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  • Högström, Marika (2016)
    The purpose of this study was to find out how preschoolers perform in Controlled drawing observation (CDO) and how girls and boys performances differ. In addition the purpose was to find out how CDO`s mathematical and non-mathematical part are in connection. Earlier studies reveal that there is no difference between girls and boys mathematical skills in preschool age. Differences can be found in school when transited to secondary mathematical skills. This study gives new information about how preschoolers perform in CDO and what kind of differences there are between girls and boys performances. Previous studies about CDO have been done a long time ago so there is need for updated information. Many preschool teachers still use CDO to assess preschool children`s level of performance and specific support needs. The data of this study was collected from three preschool classes in autumn 2013, 2014 and 2015. There were 64 preschoolers participating in CDO of which 33 were girls and 31 were boys. This study is quantitative and the data was analyzed with SPSS-program. Differences between girls and boys were examined with t-test and the connection between mathematical and non-mathematical part with correlation. The findings reveal that there were major differences in preschooler’s performances in CDO. Girls performed statistically significantly better than boys. Girls performed better than boys in both mathematical and non-mathematical part. However in mathematical part the difference between girls and boys was not statistically significant. In non-mathematical part girls performed significantly better than boys. There was statistically significant connection between mathematical and non-mathematical part. Based on this study it looks like there is no difference between girls and boys mathematical skills in preschool age. However it looks like girls have better working memory skills than boys in preschool age. Mathematical and non-mathematical skills seem to be in connection. If the child performed well in mathematical part it was very liable that the child performed well in non-mathematical part too. CDO is suitable to identify the children who need more detailed tests. CDO does not tell why the children perform weakly, so only based on CDO conclusion cannot be made about children`s specific support needs.
  • Ylönen, Aino (2016)
    Participation is one of the rights of every child according to the Convention on the Rights of the Child (UN, 1989). National curricula, such as the Finnish core curricula for pre-primary education (2014), are based on this convention. It is not simple to try to define participation of children because there is no one answer what it means and how to research it in kindergartens. In this study, I will examine how participation is seen through one operational method used in Vironniemi kindergarten with preschoolers. The nature of this study is qualitative case study in Vironniemi preschool. In the preschool every child is given an opportunity to draw six wishes of what they want to learn during the preschool year. These wishes work as a basis for the activities and aims of the year. The research material consisted of drawings of 23 preschoolers and an interview of two workers in the group (a kindergarten teacher and a childminder). The aim of the study was to find out how the operational method support the participation of the children from the workers’ point of view. The research material was analyzed by using content analysis, classification and thematic analysis. The results of the study showed that the majority of the wishes of the children were fulfilled by the latter part of the school year (until 8th of May 2015). According to the results, the operational method used in Vironniemi preschool helps children to become participative in the planning of the school year. However, the participation of children in execution or evaluation is little. The interviewees thought that the operational method is working and giving a good way for children to participate. The parents of the children will also get participated in the preschool year through the operational method.
  • Lommi-Karhula, Sanna (2018)
    Aim of the study. The aim of this study was to determine whether digital storytelling could be used as tool in inclusive evaluation. In this research, the focus is on children’s perceptions of quality through observing the children’s own digital stories. Previous studies have shown that the use of digital storytelling in preschool education supports and enriches learning. Photo-graphs have also previously been used in studies in order to define children’s perceptions of quality in early childhood education. Methodology. This study was performed in a preschool group as a qualitative action re-search during spring 2018. In the study, 11 preschool children composed a short digital story based on photographs they took during one day at their pre-school. The children worked in pairs or small groups of three and produced a total of six videos. The material was translit-erated and analyzed using theme analysis. Results and conclusions. Play, peer relationships and pedagogical activities were recurrent themes in the children’s stories. The process of making a digital story offers the teacher several opportunities to discuss quality with children. The digital stories themselves offer a starting point for these discussions but are not sufficient as such to describe children’s perceptions of quality. During the creative process, it became apparent that peer relationships and learning through play and narratives are the heart of good quality pedagogical activity among preschool aged children.
