The Experts below are selected from a list of 303 Experts worldwide ranked by ideXlab platform
Marianne Dovemark - One of the best experts on this subject based on the ideXlab platform.
-
twelve years of upper secondary education in sweden the beginnings of a neo liberal policy hegemony
Educational Review, 2011Co-Authors: Dennis Beach, Marianne DovemarkAbstract:In this article we discuss data produced about learning practices and learner identities during the past 12 years of upper-secondary School Development in Sweden based on ethnographic fieldwork that has examined these issues with respect to two sets of pupils from these Schools: one successful, one unsuccessful. Two things are considered in particular. One is how these pupils and their School activities are described and positioned by teachers. Another is how pupils describe their own activities and position themselves. Some policy changes have been noted across the researched period. Questions relating to participation are considered in relation to them and there is also an attempt to make a connection to a possible social-class relationship. Our main concern however, is for how recent policy changes have been enacted in Schools and classrooms and what effects this enactment seems to have had on learner subjectivity and learner identities.
Tiina Soini - One of the best experts on this subject based on the ideXlab platform.
-
Lessons learnt from a large-scale curriculum reform: The strategies to enhance Development work and reduce reform-related stress
Journal of Educational Change, 2019Co-Authors: Lotta Tikkanen, Kirsi Pyhältö, Janne Pietarinen, Tiina SoiniAbstract:Sustainable School Development is suggested to result in both meaningful learning and enhanced well-being for those involved in the reform work. The aim of the study was to gain a better understanding of the relations between the strategies utilised in School Development work, School impact of the reform and burdening in the context of curriculum reform in Finland. Altogether 550 district-level stakeholders responsible for curriculum reform at the local level responded to the survey. Structural equation modelling (SEM) was utilised to explore the interrelations between the reform implementation strategy, collective proactive strategies of well-being, as well as reform-related stress and the perceived School impact of the reform. The results showed that the top-down–bottom-up implementation strategy was related to the School impact of the reform and to the use of collective proactive strategies and reduced levels of stress. Collective proactive strategies also contributed to lower stress levels and enhanced School impact. The results indicate that the top-down–bottom-up implementation strategy provides an effective way to promote sustainable School reform in terms of enhancing the collective and cumulative learning and reducing burdening of those involved in the reform.
-
how does the learning environment in teacher education cultivate first year student teachers sense of professional agency in the professional community
Teaching and Teacher Education, 2017Co-Authors: Auli Toom, Kirsi Pyhältö, Janne Pietarinen, Tiina SoiniAbstract:Abstract This study investigated Finnish first year student teachers' (N = 244) sense of professional agency in the professional community, their perceptions of teacher education as a learning environment, and the interrelation between these two. Student teacher's professional agency in the professional community consists of motivation to learn, efficacy beliefs of learning, and intentional strategies for promoting School Development and student learning. The results showed that student teachers' sense of professional agency in a professional community consisted of the complementary components of utilization of feedback, appreciation of collective efficacy, sense of community, striving for Developments, and seeking help actively. As the characteristics of the learning environment, social support, equality, climate and recognition were emphasized.
Dennis Beach - One of the best experts on this subject based on the ideXlab platform.
-
twelve years of upper secondary education in sweden the beginnings of a neo liberal policy hegemony
Educational Review, 2011Co-Authors: Dennis Beach, Marianne DovemarkAbstract:In this article we discuss data produced about learning practices and learner identities during the past 12 years of upper-secondary School Development in Sweden based on ethnographic fieldwork that has examined these issues with respect to two sets of pupils from these Schools: one successful, one unsuccessful. Two things are considered in particular. One is how these pupils and their School activities are described and positioned by teachers. Another is how pupils describe their own activities and position themselves. Some policy changes have been noted across the researched period. Questions relating to participation are considered in relation to them and there is also an attempt to make a connection to a possible social-class relationship. Our main concern however, is for how recent policy changes have been enacted in Schools and classrooms and what effects this enactment seems to have had on learner subjectivity and learner identities.
Clayton R Cook - One of the best experts on this subject based on the ideXlab platform.
