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Browsing by master's degree program "Kasvatustieteiden maisteriohjelma"

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  • Rautaoja, Inka (2022)
    Goals. The aim of this thesis was to examine the relationship between the assessments made on the teacher rating scale and the results of the direct measures of language development when assessing 4-year-old children’s language skills. The second aim was to find out how well early educators identify 4-year-old children who are at risk and those not at risk for language skills when using the teacher rating scale. Previous research has shown that form-based assessment tools are considered practical and efficient ways to assess children’s early language skills. The accuracy and consistency of the assessments have not been thoroughly investigated. This thesis will provide information on whether early educators identify those children who are at greater risk for language problems than their peers. Early identification is important to targeting the right kind of support. Methods. This study is a quantitative Master’s thesis. The research data included the results of the Lene and the Lukiva tests and the assessments made on the teacher rating scale for 4-year-old children (N=189) obtained in the initial sample of the Toimi ja opi research in 2019. The relationship between the assessments made on the teacher rating scale and the results of direct measures of language development was examined using Spearman’s and Pearson’s correlation analyses. The ability of early educators to identify 4-year-old children who are at risk and those not at risk for language skills was examined through configural frequency analysis. IBM SPSS Statistics 27 and Excel were used for data analysis. Results and conclusions. The results of the Master’s thesis showed a moderate and statistically significant relationship between the assessments made on the teacher rating scale and the direct measures of language development. The strongest connection was measured between the teacher rating scale and the Lene’s language comprehension test. The results also showed that the early educators were able to identify those 4-years-old children who are at risk and those not at risk for language skills when using the teacher rating scale. The findings show that the teacher rating scale is a viable tool for early educators to assess children’s language skills and to identify those who are at risk for language problems.
  • Suomalainen, Iina (2021)
    The symptoms of ADHD can cause many challenges for children and adolescents in school. Today, traditional learning environments are challenged by more open, flexible learning environments. However, there is only little earlier research on classroom experiences in flexible learning environments and classroom experiences comparing traditional and flexible learning environments have not been studied from the perspective of students with ADHD symptoms. In addition, previous research has shown that students with symptoms of ADHD often experience lower self-esteem than their peers. It is also known that girls are more likely to report lower self-esteem than boys. The purpose of this study is to examine how students at risk for ADHD experience their self-esteem, engagement, autonomy, relatedness and competence in traditional and flexible learning environments. In addition, this study examines whether there is a gender difference in the above-mentioned experiences. The theoretical basis of the research is the self-determination theory, to which autonomy, competence, relatedness and engagement are essentially connected. The data was collected from students in grades 7 and 8 who had participated in the Learning, grouping, evaluation and well-being in large learning areas project of the city of Vantaa and the University of Helsinki Education Assessment Center in 2019–2020. Of all 7–8th graders (N 1446), students at risk of ADHD (n 113) were selected for the study. Spearman’s correlation coefficient was used to examine the connections between attention, self-esteem, and the components of self-determination theory. Next, the analysis of variance (ANOVA) was used to examine whether there is a difference between traditional and flexible learning environments in self-esteem, autonomy, competence, relatedness and student engagement in students at risk for ADHD. The same method of analysis was used again to examine whether there is a gender difference in self-esteem, autonomy, competence, relatedness and student engagement in students in the risk group of ADHD. The data was analyzed by using IBM SPSS Statistics 26. The results showed that the experiences of self-esteem and the components of self-determination theory (student engagement, autonomy, relatedness and competence) did not differ depending on the learning environment in students at risk of ADHD between traditional and open plan (flexible) learning environments. However, experiences of self-esteem, autonomy and engagement among at-risk students in ADHD differed between the sexes, with girls having lower self-esteem and experiencing less autonomy and engagement than boys.