  • Hyvönen, Heta (2017)
    The goals: In this research, I am am also interested to find out – what kind of challenges there is faced in exporting finnish school system. I am also interested in to know that what there are already done for exporting school system and what there is gonna happen next. There is no a lot of research about this subject so that was also the reason why I chose this topic. Finland is famous for our school system. However we haven’t succeed in exporting the school system so well. I think Finland has a huge potential in this field but before the succes it has to face the challenges. The methods: There wasn’t so much research about this topic yet, so I needed to do interviews to get more information about this topic. I interviewed three professionals. I transcribed the interviews. After that I started to share information to the three sections. I used also coding,during my analysis process. Coding helped me to make compilations of the different kind of smaller topics. My analysing method was “analysis of an expert interview”. After analysing I defined the results of my research and the topics where is need more further studies. The results and conclusions: There is a lot of challenges in this field. I think that the legal issues, branding, and the collaboration between the companies are the main problems. The companies have already done a bit of clusters and the goverment has improved our legislation. Still there is a lot of things to do. In the future they need to focus on more improving the legislation, marketing, researching and making more collaboration between the companies.
  • Valla, Emmi Sofia (2017)
    Objectives. This Bachelor’s thesis tries to understand the aesthetic doubling theory and different aspects that are involved with the theory of doubling. The purpose of this study is to categorize aesthetic doubling in to different categories and use that categorization as a tool to analyse three Finnish dissertations. This study aims to create a deeper understanding of this multidimensional theory. Main questions for this study was how three Finnish researchers define aesthetic doubling as well as what kind of different views can be found in these three dissertations? Methods. Study is part of behavioural sciences and qualitative studies. Qualitative meta-analysis and content-analysis was used as methodological background for theme categorization. The categorization was created as a combination of theoretical views on basic drama action and definition of aesthetic doubling. The dissertations that were examined are Tapio Toivanen (2002) Mä en ois ikinä uskonu ittestäni sellasta, Hannu Heikkinen (2002) Draaman maailmat oppimisalueina ja Erkki Laakso (2004) Draamakokemusten äärellä. Two different aspects, fiction and reality, explain aesthetic doubling as a phenomenon. In categorization that was made for this study, fiction and reality are the two upper categories. Under those two are lower categories in-role-action, dimension of time and place as well as drama contract, planning and reflection. Results and conclutions. It seems that Anna-Lena Østern has affected both Laakso’s and Heikkinen’s views of aesthetic doubling and contributed their dissertations in Jyväskylä university. Toivanen’s dissertation was made in Helsinki and focuses more on different dimensions of aesthetic doubling, such as in-role-action/doubling in role. Heikkinen and Laakso present more of the different dimensions of aesthetic doubling and especially Heikkinen has very wide viewpoints of aesthetic doubling’s dimensions in reality.
  • Paldanius, Saija (2024)
    Syftet med denna studie är att studera om hur estetiska lärprocesser påverkar inlärningen hos barn under 15 år och speciellt hur estetiska lärprocesser påverkar inlärningen av STEM-ämnen. Avhandlingen studerar kring hur läroplanen beskriver estetik och estetiska lärprocesser, i vilken mån de används i under-visningen och hurdana forskningar som gjorts om deras påverkan i inlärningen. Tidigare forskningar och teorier har visat att barn och unga ofta har svår att förknippa STEM-ämnen som t.ex. matematik med verkligheten och därmed sjunker också intresset för inlärningen. Tidigare teorier om estetiska lärprocesser har av t.ex. John Dewey och Friedrich Fröbel som konstaterat att upplevelser och därmed emotioner i samband med lärandet väcker mer djupgående inlärning. Denna studie forskar i hurdana forskningar som gjorts under de senaste 10 åren om integrering av estetiska lärprocesser, inlärning och STEM. Kandidatavhandlingen är uppbyggd som en narrativ litteraturstudie som forskar i hur estetiska lärprocesser påverkar inlärningen hos barn under 15 år. Tidigare teorier som t.ex. Deweys och Fröbels teorier finns i bakgrunden till estetiska lärprocesser i samband med inlärning. Dessutom användes sju st vetenskapliga artiklar som forskat i estetiska lärprocesser och deras samband med både inlärning och STEM-ämnen. Begränsande faktorer och kriterier var att forskningarna skulle handla specifikt om naturvetenskapliga ämnen som biologi eller matematik och de var gjorda inom senaste 10 åren. Flera av forskningarna studerade i hur estetiska lärprocesser påverkade inlärning av ett specifikt ämne som t.ex. matematik eller biologi. Vissa studerade hur estetiska lärprocesser påverkade inlär-ningen av helheten av dessa. Resultaten visade positiva samband mellan estetiska lärprocesser och inlärning. Ju mer barnen fick använda sig att sinnliga processer och erfarenheter, desto djupare var inlärningen. Resultaten visar även positivt samband mellan estetiska lärprocesser, inlärning och problemlösningsförmåga, ökat självförtroende och ökat intresse för inlärning.