-
assessing adolescents positive psychological functioning at School Development and validation of the student subjective wellbeing questionnaire
School Psychology Quarterly, 2015Co-Authors: Tyler L Renshaw, Anna C J Long, Clayton R CookAbstract:This study reports on the initial Development and validation of the Student Subjective Wellbeing Questionnaire (SSWQ) with a sample of 1,002 students in Grades 6-8. The SSWQ is a 16-item self-report instrument for assessing youths' subjective wellbeing at School, which is operationalized via 4 subscales measuring School connectedness, academic efficacy, joy of learning, and educational purpose. The conceptualization and Development of the SSWQ's subscales and items are described, and results from a series of preliminary psychometric analyses are reported. FINDINGS indicated that the SSWQ was characterized by 4 conceptually sound latent factors, that these 4 first-order factors were robust indicators of a single second-order factor (i.e., student subjective wellbeing), that all subscales and the composite scale demonstrated at least adequate construct reliability and internal consistency, and that the estimated latent-means for all first-order and second-order factors were invariant across gender. Moreover, results from bivariate correlations and a latent-variable path analysis provided evidence in support of the construct validity of the SSWQ's scales and latent factors, showing strong associations with other student wellbeing indicators (i.e., School prosociality and academic perseverance), while findings from binary logistic regressions demonstrated that overall student subjective wellbeing levels, based on composite scores from the SSWQ, were mildly to-strongly associated with a variety of self-endorsed risk factors (e.g., aggression and self-harm) and protective factors (e.g., social support and physical exercise). Implications for theory, research, and the practice of School psychology are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved). Language: en
-
assessing adolescents positive psychological functioning at School Development and validation of the student subjective wellbeing questionnaire
School Psychology Quarterly, 2015Co-Authors: Tyler L Renshaw, Anna C J Long, Clayton R CookAbstract:This study reports on the initial Development and validation of the Student Subjective Wellbeing Questionnaire (SSWQ) with a sample of 1,002 students in Grades 6-8. The SSWQ is a 16-item self-report instrument for assessing youths' subjective wellbeing at School, which is operationalized via 4 subscales measuring School connectedness, academic efficacy, joy of learning, and educational purpose. The conceptualization and Development of the SSWQ's subscales and items are described, and results from a series of preliminary psychometric analyses are reported. Findings indicated that the SSWQ was characterized by 4 conceptually sound latent factors, that these 4 first-order factors were robust indicators of a single second-order factor (i.e., student subjective wellbeing), that all subscales and the composite scale demonstrated at least adequate construct reliability and internal consistency, and that the estimated latent-means for all first-order and second-order factors were invariant across gender. Moreover, results from bivariate correlations and a latent-variable path analysis provided evidence in support of the construct validity of the SSWQ's scales and latent factors, showing strong associations with other student wellbeing indicators (i.e., School prosociality and academic perseverance), while findings from binary logistic regressions demonstrated that overall student subjective wellbeing levels, based on composite scores from the SSWQ, were mildly to-strongly associated with a variety of self-endorsed risk factors (e.g., aggression and self-harm) and protective factors (e.g., social support and physical exercise). Implications for theory, research, and the practice of School psychology are discussed.
Lotta Tikkanen - One of the best experts on this subject based on the ideXlab platform.
-
Lessons learnt from a large-scale curriculum reform: The strategies to enhance Development work and reduce reform-related stress
Journal of Educational Change, 2019Co-Authors: Lotta Tikkanen, Kirsi Pyhältö, Janne Pietarinen, Tiina SoiniAbstract:Sustainable School Development is suggested to result in both meaningful learning and enhanced well-being for those involved in the reform work. The aim of the study was to gain a better understanding of the relations between the strategies utilised in School Development work, School impact of the reform and burdening in the context of curriculum reform in Finland. Altogether 550 district-level stakeholders responsible for curriculum reform at the local level responded to the survey. Structural equation modelling (SEM) was utilised to explore the interrelations between the reform implementation strategy, collective proactive strategies of well-being, as well as reform-related stress and the perceived School impact of the reform. The results showed that the top-down–bottom-up implementation strategy was related to the School impact of the reform and to the use of collective proactive strategies and reduced levels of stress. Collective proactive strategies also contributed to lower stress levels and enhanced School impact. The results indicate that the top-down–bottom-up implementation strategy provides an effective way to promote sustainable School reform in terms of enhancing the collective and cumulative learning and reducing burdening of those involved in the reform.