Browsing by Subject "educational support"

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  • Niemi, Anna-Maija; Laaksonen, Linda Maria (2020)
    After basic education, the Finnish educational system divides into separate types of upper secondary schools – general and vocational. Vocational schools have long traditions of educating young people with support needs and arranging special education. General upper secondary schools are instead considered to serve ‘academically orientated’ students, and these schools do not necessarily have established support practices. In this article, we examine how the needs of support are discussed in general upper secondary education, and what kinds of meanings they get in a school’s everyday practices. The article is based on an ethnographic study of educational support, study counselling and societal inclusion. Our analysis highlights the school’s study culture as strongly academic, where diverse support practices are not part of the picture. The current resources shape support as an individual and separate addition to general teaching, even though, according to education policy aims, support should be communal and inclusive.
  • Vainikainen, Mari-Pauliina; Lintuvuori, Meri; Paananen, Maiju; Eskelinen, Mervi; Kirjavainen, Tanja; Hienonen, Ninja; Jahnukainen, Markku; Thuneberg, Helena; Asikainen, Mikko; Suhonen, Eira; Alijoki, Alisa; Sajaniemi, Nina; Reunamo, Jyrki; Keskinen, Hanna-Leena; Hotulainen, Risto (Valtioneuvoston kanslia, 2018)
    Valtioneuvoston selvitys- ja tutkimustoiminnan julkaisusarja
  • Ekstam, Ulrika; Linnanmäki, Karin; Aunio, Pirjo (2017)
    This study aimed to investigate how teachers’ certification status, experience in instruction, and teachers’ efficacy beliefs for teaching lower secondary students in mathematics are related to differentiated instruction practices. A total of 42 mathematics teachers and 27 special education teachers answered an electronic questionnaire regarding mathematics teaching efficacy beliefs and their frequency of use of differentiation practices. The results indicated that teachers’ efficacy beliefs were related to differentiation in content, flexible examination models, homework support, and co-teaching. Neither certification status nor teacher experience in instruction was related to the frequency of use of differentiation practices. As teacher efficacy beliefs seem to have an effect on the use of differentiation practices, and especially on co-teaching, it should be important for teacher education to focus on developing pre-service teachers’ efficacy beliefs as well as implementing a strong collaboration between different teacher groups.