  • Alanko, Pinja (2023)
    Tämän tutkielman tavoitteena on nivoa yhteen koronapandemian vuoksi etäopiskeluun siirtymisen negatiiviset sekä positiiviset vaikutukset opiskelijoiden hyvinvointiin ja voimavaroihin. Lisäksi tavoitteena on löytää ne asiat ja tekijät, mitkä vaikuttivat hyvinvointiin ja voimavaroihin etäopetuksessa. Kandidaatin tutkielma on systemaattinen kirjallisuuskatsaus, jossa systemaattisesti haetuista artikkeleista pyrittiin muodostamaan kokonaisuus etäopetuksen mukana tuomista vaikutuksista opiskelijoiden hyvinvointiin ja voimavaroihin. Artikkeleiksi valikoitui kahdeksan kvantitatiivista tutkimusta, jotka kaikki koskettivat suomalaisia korkeakouluopiskelijoita. Tutkimuksissa oli myös muita maita, mutta ainoastaan Suomea koskettavaa dataa hyödynnettiin tähän katsaukseen. Aineisto kerättiin kolmesta tietokannasta, joita oli Pro Quest University of Helsinki, EBSCOhost sekä Web of sciences. Haut tietokantoihin erosivat hiukan toisistaan, koska samat hakusanat eivät tuottaneet tuloksia kaikissa hakukannoissa. Aineiston analysoinnissa menetelmänä käytettiin sisällönanalyysiä. Osa opiskelijoista koki etäopetukseen siirtymisen kuormittavana, koska se toi mukanaan uusia haasteita ja ongelmia, eikä opiskelijoilla ollut tarvittavia taitoja kohdata uusi opiskelutapa, jolloin voimavarat koettiin riittämättömiksi. Opiskelijat kohtasivat vaikeuksia ajanhallinnassa, kommunikoinnissa opiskelijoiden sekä opettajien kanssa, keskittymisessä sekä opiskeluympäristön kasaan saamisen kanssa. Näiden nähtiin vaikuttavan opiskelijoiden hyvinvointiin ja voimavaroihin kielteisesti, lisäten esimerkiksi stressiä. Yhteisöllisyyden puutteella nähtiin olevan negatiivisia vaikutuksia. Yhteisöllisyyden tunne on yksi psykologisista perustarpeista, joiden tyydyttymisen nähdään edistävän sisäistä motivaatiota opintoja kohtaan, millä on vuorostaan positiivisia vaikutuksia opiskelijoiden hyvinvointiin ja voimavaroihin. Osa opiskelijoista kuitenkin koki etäopetuksen toimivana ratkaisuna, sillä heidän opiskelunsa sujuivat, opintojen joustavuus oli palkitsevaa sekä aikaa säästyi, kun ei tarvinnut matkustaa kampukselle.
  • Pamppunen, Ella (2024)
    Etäopiskelun tarve on noussut merkittävästi koronapandemian aikana. Aiempien tutkimusten mukaan opiskelijat kokevat etäopiskelun haasteelliseksi muun muassa puutteellisen motivaation, vähentyneen sosiaalisuuden sekä teknisten haasteiden takia. Tämän tutkimuksen tarkoituksena oli selvittää opiskelijoiden kokemuksia siitä, miten opiskelu on muuttunut etäopiskelun myötä. Tutkimuksessa pohditaan etäopiskelun haasteita ja mahdollisuuksia opiskelijoiden näkökulmasta. Tutkimuksessa tarkasteltiin nuorten kokemuksia etäopiskelusta kuvailevan kirjallisuuskatsauksen avulla. Aineistoa haettiin Google Scholarista vuosien 2019-2022 ajalta. Tutkimukseen valikoitui 13 empiiristä tutkimusta, jotka käsittelivät opiskelijoiden kokemuksia etäopiskelusta maailmanlaajuisesti. Aineiston analysoinnissa käytettiin sisällönanalyysiä, jonka avulla muodostettiin pääluokat: etäopiskelun haasteet ja etäopiskelun mahdollisuudet. Tutkimuksen tulokset osoittivat, että etäopiskeluun liittyy monenlaisia haasteita ja mahdollisuuksia. Tutkimuksen tulosten mukaan keskeisimpiä haasteita olivat tekniset haasteet, motivaatio-ongelmat, lisääntynyt tehtävien määrä ja sosiaalisuuden puute. Edellä mainitut haasteet heikensivät jokainen osaltaan psyykkistä terveyttä aiheuttaen stressiä, väsymystä, yksinäisyyttä, ahdistusta ja pelkotiloja. Toisaalta opiskelijat kokivat etäopiskelun tarjoavan myös joustavuutta sekä mahdollisuuden itsenäiseen työskentelyyn ja oman ajan hallintaan. Itseohjautuvuuden merkitys korostui niin hyvänä puolena kuin myös heikkoutena niiden kesken, joilla itseohjautuvuuden taitoa ei luontaisesti ole. Jokainen opiskelija kokee etäopiskelun omalla tavallaan, joten on mahdotonta luoda yleispäteviä päätelmiä etäopiskelun haasteista ja mahdollisuuksista. Tutkimuksen tuloksia voidaan kuitenkin soveltaa esimerkiksi hybridiopiskelun suunnittelussa.
