Browsing by Subject "upper secondary school"
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(2015)Aims. The purpose of this study was to show in what ways a school task is carried out in interaction. The task in question was giving a presentation in an upper secondary school Finnish lesson on an elective topic. The theoretical framework used was learning as changes in participation. Previous research has tracked various changes in participation longitudinally, i.e. across several conversations. In such studies, learning is indicated by changes in repair type, in use of learning objects, and in epistemic stance and topicalization of epistemic stance. Although these by themselves cannot be considered evidence of learning, they show what kind of contingent practices of understanding are used to accomplish the task. This is known as doing learning. Previous research has often focused on second language learning, but rarely on first language learning. Neither has the accomplishment of one task across several days been much researched. For these reasons, the accomplishment of one school task longitudinally in the context of first language learning was chosen as the focus of the current study. The research question is: How is a school task accomplished in interaction? Methods. The data were a set of videos originally recorded for the Språkmöten project. One sixth-form student is followed by a video camera for three days during both classes and recess. From the videos, I chose the parts in which the presentation for the Finnish lesson is discussed. I analyzed them using conversation analysis. Results and conclusions. I demonstrated empirically how the different phases of the presentation task fit together. I showed that doing the task involves a lot of intertwined telling and negotiation. "Doing learning" could be seen in the explicit, longitudinal orientation towards change: in this way, the presentation task was taken forward and accomplished. The data showed how the understanding of the presentation task developed. They also showed how the requirements of the school on the one hand, and the students' own ideas on the other, were integrated into the process. The showing of affect (i.e. emotions) was demonstrated to be part of "doing learning". The results help us to understand learning outside the classroom and school enjoyment. In further studies, the same methods may be applied to explore tasks in interaction in other contexts, e.g. universities and workplaces.
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(2018)The current Act on Upper Secondary Education does not provide any specific information on the organization of special education. This is why the special education programs vary between upper secondary schools. Not all secondary schools have special education teachers and this might place students with special needs at a disadvantage. There have been only a few researches on special education in upper secondary schools in Finland during the last decade and the studies have focused on the need of special education in upper secondary education or, the job description of a special education teacher. The purpose of this study is to describe the perceptions of the students’ regarding the challenges that they face in their studies and the support they have received. The aim is also to look at the special education from a student point of view and clarify, how the need for support is recognized, what kind of challenges does the student with special needs meet and who provides the support and how. The data for this qualitative study was collected by inteviewing 14 upper secondary school students over the age of 18 with special needs. They all studied in the same upper secondary school in southern Finland under the guidance of the same special education teacher. The topic was approached by using phenomenography which enables clarification of variations in individual views and investigates different understandings of reality. Students view on the recognition process of special needs in upper secondary school was based on a reading assesment and diagnostic evaluation done by the special education teacher. The recognition of reading difficulties was a relief for most of the interviewed students. They felt that early recognition gives them more time to benefit from the support. The interviewed students found it hard to work with the subject teachers, because they felt that the teachers could not offer them enough support. The results showed that the amount of the support depends on the attitudes and skills of the subject teacher. Other challenges were problems with concentration, reading difficulties and fatigue. Students found the special education teacher to be the keyperson that provides them support. The new Act on Upper Secondary Education secures everyone´s right to special education and the services of a special education teacher. In the future, special education teachers will have an important role as consultants or intermediators between the students and subject teachers, so that students with special needs get the help they are entitled to.
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(2022)With the reform of upper secondary education launched in 2017, the main goals of upper secondary education are to promote students' well-being and support students' studies. Special education in upper secondary schools is now a mandatory requirement and must be provided to students who need support, regardless of the reasons for their need. The latest national curriculum highlights the importance of considering the psycho-physical and social aspects of students alongside their education. The purpose of this study is therefore to review the well-being of high school students from a social support perspective. The study will explore the forms of social support in the lives of high school students and the role of social support in the well-being of young people. The study is a qualitative study, with data collected through interviews with six high school students. The data collection method used was a semi-structured theme interview. In particular, the voice of the high school students is heard: they were able to share their views and thoughts on social support. The data was analyzed using content analysis methods. The results of the study show that the social support received by upper secondary school students consists of emotional support, well-being support, informative support and sup-port for learning and studying. Emotional support emphasizes mercy and understanding of other people, compassion, and peer support. Well-being support is divided into support for coping, financial support, and support for social relationships. Information for students, constructive feedback and parental knowledge form the category of informative support. Support for learning and study includes both study skills and support for schoolwork. The results of the study show that social support is an important factor in the well-being of upper secondary school students: it contributes to mental well-being, physical well-being, and school well-being.
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