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Browsing by Subject "maahanmuuttajataustaiset oppilaat"

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  • Opettajien näkemyksiä maahanmuuttajataustaisten oppilaiden oppimisesta sekä niihin liittyvät kasvun ajattelutavan piirteet : Tapaustutkimus helsinkiläisestä alakoulusta 
    Zlobina, Nina (2021)
    The aim of this study is research teachers’ views on the learning of pupils with immigrant backround and to explore the growth mindset pedagogy features that they use in their teaching. Forthermore, this study was interested in what themes teachers think are essential in the learning of pupils with immigrant backgrounds, because previous studies show, that pupils with immigrant backbrounds tend to perform worse in school than endigenous population. The framework of this study comes from Carol Dwecks’ (2000; 2006) findings about two different mindsets. The growth mindset emphasizes belief in the formability of basic human qualities, whereas in an fixed mindset qualities such as intelligence and talent are seen as permanent. This study was carried out as a qualitative case study and six teachers were interviewed for it, five of whitch were class teachers and one special class teacher. The data was collected through interviews in the spring of 2021, and it was analysed using inductive as well as deductive content analysis. The results of the study show that teachers' views on the learning of pupils with an immigrant background are largely positive and that teachers consider content related to learning the Finnish language, differentiating teaching, the impact of home and school resources to be important for the learning of pupils with an immigrant background. Pupil motivation was seen as central to language learning and was sought to be supported by honest and encouraging feedback. In terms of differentiation, individualization of teaching goals was perceived as important for students with an immigrant background. In this study, the characteristics of growth mindset pedagogy were found in abundance in teacher interviews. In addition to differentiation, the key themes were the importance of teaching the meaning of mistakes and challenges, and the idea that teachers should not give up on their students ’learning. In summary, based on interviews teachers use the pedagogy of the growth mindset when teacing pupils with immigrant background and perceive it to be related to the learning of those pupils.
  • Työmuistin merkitys matemaattisen suoriutumisen taustalla eri kulttuuritaustan omaavilla oppilailla 
    Leminen, Laura (2018)
    According to earlier research, Finnish students and students with immigrant background have significant differences between their mathematic skills during comprehensive school. Previous research also shows that mathematic skills are linked with working memory skills. Children’s biological primary skills, cognitive development, social interaction, and common cultural factors affect their mathematic skill development. According to earlier studies, mother’s level of education, linguistic expression, assignment orientation are explanatory factors in the beginning of school. The purpose of this study was to examine if there is a difference between Finnish students’ and students with immigrant background in their mathematic skills at grade six. If there are differences is it possible to explain them with working memory skills? Another purpose was to examine other explanatory factors for these differences. Theoretical framework is based on working memory, mathematical skills and students with immigrant background. The data were collected by Centre for Educational Assessment in spring 2016. A total of 2014 sixth grade students from one municipality in the Helsinki metropolitan area participated in this assessment. In this study, two different mathematical tasks and working memory skills task were used. The differences between Finnish population and immigrant background population in mathematic performance were first analysed by one way ANOVA. Regression analysis was used to examine whether the differences could be explained by working memory skills and the level of mother’s education. According to this study, there are significant differences between Finnish students and students with immigrant background in mathematic skills and also working memory skills. The explanatory factors that influence students’ mathematic skills are their working memory capacity, mother’s education level and their native language. The results of this study are parallel with previous studies. According to this study, students with immigrant background need more support with their school work. By supporting immigrant families to integrate to Finnish society will improve student’s school success.

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