  • Vuorinen, Juuso (2020)
    Distance learning, advantage, disadvantage, university student
  • Pakkanen, Elle (2022)
    Työelämän muuttuessa etätyöstä on tullut usealle tietotyöntekijälle uusi työskentelymuoto. Yllättävä siirtyminen etätyöhön Covid-19 – aikakaudella on voinut vaikuttaa työnhyvinvointiin, etenkin työn imun kokemukseen. Tämän kandidaatintutkielman tavoitteena oli kirjallisuuskatsauksen avulla selvittää tietotyötekijöiden etätyön ja työn imun välistä yhteyttä sekä niihin vaikuttavia tekijöitä. Tutkielma pyrkii vastaamaan kahteen tutkimuskysymykseen: miten työn imu muuttuu etätyöympäristössä sekä mitkä tekijät vaikuttavat työn imuun etätyöympäristössä. Aikaisemmat tutkimukset työn imusta tavallisessa toimistoympäristössä ovat osoittaneet, että vahvaa työn imua kokeva henkilö on investointi, sillä hän on tuottava, aikaansaava ja tuo organisaatiolle työnteollaan lisäarvoa. Tutkielma toteutettiin integroivana kirjallisuuskatsauksena. Aineistoon valikoitui yksitoista suomen- ja englanninkielistä artikkelia, jotka vastasivat kahteen etätyötä ja työn imua koskevaan tutkimuskysymykseen. Tutkimusaineisto kerättiin EBSCO-host tietokannasta sekä Google Scholarista rajaten aineisto vuosiin 2015–2022. Aineiston analyysissa käytettiin teemoittelua, jonka avulla kerätyt tutkimusartikkelit jaoteltiin kolmeen ryhmään riippuen siitä, vastasivatko ne ensimmäiseen, toiseen vai molempiin tutkimuskysymyksiin samanaikaisesti. Tutkielman tulokset osoittivat, että työn imun kokemus pysyi samana tai vahvistui entisestään, mikäli työn imun kokemus toimistoympäristössä oli ollut aikaisemmin korkealla tasolla. Työn imun kokemus oli laskevaa, mikäli työntekijä oli aiemmin työssään kokenut heikkoa työn imua, tai työtä haittasivat muut negatiiviset tekijät, kuten pandemiasta johtuva stressi. Työn imuun vaikuttivat yksilön sisäiset tekijät, esimerkiksi autonomian ja minäpystyvyyden tunne, mutta myös organisatoriset tekijät, kuten organisaation tarjoama tuki tai avoin viestintä. Työn imun vähenemiseen vaikutti riittämättömät digitaidot, pandemiasta johtuva stressi sekä puutteellinen etätyöympäristö.
  • Raaska, Nea (2018)
    Working life has undergone drastic changes faster than ever in the past few decades. Because of these changes organizations and their structures have also changed and been renewed. One of the key areas of change is the increase of remote work that is caused by new flexible ways of work and the breakthrough of technology. The increase of remote work brings new challenges to leadership that need to be studied. The aim of this qualitative study was to describe and analyze remote leaders’ experiences of remote work and remote leadership. By investigating these experiences, I aimed to describe what special characteristics remote work brings to leadership and how should these characteristics be considered in remote leadership. This study highlights key areas of remote work that should be developed in the future regarding the fast-changing working life. The theoretical framework of this study consists of previous research conducted regarding remote work and remote leadership. The data consisted of four semi-structured theme interviews that were analyzed using content analysis. The aim was to find similarities and differences between the data and the theoretical framework. The interviewees were experts in their own field and they all had at least one year of experience as a remote leader. Every interviewee had their own team that consisted of remote and non-remote workers. The interviewees brought up dissimilarities on different areas between remote and non-remote workers. The results of this study were divided in two sections: experiences of remote work and special characteristics of remote leadership. Remote work was seen as a positive and long-awaited change that makes combining work and personal life possible especially to people with families. On the other hand, remote work can dim the boundaries between work and personal life that could cause burnout. Special characteristics of remote leadership were found to be the importance of regular interaction and communication, equal treatment between remote and non-remote workers and the importance of building a trustful relationship between the leader and subordinates. Especially the results indicated that remote leaders had the feeling of inadequacy because of the lack of time that was allocated to leadership. This indicated that remote leaders lacked the support from their supervisor and the organization. None of the interviewees had been trained to remote leadership. In conclusion, this study highlights that managing remote subordinates is a challenging form of leadership and it should be investigated further to provide training and support to remote leaders.