  • Raessalo, Emma (2020)
    In 2020, the government of Juha Sipilä implemented a reform in higher education. The meaning of the reform was to bring forward the starting of university studies as well as remove the need to participate in preparatory courses. The ideals of the competitive society were influencing in the backround of the reform. Instead of disappearing, the preparatory course markets will presumably transform into courses offered for even younger students at earlier stage, thus causing extra pressure to younger students. The aim of this thesis was to study high school seniors who applied to universities under the new reform. The aim was to examine how the competitive ethos affected their transition as well as how they reasoned the need to participate in preparatory courses as a part of the transition. This topic has not been researched before in this research frame, however similar studies have been conducted of students participating in preparatory courses. Former studies show that preparatory courses are perceived as a normal part of transitioning from secondary education to tertiary education. Studies also show that successful transition seems to require entrepreneurial characteristics. The research data was collected in the winter of 2020 through semi-structured interviews. Altogether five senior students, who participated in preparatory courses in Helsinki Summer University, were interviewed. The data was analysed with discourse analysis. The competitive ethos affected the transitioning strongly. The impact is evident in the notion of entrepreneurial self as well as in emphasizing the instrumental value of education. The preparatory courses give important support in the application to universities thus it’s viewed as a natural part of the transition. As a conclusion, the preparatory course market will not disappear, only transform into courses offered for even younger students. As a result of the reform, students are required to act as an entrepreneurial self in order to secure a successful transition.
  • Polso, Kukka-Maaria (2020)
    Aims. In the context of computing education, the vast majority of prior research examining achievement goal orientations has been conducted using variable-centred methods. In order to deepen understanding of the student population and achievement motivation, this Master’s Thesis employed person-oriented perspectives. The interplay of different goal orientations was explored by identifying prevalent motivational profiles and investigating profile differences in performance. Normative and appearance performance goals were handled as separate clustering variables in addition to mastery goals for the first time. Methods. The participants were 2059 introductory programming MOOC students. Data were collected by a questionnaire and from automatically assessed programming assignments and final exam. An exploratory factor analysis (EFA) was conducted for the achievement goal orientation items to examine the factor structure. Using TwoStep cluster analysis, the students were classified into clusters according to their achievement goal orientations. Cross tabulations and analyses of variance (ANOVA) were conducted to investigate profile characteristics and differences in performance. Results and Conclusions. Five distinct achievement goal orientation profiles were identified: Approach-Oriented (31.2%), Performance-Oriented (18.9%), Combined Mastery and Performance Goals (18.0%), Low Goals (17.6.%) and Mastery-Oriented (14.3.%). Students with Combined Mastery and Performance Goals performed significantly better than students with Low Goals regarding two metrics. Consistent with previous findings, the results highlight the positive link between multiple goal pursuit and performance. Further studies are needed to investigate motivational profiles in relation to other educational outcomes in the context of computing education. This kind of knowledge is valuable for designing interventions and new courses. The article ‘Achievement Goal Orientation Profiles and Performance in a Programming MOOC’, which is based on the present thesis, will be presented at ITiCSE 2020 (Conference on Innovation and Technology in Computer Science Education) conference and published in conference proceedings.
  • Forss, Krista (2021)
    In the context of education, ADHD has already been studied quite a bit. However, the way that teachers understand the ADHD diagnosis and what kind of image they create in their speech about children diagnosed with ADHD has received less attention. The purpose of this thesis is to find out what kind of meanings teachers generate for the ADHD diagnosis and what kind of image teachers create about children diagnosed with ADHD. It is important to study the way teachers speak because the way they speak can have either a positive or negative impact on the well-being and learning of children diagnosed with ADHD. I have collected the material for my thesis through an e-form, which has been answered by 70 teachers working in early childhood education and basic education. Respondents to the form were found through social media. The form consisted of open-ended questions and the data was analyzed using discourse analysis methods. I identified a total of six interpretive repertoires for the diagnosis of ADHD: diagnosis as evidence of medical background, diagnosis as a provider of understanding, diagnosis as an explanation of behaviour, diagnosis as a provider of support, diagnosis as a possible label, and diagnosis as a questionable phenomenon. The diagnosis appeared to be mainly necessary and good in these interpretive repertoires, but the possible negative effects of the diagnosis were also brought up. A total of six subject positions were produced for a child diagnosed with ADHD: patient, different child, troublemaker, child in need of support, labelled child and ordinary child / misunderstood child. Teachers described children diagnosed with ADHD mainly through problems and challenges, but the writings also conveyed an empathic attitude towards the child. I hope this thesis will inspire teachers to reflect on their ways of speaking and to think about the origins and consequences of the meanings they have given to the diagnosis.
