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Academisation of early childhood education
Husa, Sari, 2005
Scandinavian Journal of Educational Research, 49(2), 133-151

A content analysis of official documents produced in connection with the appointments of professors to the Chairs of Early Childhood Education departments at Finnish universities, to determine how the appointments of particular applicants might have influenced the development of the field

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Conceptions of Finnish and Estonian pre-school teachers' goals in their pedagogical work
Anneli, Niikko, October, 2012
Scandinavian Journal of Educational Research, 56(5), 481-495

A study of similarities and differences between Finnish and Estonian early care and education teachers' goals and their thoughts of ways to achieve these goals in their pedagogical work, based on data from 30 teachers from Finland and 30 teachers from Estonia

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Deliberative democratic evaluation in preschools
Hreinsdottir, Anna Magnea, October, 2012
Scandinavian Journal of Educational Research, 56(5), 519-537

In this study, the merit of using deliberative democratic evaluations is studied in light of ten questions asked by House and Howe, which defined the approach and raise issues of interests, representation, and choice of stakeholders, power balances and procedures for controlling them, participation, reflection and deliberation. Suggestions by Clark and Moss for using a mosaic approach were followed. This indicates, when listening to children, many fragments integrate into a whole picture. The emphasis here was on listening to children's views and defining values and evaluation criteria so that they reflect our definition of childhood and quality of childcare. Children had other priorities than parents and staff in some instances, for example regarding length of stay and autonomy. Greene's issues of power, core matters, and biases were utilized for reflection on issues. (author abstract)

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Discerning pedagogical quality in preschool
Sheridan, Sonja, June 2009
Scandinavian Journal of Educational Research, 53(3), 245-261

An exploration of definitions and theoretical assumptions of pedagogical quality in preschool from an analysis of 4 empirical studies in early childhood education in Sweden

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Efficiency and quality when providing public child care in Sweden
Bjurek, Hans, 1996
Scandinavian Journal of Educational Research, 40(3), 217-238

A discussion on the ability to use resource efficiency as an indication of the performance of social and educational services

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How reflective are teachers?: A study of kindergarten teachers' and special teachers' levels of reflection in day care
Pihlaja, Paivi Marjo, April, 2013
Scandinavian Journal of Educational Research, 57(2), 182-198

The purpose of this study is to examine teachers' reflections of their early childhood special education work in Finnish day care. Work contents and work roles have faced many challenges in Early Childhood Special Education (ECSE), and therefore general reflection and research need to be developed. Teachers (n = 218) evaluated, via an electronic survey, the work fields of ECSE. Reflectivity is assessed by means of open-ended questions in the different fields of ECSE. All the answers were divided into the following categories: the technical, practical, and critical level of reflection. The researchers compared their evaluations and found the baseline to be very similar. The data revealed that the reflectivity was mainly at the technical level. It was almost impossible to reach the critical reflection level. (author abstract)

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In search of quality in Finnish pre-school education
Niikko, Anneli, October 2009
Scandinavian Journal of Educational Research, 53(5), 431-445

An examination of physical, material, and social learning environments, the aims of preschool education, parent expectations, issues of curriculum, as well as teacherís pedagogical planning, activities, decision making and cooperation from 2 rounds of over 90 parent questionnaires, 9 teachers questionnaires and interviews and 15 child interviews, in 2002-2003, when preschool education was, for the first time, organized by educational authorities in Finland and carried out in school contexts

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The making of the ordinary child in preschool
Alasuutari, Maarit, October, 2011
Scandinavian Journal of Educational Research, 55(5), 517-535

The article examines parent-teacher conferences in Finnish and Swedish preschools. Previous research has shown that the conferences are mostly about the evaluation of the child. Based on qualitative data, the article studies how this evaluation is done. It asks how the institutional order regarding children is constructed in parent-teacher conferences and what the ordinary child is like that this order presumes. The theoretical framework is adopted from social constructionist research on childhood and institutions. The analysis applies a discourse analytic framework. The results suggest that being and becoming social is the key expectation for a child in Finnish and Swedish preschools; formal education and learning are not often mentioned. In addition, the results show that generational and gendered assumptions are important elements in the institutional order of preschool. (author abstract)

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One step back, two steps forward -- An educator's experiences from a learning study of basic mathematics in preschool special education
Bjorklund, Camilla, October, 2012
Scandinavian Journal of Educational Research, 56(5), 497-517

The purpose of this study is to describe the developmental benefits emerging from the theoretical approach variation theory of learning, and the implementation of learning study in preschool. An educator specialized in educating children with special needs participates in a project aiming to enhance mathematics teaching. The analysis of the professional development takes a phenomenographic approach, discerning the educator's experiences of learning study. Analysis of a deep-interview and videographic observations of three learning sessions shows expanding confidence in the educator's profession, as well as improving educational practice. The learning study's key aspects as means to enhance educational professionality are the opportunity to reflect upon the object of learning, children's competence, educational practice, and interaction taking place within the educational practice. (author abstract)

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Preschool achievement in Finland and Estonia: Cross-cultural comparison between the cities of Helsinki and Tallinn
Ojala, Mikko, April 2007
Scandinavian Journal of Educational Research, 51(2), 205-221

A comparison of preschool childrenís academic progress in two countries, based on a sample of 263 children in Helsinki, Finland and 198 children in Tallinn, Estonia

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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