Browsing by Subject "oppilaskunta"

Sort by: Order: Results:

Now showing items 1-5 of 5
  • Alatalo, Niko (Helsingin yliopisto, 2018)
    A goal of this study was to find out what motivates children and youth to take part on participation activities. Interviews of this study based on active members of school council and a supervising teacher from fairly large comprehensive school in Helsinki. The goal of this study was to find out how participation of active members comes true and interviewees motivation on participation actions in school. Lack of motivation on participation around youth and children are widely known and there’s also some research about passive youth. However, there are quite few studies about active youth and children on participation context. According to studies Finnish youth have great resources about how to participate and influence but most of them react passive on participation. It seems that there are many different places to practice participation for example school and youth councils but only few children want to take part of an action. This study explained what has motivated active school council’s members to take a part on influencing actions. Research material was collected by interviewing five highly motivated pupils from elementary and junior high school and the school council’s supervising teacher. The interviews were transcribed and content were analyzed with classification of different themes which were decoded and interpret findings. The pupils were part of a highly motivated group of the school council so hypothesis was that they would be active and interested about participation which was certified by the interviews. The group of motivated pupils on school council seemed to have high participation levels. When the participation level rises it comes with responsibility and a representing nature of the action emphasizes. The highly motivated group operating gave stability for projects and for the whole operations but at the same it took piece of the idea of democracy with it. The interviews revealed that pupils experience influencing on participation actions important. The pupils felt generating common good, appreciation of others and an access to information motivates them to take an action. The significance of being a part of school council was explained by learning new skills as well. An effort on information makes it possible to cut misconceptions around the operations. The school council should take notice of pupils’ point of interests and offer them positive experience on influence actions.
  • Kivipelto, Johanna (Helsingfors universitet, 2014)
    Objectives: In my thesis, I studied the fourth, the fifth and the sixth graders views about the conceptions of the influence at school. In the thesis it was also surveyed what kind of matters the pupils wanted to influence at school. Furthermore, it was studied what kind of influencing skills pupils thought they have. The theory part of the thesis consisted in an overview to the children's and youth's different kind of needs for participation as well as an overview to the curriculum system which forms the base of the school work was studied. In addition, in the theory part of the thesis the democracy expressed at school and the awakening of the children's interest in civic matters were studied. Methods: The thesis was a survey-research and structured questionnaires were used when information was collected. The research group consisted of 112 pupils who studied at the fourth, the fifth and the sixth grades in the primary school situated in the Southern part of Finland. The data was analyzed with the quantitative research program SPSS. At first different numbers such as averages and standard deviations were examined and after that factor analyses were used. Correlation examination was also used. Results and conclusions: The results showed that the pupils had a positive image about their own influencing skills and they trusted their own opinions. They felt that it was important to have influence on they own matters as well as on the common matters at school. However many of the pupils felt that they didn't have possibilities to influence what happens at school during the school day. In addition, the pupils didn't want the teachers or the headmaster to decide solely how the work at school was carried out. The things that the pupils wanted to influence the most were the lunch and the snack at school, the seating arrangement in the classroom, the visits carried out at school and the optional subjects. According to the results it's possible to draw a conclusion that the pupils' participation at school is necessary. The pupils value the possibilities to take part in and seem to understand that it is needed them to contribute themselves so that it is possible to enjoy more the time spend at school. It's also possible to draw a conclusion that although the possibilities to participate are valued there is a lack of real enthusiasm to participate. This is why it seems that there is a need for different kinds of ways to participate since the current ways to participate at school lack to motivate many pupils. Also the work of student body needs to be improved since many of the pupils didn't want to participate to the work of student body although they thought the work done by the student body was important.
