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Browsing by Subject "monimenetelmäisyys"

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  • Luokanopettajien kokemuksia pystyvyydestä luokanhallintaan sekä luokanhallintakeinoista rakentaa ja ylläpitää työrauhaa 
    Kuljukka, Emma (2021)
    The purpose of this master's thesis is to find out what kind of experiences classroom teachers who have graduated from the University of Helsinki have about their efficacy in classroom management situations. I also try to find out what classroom management tools class teachers use to build and maintain peaceful work conditions. As classroom management and maintaining peaceful working conditions are an important part of a teacher's daily work, I would like to increase both my own and the reader's knowledge related to classroom management throughout this thesis. This thesis was carried out as a mixed methods research. The quantitative data used in the thesis was obtained through a questionnaire as part of the OVET project. The questionnaire was responded by 59 classroom teachers who have graduated from the University of Helsinki. I analysed quantitative data statistically using IBM SPSS version 27. The analytical methods I used were exploratory factor analysis, mean analysis, Mann-Whitney U test, and Kruskal Wallis test. I collected qualitative data with a semi-structured theme interview. I interviewed three teachers who had responded to the questionnaire, and I analysed the data by means of content analysis. Based on the quantitative analysis, it can be said that the class teachers experienced a fairly high self-efficacy in classroom management. There were no significant differences in the self-efficacy of the respondents to perform. Classroom teachers experienced the highest self-efficacy on influencing student behavior. No statistically significant differences in efficacy experiences were found between the genders and the work experience groups. Teachers with more than 7 years of work experience experienced the highest self-efficacy in classroom management. Teachers used both proactive and reactive classroom management methods. Proactive classroom management methods included creating structure and common rules for classroom, and reactive classroom management tools such as a non-verbal silence sign, verbal requests or recall of rules. Various sanctions were also used by teachers. Teachers' classroom management activities were influenced for example by the situation, the quality of the student's activities or the student's age.
  • Näkökulmia tukea tarvitsevien lasten itsesäätelytaitojen kehittymiseen : Pieni Oppiva Mieli -interventio sekä aikuisen ja lapsen välisen vuorovaikutuksen merkitys 
    Seppälä, Sanna (2018)
    The aim of this study was to investigate the development of self-regulation of kindergarten age children with and without special educational needs who participated in Young learning mind -intervention (MindUP™). The intervention program is based on mind control exercises, which have been discovered to have positive effects on the self-regulation skills of children. Previous similar studies have reported that interventions have affected most positively children with compromised self-regulation. The theories of self-regulation highlight the adult-child interaction. Another aim of this study was to investigate how adults can support children with special educational needs to improve the skills of calming down, focusing and executive functions. This study was conducted as a part of Young learning mind -project of University of Helsinki. The study group consisted of children with special educational needs (n=36) and also typically developing children (n=172) who all participated in the intervention in three kindergarten of Helsinki metropolitan area and whose age ranged from 4 to 6. The duration of the intervention program was 30 weeks during autumn 2016 and spring 2017.The data was collected by questionnare PikkuKesky which is used to evaluate self-regulation skills. Another part of the data was collected by videotaping and observing authentic situations of two kindergarten groups.The focus group of this case study involved 6 children who needed support with their self-regulation and the educators of these groups. This was a mixed methods study that combined both quantitative and qualitative analysis. The quantitative data was analyzed with non-parametric repeated measures test (Wilcoxon Signed Ranks Test). The data that was collected through observation was analyzed by qualitative theory guided content analysis. Non-parametric statistical analysis revealed a significant improvement in attention focus within both groups between the first and the second measurement. However, comparing the results of the children with special educaltional needs and the typically developing children there were also other statistically signigicant effects on the sub skills of self-regulation within the latter group only. Review of gender differences revealed bigger increase of self-regulation in the group of typically developing boys who had compromised sel-regulation than girls. Thus, these results give only partial support to previous studies. The content analysis revealed that adult´s engagement, authoritative behaviour, non-verbal communication and involvement in children´s play were important elements when the adult was supporting children to develop the skills of calming down, focusing and executive functions.

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