  • Maliniemi, Anna-Maria (2020)
    Objectives Due to the COVID-19pandemic that is rampant in the world, remote work has become the focus of working life in the spring of 2020. Many people have had to rebuild their everyday working life while planning new practices of working. This study aims to examine what kinds of rhythms there are in remote workers’ everyday life. It also studies how different dimensions of function interlace in the everyday life of remote workers. The theoretical framework of this study consists of different studies of time-use, the most important being the four kinds of time by Dagfinn Ås. This study focuses on how remote workers’ work, housework and free time interlace. Methods This study was a qualitative study. I used a time-use diary as a data collection method. The participants were selected randomly and they filled in the diary for three days. I collected the data working together with the National institution of occupational health and the workers’ employer. I contacted the participants via e-mail and they could take part in this study in their own initiative. This study had seven participants. I analyzed the data first by dividing the participants in different worker types. In addition to this I grouped different functions I found in the diaries based on the four kinds of times by Ås and studied the interlacing and overlapping of these functions. Results Out of the workers that participated in this study I could clearly find two worker types, daytime workers and night time workers. Families and spouses can fit their rhythms easier together while working during the daytime. There were interlacing of work, housework and freetime in every participants everyday life. Six out of seven workers did housework on their work breaks. Especially chores involving cooking and laundry where represented in the data during working hours. It can also be said that interlacing house work with the working day opens up time during free time for relaxation, socializing and for recovery.
  • Koskela, Essi (2022)
    Etätöiden tekeminen on yleistynyt valtavasti kahden viime vuosikymmenen aikana teknologian kehittymisen myötä. Tämän vuoksi tutkielmassa selvitetään, mikä on etätyön tekemisen yhteys työtyytyväisyyteen. Tutkielma keskittyy vastaamaan kahteen tutkimuskysymykseen, joiden avulla selvitetään, millä tavoin etätöiden tekeminen on yhteydessä työtyytyväisyyteen sekä vaikuttaako etätöiden määrä työtyytyväisyyteen. Tutkimus toteutettiin narratiivisena kirjallisuuskatsauksena. Aineistoon valikoitui yhdeksän vertaisarvioitua tutkimusartikkelia. Aineiston analysoinnissa hyödynnettiin teemoittelua, jonka avulla tutkimusartikkelit jaettiin kahteen pääryhmään tutkimuskysymysten mukaisesti. Ensimmäinen pääryhmä jakautui edelleen kolmeen eri alaryhmään ja toinen pääryhmä kahteen eri alaryhmään. Tutkielman tulosten mukaan etätyöntekijöiden työtyytyväisyys on korkeampaa kuin toimistolla työskentelevien työtyytyväisyys, mikä osoittaa etätyön ja työtyytyväisyyden yhteyden olevan positiivinen. Toisen tutkimuskysymyksen kohdalla havaittiin kuitenkin, että etätyöt ovat positiivisesti yhteydessä työtyytyväisyyteen vain tiettyyn pisteeseen asti, sillä etätyöpäivien noustessa tiettyyn määrään työtyytyväisyys kääntyykin laskuun. Osa tutkimuksista kuvaa tätä etätyön ja työtyytyväisyyden yhteyttä käännetyn U:n muotoiseksi. Tutkielman tulokset osoittivat, että organisaatioiden kannattaa antaa työntekijöille mahdollisuus tehdä etätöitä muutamana päivänä viikossa. On kuitenkin huomioitava, että tutkielman perusteella ihmiset kaipaavat myös kasvokkaisia tapaamisia, jonka takia siirtyminen pelkästään etätöihin ei ole työtyytyväisyyden näkökulmasta kannattavaa.