  • Kiiskinen, Jenna (2022)
    The aim of this study was to examine and describe how principles, student counsellors and other school administrators in comprehensive school represent the school paths of immi-grant children in Finland. The aim is to analyse the challenges described by authorities that immigrant students face in the transition between comprehensive school and upper second-ary level, and to contemplate how immigrant backgrounds and class positions are connect-ed to each other. In addition, the aim is to consider how social mobility of immigrants should be improved through different ways of support and guidance. Previous studies show that people with immigration backgrounds are still often excluded from secondary education and especially from high school in Finland. The expansion of compulsory school age obliges every child to move on to the secondary level, but especially with poor Finnish knowledge and weak social and cultural capital it is challenging coping with secondary level studies. In the centre of the theoretical framework of this study are Pierre Bourdieau’s forms of capital. The study was conducted as a qualitative content analysis and the data for the study con-sisted of interviews with eight authorities working in Finnish primary schools with pupils with immigration backgrounds. The data was analyzed and classified by means of thematic con-tent analysis. According to the findings, the challenges of school paths and transitions among students with immigration backgrounds include the extensive lack of cultural and social capital in fami-lies in relation to the context of the Finnish middle-class school system. Furthermore, the views of the families and of the school on realistic school options often differ. The joint appli-cation system does not encourage the student to change school after the first choice and experiment, and therefore people with immigration backgrounds are particularly challenged by choice and unknown educational opportunities. According to the results, Finland does not yet have a clear tailored system for immigrant children who move to Finland and who have passed the primary school age. They are ex-pected a quicker takeover of language and syllabus than other children. In addition, high school education appears to be inaccessible to many people with immigration backgrounds, according to authorities. In vocational training, resources for specific language and integra-tion support are insufficient, leading to the fact that after finishing vocational studies, they are moving to employment with low capacity.
  • Ylikopsa, Venla (2020)
    Tiivistelmä - Referat - Abstract Objective. Attention deficit/hyperactivity disorder (ADHD) is developmental neurobiological disability. The aim of the current study was to examine what symptoms women diagnosed as adults with ADHD recognize emerged in their childhood before puberty, which symptoms were reported to manifest together and whether the reported symptoms fit the diagnostic criteria used by health care. In addition, the aim was to find out which were the most common reasons to apply for support as an adult. Untreated ADHD has been found to be associated with depression, exclusion from education, and an increased risk of substance use. Early identification and proper targeting of support measures can reduce health risks and improve quality of life. Method. The data were collected through the online survey, that the Finnish ADHD Association published on social media carried on the social network service Facebook in April 2020. The questionnaire was made based on previous research for this study, and was created with the E-lomake -program of the University of Helsinki. The participants (n = 360) were women diagnosed with ADHD in adulthood, aged 20 to 50 years, who retrospectively assessed their own ADHD symptoms in childhood. The data thus gathered was analysed using statistical methods in the IBM SPSS Statistics 25 -program. Results and conclusions. The most commonly reported symptoms of ADHD included attentional regulation, systemicity, minor motor restlessness, and emotional and verbal impulsivity. The most common symptoms were reported to be co-occurring, but the review of also showed large variability for some symptoms. Of the eleven most commonly reported symptoms, only three were directly related to the diagnostic criteria in use. The most common reasons for applying assessment of ADHD as an adult were the identification of one's own symptoms, previously diagnosed depression, and feedback from close relatives. Based on this thesis, the diagnostic criteria in use do not adequately cover the dimensions of girls ’ ADHD symptoms are expressed. Two of the common symptoms were absorption in games intense and losing sense of time, that is comparable to with hyperfocusing, and clinging to details. The results are consistent with previous research data; the diagnostic criteria are based on research data obtained from boys with ADHD.
