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Browsing by Subject "turvallinen oppimisympäristö"

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  • Kasvatuskoiran vaikutus turvallisen oppimisympäristön osa-alueisiin opettajien kokemana 
    Yli-Kuivila, Lotta (2020)
    Safe learning environment is a student´s right based on the Finnish law (2013, 29 §) and national curriculum (POPS, 2014, s.29). Taking care of safety is a requirement of student wellbeing (Noble etc., 2008, s.7-10). Safe learning environment is based on physical and mental safety. Physical safety includes state security and physical integrity while mental health includes social, psychological, and pedagogical security. Emotional security is based on all these five areas. (Hurme & Kyllönen, 2014, s.28-29.) My personal interest and the lack of research available in Finnish has led me to study the use of dogs in education. The purpose of this master`s thesis is to describe, analyse and interpret how teachers think service dogs affect safe learning environments. This thesis tries to increase understanding of safe learning environments and describe how service dogs affects those. I researched the following question: How teachers see a service dog affecting a safe learning environment (state security, physical integrity, social, psychological, pedagogical and emotional security)? This thesis is a qualitative research and it is made with semi-structured interview. I interviewed six teachers for this thesis. All teachers have used a service dog in education for at least one and half years and some of them have used service dogs for more than five years. The inter-views are analysed by using content analysis. This thesis shows that a service dog can help students` emotional security and mental security however there are few exceptions. The biggest concern teachers have on the use of service dogs is ensuring the physical security of all students. As the benefits of service dogs on students' wellbeing and safe learning environment exceed the negative effects, I suggest that they should be more widely adopted based on the available research.
  • Opettajien ja rehtoreiden näkemyksiä työrauhan rakentamisesta ja järjestyksen ylläpitämisestä kouluissa 
    Salokangas, Tiia (2018)
    According to previous studies, teachers work has changed and has become more intense. It requires more diverse knowledge and skills from teachers than before. Because of inclusion and integration the school classes are more heterogenic. Teachers reports of different discipline and classroom management problems are increasing. The objective of this study was to understand how teachers and principles create and maintain classroom discipline and what are their options to act when someone or something threatens students right to study in a safe learning environment. They were also asked if they are pleased with their authorization to act in these situations. The data of this qualitative study consists of interwievs of five teachers, two principals and one special education teacher. The interviewes were semi-structured. Also three letters to the editor in Helsingin Sanomat magasin were used as a stimulus during the interviews. The data was analyzed by using directed content analysis. The results show that discipline consist of the interaction between the teacher, the student and the subject. Teacher plays a key role as a person who builds discipline and manages different types of disruption in it. Teachers and principals are mostly pleased with their authorization and feel that they have what they need to success in classroom management. However, they feel that students also have an independent affect on the classroom environment especially if there are too many students that have different needs or difficulties to manage school. That’s why students needs should be taken into consideration while forming groups. Interviewees also agreed that schools have too little resources to prevent or solve problems that threat discipline. Because of too few resources the student that have special needs but are ingrated in the normal classes don’t get the help and support that they need to learn and that they are entitled to. The teachers and principles also hoped that the schools would have the resouses to hire more professionals of different fields to the schools so that the co-operation of multiple professionals would help to support different students comprehensively.

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