  • Blommendahl, Riina (2021)
    Tutkielmani tavoite oli kuvata ja analysoida varhaiskasvatuksen etäopetuksen toteuttamista keväällä 2020. Tutkimustehtävänä oli kuvata, analysoida ja tulkita ryhmään kuulumisen ja vertaisvuorovaiku- tuksen tukemiseen liittyviä pedagogisia käytäntöjä varhaiskasvatuksen etäopetuskokemuksista. Aiem- paa tutkimusta etävarhaiskasvatuksesta on vielä hyvin vähän, mutta ne ovat osoittaneet, että verkko- opetus voisi olla mahdollista monivaiheisen suunnittelun, toteutuksen ja reflektion avulla. Tutkimuksessa viitekehyksenä käytin sosiokulttuurisen oppimisen teoriaa. Teorian mukaan lapsen kasvu, kehitys ja oppiminen tapahtuvat vuorovaikutuksessa sekä yhteisön toimintamalleihin osallistumalla. Sosiokulttuurisista teorioista tarkastelin erityisesti Vygotskyn ja Rogoffin teorioissa esiintyviä käsitteitä; Vygotskyn lähikehityksen vyöhyke sekä Rogoffin ohjatun osallisuuden -käsite. Tämä tutkimus on luonteeltaan laadullinen. Aineisto on koottu yksilöhaastatteluina puolistrukturoitujen kysymysten avulla. Haastattelurunko sisälsi seitsemän aiheeseen virittävää kysymystä. Haastateltaviksi valikoitui viisi varhaiskasvatuksen opettajaa yksityisen toimijan varhaiskasvatusyksiköistä. Haastattelut toteutettiin verkko- ja puhelinhaastatteluina, jotka tallennettiin, litteroitiin ja analysoitiin. Analysoinnissa pyrin löytämään aineistosta yhtenäisiä teemoja sekä yksilöllisiä kokemuksia. Analyysi eteni ensin teorian pohjalta ja myöhemmin mukaan tuli aineisto, joka sai vahvistusta teoriasta. Tulosten perusteella etäopetuksessa toteutettiin pedagogisesti painottunutta suunnitelmallista ja tavoitteellista toimintaa. Tavoite etäopetuksessa painottui struktuurin ylläpitämiseen, ryhmään kuulumisen ja vertaisvuorovaikutuksen tukemiseen sekä perheiden kanssa tapahtuvan kasvatusyhteistyön jatkamiseen sekä lastensuojeluun. Tuloksissa korostui etäopetustuokioiden antama mahdollisuus osallisuuden ja ryhmään kuulumisen kokemuksille. Tutkimukseni johtopäätöksissä voin todeta, että etäopetuskokemukset antavat toiveita siitä, että etäopetus varhaiskasvatuksessa on mahdollista hyvän suunnittelun, toteutuksen ja reflektion avulla. Tutkimustulokset antavat myös viitteitä siitä, että etäopetusjärjestelyillä voisi olla merkitystä ryhmään kuulumisen tunteen kannattelussa poikkeusoloissa.
  • Knuutila, Otto (2020)
    The aim of this work is to get new, interesting information about what subjects co-write among beginner songwriters raises about the career development of a songwriter. The research question is to explore the benefits, disadvantages, opportunities, and threats of co-write work in terms of the beginner songwriter's career development. Previous research has shown that co-writing, i.e. making music in a team, is more effective than making music alone and has become an almost standard way of working in the industry. In terms of careers in general, networking has also been seen as a positive opportunity. At the same time, studies around work and career have shown that they are more and more fragmented and shifting in a more liberating and responsible way for individuals. The research was carried out with a thematic interview, which was attended by two beginner professional songwriters from Helsinki. The interviews were conducted and recorded in April 2020. The thematic interviews were conducted in a consistent manner using the interview framework. The material was analysed by thematizing the views of beginner professional songwriters on the benefits and opportunities of co-write work, as well as the disadvantages and threats to the songwriter's career development. The study found that beginner professional songwriters see co-write work as useful for career development in terms of networking, developing new competencies, and making songwriting more effective. Co-write work also has some threat images that may appear to be a lack of systematic scheduling and focus on writing. Personal chemistry was also seen as a potential challenge to the success of the co-write situation. In the light of the answers to the dissertation, it seems that co-write work should definitely be utilized in the training programs of future songwriters, as well as recognizing the networking and new learning opportunities it offers.