  • Perilä, Emma (2020)
    This study will focus on news about the higher education reform that was conducted by Sipilä’s government (2015-2019), and their relations to the changes and reforms of educational politics. In theory part, I will discuss about the trends of educational politics and their relations to employability and neoliberalism. Studies have shown that Finnish education politics has adopted policy of competitivity, heading towards individualistic, evaluative and number-based policy. In my study I will answer two research question: What kind of arguments are represented for enhancing and objecting the higher education reform in media? Are there any paradoxes standing out in the higher education reform news? My study consisted of 53 the higher education reform news from Helsingin Sanomat and YLE, published between 2015-2019. I approached the news with a discursive practice, following Foucault’s ideology of power, seeing discourses as practices rather than speech. My aim was to point out what was possible to say or do in the created media discourse and find out what kind of discursive practice the news created. This study was also discussing the different subject positions given to the youth by the media in regard to this reform. Analysis showed that competitivity was established as a natural part of educational politics in media. The universities autonomy was seen as threatened when the government controls the universities with funding. The youth talked about their increased mental health problems while the individualistic responsibility increased. Education was described as free-will -based path with countless opportunities, but on the other hand people were governed to the same path. Media seemed to create the picture of the ideal consumer citizen: efficient, responsible, self-governed, young high school boy. Education was seen as a responsibility that youth should aim towards in order to maximise their own value. Media’s discursive practice emphasized the freedom and rights, still governing the youth to the path that was seen as ‘the right choice’. The results are in line with the previous research on marketized education and individualistic responsibility.
  • Karhunen, Nelli (2022)
    The aim of this study is to examine how much other than Finnish or Finnish as a second language subject teachers use literature education in multidisciplinary teaching and how much they collaborate with Finnish or Finnish as a second language teachers. Previous studies show that while teachers attach great importance to multidisciplinary teaching, cross-subject collaboration requires a lot of extra work from teachers. Research shows that reading literature is holistically linked to the better performance of pupils at school. This study provides information on how much teachers cooperate in literature and what kind of collaboration is. The investigation will also examine the reasons why there is no cooperation. The data of this study have been based on the Finnish and Swedish responses of the survey data sent to other subject teachers in the Lukuklaani project, which received 611 answers. Among the answers to the survey sent to other subject teachers, I looked at the questions that had been used to investigate the literary education carried out by subject teachers. With regard to the answers to closed questions, I examined qualitative indicators and open answers through qualitative content analysis. The results of my research showed that the other subject teachers use very little of literary education in their teaching. In multidisciplinary learning modules, literary education was used as an upwardly differentiated material and in deepening the knowledge of the subject through non-fiction. The reason why literature education was not utilised was that the subject taught by the subject teacher was not involved in the school's multidisciplinary teaching, or that multidisciplinary learning modules were limited. Subject teachers cooperated with Finnish or Finnish as a second language teachers most often every academic year or less often. Closer cooperation was less common. Cooperation was carried out in the teaching of multidisciplinary learning entities, the teaching and evaluation of writing and literacy, language maintenance, expressive skills and the organization of school parties. The reason for the lack of cooperation was the unwillingness of Finnish teachers and the lack of time. The study shows that subject teachers do quite a bit of multidisciplinary cooperation, but do not express a reluctance to cooperate.
  • Rantakari, Julia (2021)
    The purpose of this study is to describe what kind of understanding pre-service class teachers have about thinking skills and teaching thinking in primary school. In addition, I am interested to find out whether or not the students in the field of educational sciences and the students in the field of educational psychology differ in their perceptions of thinking. The study examines thinking skills from the perspective of cognitive processes and uses the Integrated Model developed by Moseley and his group (2005a) to support the definition. The study was conducted as a phenomenographic study. The data consisted of 12 individual interviews and was collected in February 2021 from pre-service class teachers. Data analysis was performed using phenomenographic analysis. The study showed that the pre-service class teachers perceive thinking skills as a complex concept for which there was not seen a clear definition. Thinking skills were described as individual and evolving skills whose interrelationships were described in different ways. Thinking skills were perceived as tools that a person uses to perform various tasks. The teaching of thinking skills was seen as an investment for the future, as it was believed to promote learning and cultivate citizenship. Teaching was seen to take place mainly through pedagogical means. According to the subjects, thinking skills should be developed through diverse ways, with an emphasis on co-operation and supporting student agency. In addition, the importance of the teacher, the school and the learning environment was emphasized. Teaching thinking was also seen challenging. The students in the field of educational psychology and in the field of educational sciences largely followed a common line in their perceptions of thinking, but differences were found at the subcategory level. The most significant difference can be considered as the lack of creative thinking in the responses of educational psychology students. In addition, the study found that the pre-service class teachers had challenges in defining thinking skills as well as justifying pedagogical choices. This could suggest that they lack the metacognitive and pedagogical knowledge of thinking skills that Zohar (2005) considers as a prerequisite for teaching thinking skills. In the future, it would be good to further study the abilities of pre-service class teachers in terms of teaching thinking skills.