  • Metsäranta, Riina (Helsingin yliopisto, 2021)
    Student boards aim to increase children’s participation and develop democratic competencies needed for active citizenship. However, not much research has been done on young children’s experiences on this topic. Previous studies suggest that use of representative democracy structures within school context provide students elected to the board with a space to practice e.g. negotiation skills. This qualitative case study aims to investigate the experiences of children elected to the student board government, focusing on the agency and participation narratives produced by the children, and instances of democratic competency. Research material was collected via questionnaire consisting of five open questions and a multiple choice section to examine the reliability of the answers. The study was partaken by nine students from a school actively developing their student board. All students were 4th or 5th graders elected to the student board either during the semester in which material was collected or the previous year. The material was analyzed and themed by qualitative content analysis. Themes were studied in the light of participation and growing into active citizenship discourses found from previous research. The children perceived the student board as a space where they have permission to speak out about school matters, be heard and partake in collective decision making. They viewed social skills and the ability and courage to express opinions and ideas as cardinal strengths and competencies. These skills are both needed and learned while being a member of the student board. The school democracy practiced by the student board appeared as a cooperative negotiation typical to deliberative democracy with the goal to advance common good. On the other hand, the student board appeared as a separate space from everyday school life the other students aren’t very interested in. Thus, social participation in the school community might not fully come true, and the agency in the context of the student board might not intertwine with other areas of life despite the skill-developing experiences it offers.
  • Tujula, Mikko (Helsingfors universitet, 2012)
    In my thesis, I studied the conceptions of the teachers who supervise school councils in primary schools. The purpose of this study was to examine the aims of school councils, how the aims are actualised, and how the school councils are organised and enhanced at the school level. The concern about the social passivity of children and the young has been raised to public discussion after the millennium. School councils have been considered to be a solution for decreasing social passivity. School democracy has not been a popular topic since the 1980 s, but during the 21st century, it has become more popular, and nowadays, many primary schools have their own school councils. Nevertheless, school councils have not been a popular research subject. In this study, the perspective to school world is societal, and the supervising teachers' conceptions are reflected to democracy, participation and citizenship education using the writings by Dewey, Freire and Biesta. The research data was collected from ten thematic interviews. The interviewees were ten teachers from Espoo, who were responsible for supervising the school councils at their schools. The interviews were analysed using research methods typical for a phenomenographic study. According to the study, the teachers are mainly very satisfied with school councils. School councils were considered to be such places in which pupils learn useful knowledge and skills. In addition, the teachers thought that school councils enhance the communality of schools as well as the participation of pupils. The role of school councils as an organiser of events was considered to be very strong. Via school councils, pupils have been able to affect schools' equipment and conventions, for example, the equipment that can be used during breaks, and school catering. Even though school councils were considered very positive, the interviewed teachers found many things to improve. For example, the teachers thought that pupils and teachers should be more active. In addition, it was considered that even though school councils provide a model of democracy and active citizenship, the pupils' possibilities to impact matters at their school were only minor. School councils were considered to be led by teachers and coordinated from above. School councils could be improved by shifting the focus on school democracy from school councils to classrooms. In classrooms, every student would have an opportunity to learn useful knowledge and skills and to gain experience if they could impact matters at school.
  • Korhonen, Kaisa (Helsingfors universitet, 2015)
    The function of this study is to find out what kind of discourses of participation can be found in a middle school student counsil meeting. The purpose was to study what kind of positions do the students take and give to others in interaction when participating in decision-making, and also to find out what kind of environment of participation do the students build around them through speaking. The base theory in this study is a viewpoint of participation as an experience of an individual and sosio-constructional understanding of reality as made up of social interaction. The research method was qualitative case study. The data collecting method was observation by way of videotaping. Analysing method was discourse analysis. In this study there was 12 participants age 13-15 who were part of a student council functioning in their school. In the student council meeting that I recorded the students discussed what could be done improving on students wellbeing in school. In the meeting there was a discourse of institution including understanding one's role primarily as a source of information. Students saw strick frames for their functioning in school system set from above. They also saw their relations to teachers through a role differentiation of supervised - supervisor. They also sustained an institutional image of the school including gloominess of the school building, lack of funds and discomfort during lessons. They were not willing, or capable, to question this image of school. There was also a youth-discourse including the pressure to fit in and underlining one's freedom to choose their lifestyle.