  • Kumpuniemi, Suvi (2023)
    Tämän tutkimuksen tarkoituksena on luoda monipuolinen katsaus etnisen segregaation yhteydestä Helsingin peruskoulujen oppilaspohjan eriytymiseen. Kokoan yhteen Suomen kontekstissa vielä melko vähäistä ja hajanaista tutkimustietoa etnisestä segregaatiosta ja sen vaikutuksista koulujen oppilaspohjan muotoutumiseen sekä lapsiperheiden muuttopäätöksiin ja kouluvalintoihin. Tutkimuskysymykseni on: Millä tavoin etninen segregaatio on yhteydessä peruskoulujen oppilaspohjan eriytymiseen? Etninen segregaatio ja sen yhteys peruskoulun oppilaspohjan eriytymiseen on ajankohtainen aihe, sillä etninen segregaatio ja sen yhteys koulumaailmaan ovat olleet viime aikoina vahvasti esillä suomalaisessa mediassa. Kyseessä on tärkeä aihe tutkia, koska aihe koskettaa koko yhteiskuntaa ja sen ympärille kietoutuu myös kysymykset oppilaiden eriarvoistumisesta sekä mahdollisuuksien tasa-arvosta eli siitä onko oppilaiden taustalla väliä sen kanssa, miten he tulevat kouluttautumaan ja suoriutumaan opinnoistaan. Myös sosioekonominen tausta ja sen vaikutukset liittyvät vahvasti etniseen segregaatioon ja lapsiperheiden muuttopäätöksiin ja kouluvalintoihin, jonka takia käsittelen läheisesti myös sen yhteyttä oppilaspohjan eriytymiseen. Lasten samanarvoisesta kohtelusta ja yhtäläisistä mahdollisuuksista koulutukseen liittyen tulee huolehtia, koska koulutus ja koulut ovat hyvin merkittävä sosialisaation väline. Toteutin tutkimukseni kuvailevana kirjallisuuskatsauksena, jolle tyypillistä on luoda aiheesta yleiskuvaus tiivistämällä aiempaa tutkimusta. Valitsin aineistooni kolme julkaisua, joista yksi on väitöskirja ja kaksi tieteellistä artikkelia. Valitsin aineiston siten, että saan aiheestani mahdollisimman monipuolista materiaalia, joten valitsemillani julkaisuilla on kaikilla hieman eri painotus. Etnisellä segregaatiolla on Suomenkin kontekstissa alkanut olla yhä enemmän vaikutuksia koulujen oppilaspohjan eriytymiseen. Koulut ja asuinalueet ovat alkaneet jakautua aiempaa vahvemmin halutumpiin ja välteltyihin ja perheiden taustalla on väliä, saavatko he lapsensa hyvänä pidettyyn kouluun. Tehdyt muuttopäätökset ja kouluvalinnat, jotka eivät mukaile lähikouluperiaatetta, eriyttävät koulujen oppilaspohjaa ja kasvattavat koulujen välisiä eroja.
  • Väätäinen, Ella (2019)
    Goals. In the research, primary school’s preparatory classroom teachers’ experiences in preparatory teaching materials of Finnish language are being examined. The acquisition of Finnish language is one of the bases in preparatory education because one’s linguistic readiness must be sufficient for daily schoolwork and interaction when proceeding to mainstream education. The goal of the study is to examine what kind of materials teachers use, which materials they find useful and what things they find challenging in using the materials. Guaranteeing equality for the newly arrived is behind the goals for those who in the beginning face in addition to a foreign environment also a foreign school language. Methods. The study was made as a part of University of Helsinki’s Meeting in the Middle -project. The study is qualitative case study and it was carried out as a semi-structured theme interview. The interviewees were chosen by their expertise in the topic of the research. Two experienced preparatory class teachers served as experts in the study. The teachers are from different schools, but they both work in the Helsinki metropolitan area. The interview data was analysed inductively, so according to material-based analysis process. Results and conclusions. The study revealed that teachers use different types of materials as part of the Finnish language teaching. Materials that were intended to the preparatory teaching, other learning materials and also self-made materials were used in their teaching. In the preparatory education, the needs of the pupils are very different and therefore the teachers felt they benefited from using versatile, both ready-made and self-made materials. However, many materials and meeting the needs of the pupils created challenges. The materials did not always meet the pupils’ needs when it came to meaningfulness and functionality thus the teachers provided self-made materials. These factors caused problems for teachers in the planning and to the time spent on it, too. Although the teachers showed contentment towards some materials, it was noted analysing the data that there is still a demand for materials suited for the needs of the pupils.