  • Wiitasalo, Magdalena (2021)
    Proficiency in English is necessary for university students to graduate and it is also useful in their future. Previous research has shown that students experience a wide range of emotions that can have an impact on their academic performance. Emotions and cognition are strongly connected and therefore can have an effect on academic performance. The aim of this Master’s Thesis was to study the variety of academic emotions and find out whether the type of the course influences them. In autumn 2020 students from several faculties at the University of Helsinki took part in this study. The data was collected through a questionnaire that measures academic emotions. A total of 76 students answered the questionnaire. The research material consisted of quantitative and qualitative data. Quantitative data were analyzed with SPSS software. The analyzes included an exploratory factor analysis that yielded six sum variables to describe the academic emotions experienced by students. Open-ended responses were analyzed using data-driven content analysis. The six sum variables describing emotions were named irritability, boredom, teacher support, dissatisfaction, enjoyment, and hope. University students experienced boredom and irritation the least, and support from the teacher and hope the strongest. When comparing Alms and lecture course participants, there was more variation in the boredom sum variable among lecture course participants. However, there were no statistical differences between the two groups. Open-ended answers showed more negative emotions, such as fear and anxiety. Based on the results of this study, academic emotions should be taken into consideration when teaching, for instance by supporting students’ positive emotions. The teacher can play an important role by providing support and encouragement. Understanding academic emotions may also benefit students, as it can affect academic achievements.
  • Hyyrynen, Kirsi-Maria (2021)
    The purpose of this thesis is to review the quality of intervention studies training numeracy skills using technology in primary schools. To find the best methods to support children’s numeracy skills, it is worth paying attention to the quality of empirical intervention studies that examine the effectiveness of interventions by learning results. In this thesis the quality of intervention studies is reviewed by using categories that were made based on the EPHPP tool (e.g. Thomas et al., 2004): generalizability of results, research design, exposure to intervention, assessment tools, realization of intervention and effectiveness. The intervention studies were collected from psycINFO and Eric (ProQuest) databases. The PRISMA directions (Moher et al., 2009) were utilized in making the systematic literature review. All intervention studies had to be published five years before the final search day (1.12.2020) and they were written in English, peer reviewed, contained an abstract and the sample consisted of children aged from 6 to 12. In addition, the criteria included the following: 1) the article is an empirical intervention study containing practicing of numeracy skills; 2) the intervention is implemented for the most part using technology and it is based on either computer-assisted instruction, intelligent tutoring systems or gamification; 3) the effectiveness of a certain program is reviewed in the study; 4) the results of the intervention are reviewed by learning results; and 5) the article doesn’t consist of several separate sub-studies. There was a great deal of variation in the quality of the intervention studies, especially concerning the generalizability of results, research design, exposure to intervention and effectiveness. For instance, sample sizes, principles of forming groups, exposure times and measurement of effectiveness varied widely. In many studies there was a lack of information about the reliability and validity of assessment tools, implementers of the intervention and the methods to gather the sample. In addition, there was missing information about the relations between the intervention and other learning. In future studies it is recommended to make those kinds of choices that potentially influence the quality of interventions positively. It is also recommended to report all aspects clearly and comprehensively.
