koulua kohtaan eivät siirry pelkästään vuorovaikutuksessa perheen, opet- tajien ja ystävien kanssa (Pesu, Viljaranta, Aunola 2016; Pesu, Au- nola, Viljaranta & Nurmi 2016), vaan niihin vaikuttaa myös muun muassa kokemus siitä, kuinka ympäröivä yhteiskunta arvottaa koulutusta (Kalalahti 2012). On myös syytä huomioida, että vuo- rovaikutussuhteiden ja eri sosiaalisen tuen lähteiden vaikutus nuo- ren koulumenestykseen ja elämään voi vaihdella ikävaiheesta tai elämäntilanteesta toiseen. Esimerkiksi Berneliuksen ja Kauppisen (2011) mukaan nuorilla lapsilla perheympäristön yhteys oppimis- tuloksiin on merkityksellisintä, kun taas myöhemmässä vaiheessa, lapsen varttuessa, ystävien merkitys korostuu.
Tämän artikkelin tavoitteena on tarkastella lähemmin nuor- ten kokemuksia kotoa ja koulusta saamastaan sosiaalisesta tues- ta sekä tämän koetun sosiaalisen tuen yhteyttä PISA-tutkimuk- sen arvioinnin kohteena olleeseen luonnontiedon osaamiseen se- kä yleiseen elämäntyytyväisyyteen, poissaolojen määrään ja ko- din varallisuuteen. Tarkemmin määriteltynä tavoitteena on tarkas- tella sitä, minkälaisia sosiaalisten kokemusten alaryhmiä aineis- tosta on löydettävissä, kuinka nämä ryhmät eroavat toisistaan su- kupuolen, luonnontieteellisen osaamisen, elämäntyytyväisyyden, poissaolojen ja myöhästelyiden sekä kodin varallisuuden suhteen sekä kuinka sosiaalisen tuen kokemukset vaihtelevat alueittain Suomessa.
been a focal discussion, especially in urban settings. One potential solution that has
emerged to confront this issue involves urban teacher residency (UTR) programs that
provide innovations concerning the recruitment, preparation, and retention of teachers
in high-need urban schools. In this study, we conducted a content analysis and
compared steering documents of a UTR program in California with materials from
a teacher-training program in Finland. Despite differences in both the legislative and
local contexts under which the two programs operate, we found many similarities in
both the steering documents and course offerings of these two teacher-training programs.
For example, both promote aspects of social justice and are research-based.
Furthermore, both offer a variety of types of courses, such as those emphasizing the
pedagogical bases of education and research studies in education.
Hyperactivity Disorder (ADHD). Families’ views about the received support were examined using netnography (a
form of ethnography). The research was conducted using an online survey directed to 208 families, in a closed social
media platform. Thereafter, four families were interviewed. From these interviews, two families were selected for further
in-depth analysis. The received set of supports were perceived differently: One set of supports was perceived as “positive”
and the other as “negative.” According to the analysis, families’ perspectives about the received support varied
based on how well the student’s individual needs were recognized by teachers, how much teachers knew about ADHD,
whether families’ perspective was heard, and whether they received adequate support in a multi-professional network.
I boken Undervisning i flerspråkig förskola diskuteras hur förskolan, och därmed samhället i stort, kan skapa likvärdiga utvecklingsmöjligheter för alla barn, oavsett språkliga erfarenheter. Bokens kapitel berör samtal mellan förskollärare och barn i gemensamma aktiviteter men också flerspråkiga elevers skolprestation efter avslutad grundskoleutbildning. I boken redovisas flera studier från Sverige, Finland och Norge. Tematiken i denna bok begränsas därmed inte heller till att endast relatera till att lära sig majoritetsspråket. Det är hög tid att lämna enspråkighetsdiskursen med fokus på individers kunskaper i ett språk och gå vidare till en mer informerad och relevant förståelse av språk, undervisning och lärande som integrerade företeelser.
Den här boken ger redskap för att förstå och utveckla undervisningen i en flerspråkig förskolemiljö. Boken vänder sig främst till studenter på högskolenivå inom förskolans område, men den passar även för fortbildning av förskollärare.
Heidi Harju-Luukkainen (red.) är docent i elevutvärdering och universitetslektor vid Helsingfors universitet för den svenskspråkiga utbildningen av barnträdgårdslärare.
Anne Kultti (red.) är docent i pedagogik vid Göteborgs universitet, Institutionen för pedagogik, kommunikation och lärande.
Camilla Björklund är docent och arbetar som universitetslektor i pedagogik med inriktning mot förskolebarns matematiklärande vid Göteborgs universitet.
Elin Eriksen Ødegaard är professor i pedagogik vid Høgskulen på Vestlandet och professor II vid Universitetet i Tromsø – Norges arktiska universitet.
Laila Gustavsson är förskollärare och universitetslektor i pedagogiskt arbete och undervisar på lärarutbildningen vid Högskolan Kristianstad.
Pernilla Lagerlöf är universitetslektor i barn- och ungdomsvetenskap vid Institutionen för pedagogik, kommunikation och lärarande, Göteborgs universitet, samt verksam inom Linnécentret för forskning och lärande och medier (LinCS).
Olivia Maury är politices magister i sociologi och har arbetat som forskningsassistent inom projektet Natur & Språk.
Niklas Pramling är professor i pedagogik vid Linnécentret för forskning om lärande och medier (LinCS).
Anna Slotte är docent och universitetslektor i pedagogik vid Helsingfors universitet med ansvar för svenskämnets didaktik vid universitetets svenskspråkiga klasslärarutbildning.
Roger Säljö är professor i pedagogisk psykologi vid Göteborgs universitet.
Susanne Thulin är förskollärare och universitetslektor i pedagogik och programområdesansvarig för förskollärarutbildningen vid Högskolan Kristianstad.
Cecilia Wallerstedt är docent vid institutionen för pedagogik, kommunikation och lärande vid Göteborgs universitet.