  • Sundelin, Cecilia (2019)
    In connection with the new curriculum for the basic education some concepts have received more attention than others and one of them is formative assessment. Today, new demands are placed on the assessment in school. The assessment should not only be used as a controlling tool but also as a support for learning. What formative assessment means in practice, however, is not unambiguous. There are misinterpretations about formative work and some believe that an increased documentation requirement is what characterizes a formative assessment. The aim of this study is to examine how the literature describes the practice of the formative assessment. This is to be able to investigate the role of the documentation in the formative way of assessing pupil learning. The study is carried out in the form of a systematic literature review. The result is analyzed on the basis of a hermeneutic approach in which the purpose is to interpret, understand and convey knowledge about a certain phenomenon based on literature on the subject. The result shows that the role of documentation is only a part of several important aspects when it comes to formative assessment. The decisive factor in the formative assessment is the use of the key strategies described in the literature and not necessarily an increased requirement for documentation. Documentation is, however, inevitable in the work with the formative assessment and is needed for the teacher to be able to collect information about the student learning.
  • Vähävaara, Jannina (2017)
    Goals. This thesis’s purpose was to find out do kindergarten workers experience aggressive behavior from children at the kindergarten. Other goal was to find out how kindergarten workers encounter a child who is behaving aggressively. This subject has not been studied earlier, but aggressiveness has been studied a lot for example in schools for what kind of aggressiveness happens in schools. In school world there has been a study done by Hanna Hakala Master’s degree study in which she studied with same kind of questions how schoolteachers have experiences aggressiveness in schools and how they have encountered aggressively behaving child. Research questions have been developed based on different articles, which the researcher has read before writing this thesis. Purpose of this study was to find out does kindergarten workers experience aggressive behavior from children and how do they encounter a child that has been behaving aggressively. Methods. In this research, five kindergarten workers participated in the research. From the interviewees three were kindergarten teachers by their education and two where practical nurses. Interviewees worked in different kindergarten except for two worked from the same kindergarten. The interviews where done by semi-structured theme interview and they lasted from about seven to twenty minutes. After the interviews, they were transcripted and analyzed using theory-driven content analysis. Findings and conclusions. The main results were that kindergarten workers face aggressive behavior from children in kindergarten. Aggressiveness can manifest itself in any kind of situations and aggressiveness can be hitting, spitting or throwing things. When encountering aggressiveness they were advised to stay clam and to take care of everybody’s safety. From these results we can make conclusions that you have to be tranquil but also prepare for situations where a child can behave aggressively towards you. Applying the findings to practice requires a wider sampling.
  • Suoranta, Tuuli (2016)
    Introduction. The objective with this study was to gather information about how preschool aged children act prosocially. Prosocial acting and prosocial behavior are described as the same concept in this study. Prosocial behavior is positive social behavior which purpose is to promote someone other’s wellbeing. Such as behaviors are for example helping, sharing, comforting and cooperating. In the theory part I clarified prosocial behavior through the previous theories and research information and also with the related concepts as social learning, altruism, moral reasoning, empathy and sympathy. Previous researches had been focusing mostly to that part of prosocial behavior, which expounds why or how human species act prosocially, and for that reason there exists plenty of theories and research information of this perspective through decades. Because of this lack of information, in this study I want to search answer to the question how conventionally identified prosocial actings appear with preschool aged children Methodology. The material of survey was collected by systematic literature review. There were two databases where I found 218 researches, and in total four of the researches I picked for the complete survey material. The original researches and studies were international which specified the age limit of preschooler’s between 3 to 6. In the selected researches and studies prosocial behavior was described closely and they had effectual influence on the study designs and to the gained results. None of the selected researches or studies did only enter into gain information how preschool aged children act prosocially. The collected qualitative survey material was analyzed with the inductive content analysis. Results and conclusions. The results clearly show that preschool aged children act prosocially in multitudinious ways. I divided the prosocial acts, which emerged from the survey results, to the six categories. These were comforting, helping, friendliness, sharing, defending and cooperating. The prosocial behavior was tangible, physical, verbal and affective. Voluntarily helping, inviting other children to the play and taking along her/him to the play was the most popular ways to act prosocially. The conclusions of this study is that preschool aged children ways to act prosocially are highly diverse and those acts promote social interaction positively. Nevertheless this study’s results and conclusions prosocial behavior doesn’t seem to be very trendy among educators when today’s society visibly recommends individualism and efficacy as a virtue.