  • Johansson, Joona (2021)
    Aims. Student’s participation is one of the most important aspects in primary school. Participation means that students’ views and opinions are being heard and considered, and that they have a say in matters concerning them. Students should also be involved in matters and choices in their schools. Student participation should be encouraged and supported. Student’s participation has been researched in regular classroom setting but not in distance education. Due to the Covid-19 situation in March 2020 schools were closed and studying in classrooms changed to distance learning at homes. The aim of this study is to research teachers’ views on student participation in distance education. Harry Shier’s and Johanna Kiili’s theories of children and student participation are being used in this study. Methods. This study is a qualitative research made with the theory-based analysis of the content method. The research data was collected from teachers who participated in distance teaching during school years ¬2019–2020 and 2020–2021. The data was collected from February to April in 2021 using e-forms, which asked teachers to describe their views on student participation during distance education. 19 teachers participated in this study. Results and conclusions. The participation in distance education did not differ much from classroom learning. Teacher’s saw the importance of taking student’s views into account and their freedom to make choices during both distance learning and classroom learning. The sense of community in participation was decreased during distance education. The use of information and communication technology provided new ways to participate. The students who were less likely to speak in classroom had more chances to have their voice heard during distance education. There were different kinds of learning environments for students during distance education since studying did not happen in classrooms. Those students’ who were self-determined were able to benefit from the participation in distance education. Those who needed more support during studying faced more challenges during distance education. The teachers utilized their knowledge and information about their students in different ways during distance education.
  • Jääskeläinen, Juulia (2021)
    Objectives. The goal of this thesis is to examine what kind of mathematical identity the groups of third, fourth and fifth grade students have. In addition, the study aims to decipher, through drawings produced by students, what kind of positive methods teacher use in math lesson, and considers whether positive pedagogy has an effect on students’ mathematical identities. Methods. The research method for this thesis was a qualitative case study of pupils’ drawings and writings. The research material comprised of 44 drawings and 44 writings. The research group consisted of three school classes from Uusimaa. The teaching methods of the class teachers were largely in line with positive pedagogy. The drawings were analyzed through drawing analysis and the writings by using classifications. Results and conclusions. The mathematical identities of the data were defined into four different categories: positive mathematical identity, conflicting mathematical identity, neutral mathematical identity, and negative mathematical identity. In the studied groups, over half of the students had a positive mathematical identity. Negative mathematical identities occurred the least. The majority of students described positive means in teacher action. The postive means of teachers manifested themselves in three different ways: encouraging and positive precence, support for learning, and encouraging and positive words. Based on the data, the teachers had the most encouraging precence and support for learning. Although the various words of encouragement were not very much present, the students for the most part described their relationship with the teacher positively. The research findings the encourages the use of positive pedagogy because it has the potential to positively influence a learner’s mathematical identity. The research also shows that drawing research, especially with combined with students’ writings, is a good method of research in analyzing mathematical identity.
  • Salonen, Suvi (2020)
    Based on the reformations of the National Curriculum (2016; 2020) children start their Swedish studies in Finnish comprehensive school earlier than before, no later than on the sixth grade. However, studies on beliefs of Swedish learning in Finland have been more focused on older students, less on primary school students. Thus, the purpose of this study was to find out where and how children perceive learning Swedish. In addition, by utilizing the Process model of L2 motivation by Dörnyei and Ottó (1998), the choice motivation of children was investigated. Based on the children´s beliefs, this study gives suggestions to improve Swedish education. This study was a qualitative case study performed on a science camp combining mathematics and languages. 26 children participated both the camp and the study. The data was gathered with semi-structured interviews and drawings. The data was analysed with the help of a phenomenographic analysis. The most common belief was that Swedish was learned in school through reading textbooks and completing exercises. On the other hand, a few believed Swedish was learned outside of institutions, from close relatives and by travelling. The majority of the children experienced a positive choice motivation towards learning Swedish in the future. The most common orientation behind the positive choice motivation was communication and being in touch with culture. The children showed interest towards Swedish culture and they wanted to learn to speak Swedish in order to communicate with Swedish-speaking people. Most had positive beliefs towards their capabilities to learn Swedish, and beliefs towards Swedish language and Swedes were neutral. To counterbalance textbook focused education, the study suggests a more functional approach to teaching languages which supports use of the language outside of school. It is also important to discuss in class why Swedish is studied and to use authentic teaching materials. It would be beneficial to expand language learning to include more ordinary life settings outside of school.
  • Similä, Hannes (2021)
    Paramedics meet critically injured patients and deliver advanced pre-hospital care. The profession requires comprehensive knowledge and education. A worry for patient safety and an increase in the popularity of learner-centered education has increased the use of simulation in paramedic education. Simulation enables students to safely practice on, for example, acute situations and teamwork. Despite that simulation is nowadays widely used in education of paramedics, and is viewed as an effective method for learning, there are few studies conducted in Finland of how students experience simulation. In previous international studies, it is shown that a higher satisfaction leads to an increase in engagement, learning, competence and finally better care for patients. Higher self-confidence can enhance critical thinking skills, leadershipskills and identification of knowledge gaps. The aim of this study is to explore and describe how paramedic students in a university of applied sciences experience satisfaction and self-confidence concerning simulation. Previousstudies of satisfaction and self-confidence and the model conducted by National League for Nursing and Pamela Jeffries is used as theoretical background for this study. The data was gathered via an electronic survey which was distributed to the paramedic students, a total of N = 92. The survey was answered by N = 29. A quantitative, descriptive method was used for this study and all group comparisons were measured with nonparametric tests. The results show that paramedic students are generally very satisfied with simulation. They also perceive high self-confidence. Some students experience disadvantages with fidelity in simulation and some experience levels of stress, but these do not have a negative effect on the overall level of satisfaction and self-confidence. The inexperienced students were more satisfied with the teacher than the experienced students. Work experience was significant with levels of satisfaction with debriefing. Debriefing seems to be an important factor which leads to students being satisfied with simulation.
  • Klemola, Anni (2020)
    Goal: Inclusion is an increasingly popular and current theme within educational sciences. In earlier studies, inclusion as a term has evolved from a relatively narrow definition consisting primarily of pupils with special needs towards a wider spectrum taking all members of a school community into account. According to various theories and official documents used as sources for this thesis, inclusion additionally looks at a person from a primarily intersectional perspective. In this study, the primary goal is to look into how inclusion is percepted from the standpoint of teachers, investigate how inclusion takes its place in school on a daily basis and find out what teachers would need to be able to implement inclusion as part of their daily teaching methods. Another goal of this research is to compare the perception teachers have of inclusion to the inclusion that is presented in theories and official documents that are commonly used guidelines for inclusion implementation. Method: The methodology chosen for this qualitative research is phenomenology. Semi-structured interviews were used as the method and the interviews were supported with a predesigned interview guide. The structure of the interviews was built around the most significant themes in this research. A total of eight (8) Swedish-speaking comprehensive school teachers were interviewed. All of these interviewees were officially qualified teachers, and they were employed either in the region of Uusimaa or Pohjanmaa. The interviewees had different professional and academic backgrounds. Some of them had been active in the profession for up to 20 years, while others had less than five years of work experience. Some of these teachers had studied more special pedagogy that what is usually included in teacher studies. The research material was analyzed through a theme content analysis forming a result that was then divided into separate categories. Results: The perceptions on inclusion varied quite substantially, with some giving it quite a narrow definition and others percepted in as being a broader concept such defined by Ainscow & Booth (1998) in their book. Work experience and educational history had an impact on how the teachers defined inclusion in their schools. All participants considered inclusion as an important theme in the school world. Good co-operation and a culture of acceptance and participation were seen as important aspects to ensure successful inclusion. A lack of resources, the sense of diversity amongst pupils and their own skillset in inclusion were aspects that they felt hindered inclusion. The unified culture amongst Swedish-speaking Finns was also brought up as an example of a theme that can turn into a barrier for inclusion. In addition, some other specific features Finnish school culture were seen as problematic. Based on the research, it can be stated that the acceptance and commitment to diversity is crucial for the successful implementation of inclusion. Updating the skillset of teachers, building a stronger cooperation between various stakeholders and pushing for a cultural change in the school world are concrete examples of ways to strengthen the development of inclusion. This can be established based on both the research, but also on the theories and official documents used the build the theoretical background of this thesis.
  • Ohraluoma, Jenna (2021)
    Objectives. A lot of research has been done during recent years on children’s language development and creative ways to support it during early childhood. Studies have shown that one significant factor which can support children in learning to read and write is music. The objective of this Master´s thesis is to study music education’s effect on under school age children´s language development measured by Rapid Automatized naming test. In addition, I investigate if there are differences in development between boys and girls or native Finnish speakers and children who speak Finnish as a second language during the two-year longitudinal research. Data for this Master thesis has been collected as a part of Tanja Linnavalli´s dissertation (2019) “Effects of musical experience on children’s language and brain development” which studied the effect of music intervention on children’s language development. Methods. There were 72 participants who were between four-to-five-year-old in the beginning of the study. Data was collected during 2014-2017. There were three study groups: one receiving music play-school, another group receiving dance classes and a third group that acted as a passive control group. Children were evaluated four times during the two-year long research for their speed in naming colours and objects by Rapid Automatized naming test by Niilo Mäki Institute. This Master´s thesis compares the differences between the groups using independent samples t-test. Results and conclusions. The study shows that children who participated to music playschool improved more on naming tests during the follow up than the other groups. Girls improved statistically significantly more than boys and Finnish as a second language speakers improved slightly better than native Finnish speakers. The results support the view that music has a positive impact on the development of language skills. In early childhood education and care, it is important to understand the support music education may offer to language development e.g., children with Finnish as a second language or learning challenges on reading and writing.
  • Mickos, Viivi (2021)
    From an ecological perspective, school can be seen as a protective factor for students with adverse home conditions. Although previous theory and research show that the school has potential for supporting students with adverse home conditions, research shows that there are challenges in how this works in practice. The aim of this research is to examine what methods school staff use to identify students with adverse home conditions, find out how school staff experience their role when meeting these students and how the multi-professional collaboration is implemented in schools when supporting students with adverse home conditions. This is a qualitative research. Semi-structured interview was used as a method. 1 principal, 1 special class teacher, 4 class teachers and 1 school counselor shared their experiences. The informants worked in Swedish-language schools in Southern Finland. Data from the interviews were analyzed through thematic analysis. Being observant was perceived as a prerequisite for identifying students with adverse home conditions. According to the informants, it is easier to identify these students when students show changes in behavior, they become anxious and are acting out. It is more difficult to identify adverse home conditions in students who are quiet, calm, and independent. Respectful approach was experienced as important with both students and parents of students with adverse home conditions. Creating trust in students and parents was perceived as a prerequisite for successful collaboration and something the school should put effort into. There was a lot of local variation regarding how the informants experienced the multi-professional collaboration. The results of this study emphasize that the role of the teacher is significant for a student with adverse home conditions. The results of the study also show that a good contact with the home, which is based on mutual respect and trust, is significant when it comes to supporting students with adverse home conditions.
  • Mattila, Helmi (2022)
    This qualitative study examined professional agency during teacher studies in the context of part time special education. The study aims to answer following questions: How does professional agency occur in the context of practical training in teacher studies? What kind of dimensions does professional agency consist of and how do these dimensions relate to each other? Agency can broadly be described as an ability to act intentionally defined by autonomy, will, freedom and choice. Professional agency occurs when professional subjects make choices, use their possibilities to influence and take a stand in ways that effect their work and professional identities. Professional agency is implemented purposefully, and it is defined by dynamic factors of the workplace. Professional agency does not occur merely as accommodation to external demands but also as realistic and critical understanding of personal boundaries and acting in accordance with them. Professional agency has been suggested as a tool for teachers to face educational reforms as it has been seen to enable cultivation of new work forms. Previous research claims that teachers’ agency should be defined in more detail. Teacher training and first years at work are significant phases in cultivating professional agency, yet research in this context is narrow. In addition, Finnish studies regarding part time special education are few. Research material consisted of 13 reports written by teacher students. Reports were produced as a part of the compulsory practical training in the pedagogical studies of special education teacher training between spring 2020 – fall 2021. The study was conducted using qualitative theory driven content analysis. In the context of special education practical training professional agency manifested in four dimensions that were agency in the workplace framework, agency in the immediate social community, agency as identity work and agency as emotional work. Furthermore, professional agency occurred in two levels, community level and individual level, within which agency has divergent goals. At the community level professional agency appeared to aim for a functional work community and pupils’ learning. At the individual level it appeared to aim for teacher students’ professional development and personal wellbeing. Results suggest that interaction in the immediate social community and emotional factors are central to the enactment of professional agency. Results are in accordance with previous studies that claim professional agency to manifest in the framework of dynamic factors at both community level and individual level. The results of this study suggest that more research on the relation between community and individual level as well as on the importance of immediate social community and emotional factors are needed.