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[{"key": "dc.contributor.advisor", "value": "Heikinaro-Johansson, Pilvikki", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.advisor", "value": "Lyyra, Nelli", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Rintala, Tuomas", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Kuismanen, Pauli", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2016-04-18T11:01:53Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2016-04-18T11:01:53Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2016", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1526163", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/49359", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Tutkimuksemme tarkoituksena oli selvitt\u00e4\u00e4, miten erilaiset oppilasryhm\u00e4t vaikuttavat opettajan toimintaan ja eroaako opettajan toiminta hetero- ja homogeenisen ryhm\u00e4n v\u00e4lill\u00e4. Tutkimme opettajan toimintaa kolmen p\u00e4\u00e4kohdan pohjalta, joita olivat organisointi, instruktio, vuorovaikutus. T\u00e4m\u00e4n lis\u00e4ksi teimme havaintoja tunnin yleisilmeest\u00e4.\n\nAineistona tutkimuksessa k\u00e4ytettiin kahdeksaa videoitua liikuntatuntia, jotka olivat yl\u00e4koulun poikien palloilutunteja. Yksi opettaja piti saman aiheen tunnin kahdelle erityyppiselle ryhm\u00e4lle, joista toinen oli taidoiltaan heterogeeninen ja toinen homogeeninen. Tarkastelimme videoilta opettajan k\u00e4ytt\u00e4mi\u00e4 opetusmenetelmi\u00e4, sek\u00e4 tunnin aloitus- ja lopetushetki\u00e4 ja keinoja, joilla opettaja muodosti ryhm\u00e4t. Kirjasimme yl\u00f6s instruktion antotilanteita niiden keston ja sis\u00e4ll\u00f6n suhteen, sek\u00e4 opettajan esitt\u00e4mi\u00e4 kysymyksi\u00e4 ja niihin saatuja vastauksia. Tarkastelimme my\u00f6s erityisi\u00e4 vuorovaikutustilanteita opettajan ja oppilaiden v\u00e4lill\u00e4. Palautteenannon tarkastelemiseen k\u00e4ytimme luokitteluj\u00e4rjestelm\u00e4\u00e4, jossa palaute on luokiteltu laadun, sis\u00e4ll\u00f6n ja kohteen mukaan. Lis\u00e4ksi pyrimme tarkastelemaan tunnin yleist\u00e4 ilmett\u00e4 ja sujuvuutta.\n\nTuntien rakenteet noudattivat kesken\u00e4\u00e4n hyvin samankaltaista kaavaa. Erityisesti samankaltaisia olivat saman lajin tunnit. Kaikilla tunneilla pelille oli varattu suurin osa koko tunnin ajasta. Opettajien toiminta eri ryhmien tunneilla ei eronnut merkitt\u00e4v\u00e4sti organisoinnin ja tunnin yleisilmeen osalta. Suurimmat erot syntyiv\u00e4t instruktion ja vuorovaikutuksen kohdalla. Opettajat antoivat enemm\u00e4n ohjaavia kommentteja heterogeenisille ryhmille kuin homogeenisille ryhmille. Opettajat kyseliv\u00e4t my\u00f6s enemm\u00e4n kysymyksi\u00e4 heterogeenisilt\u00e4 ryhmilt\u00e4 tuntien aikana. Kaikki opettajat olivat aktiivisempia heterogeenisten oppilasryhmien tunneilla.\n\nTutkimuksemme haastaa liikunnanopettajia huomioimaan erityyppisten oppilaiden ja oppilasryhmien erityistarpeita. Saamamme tulokset haastavat pohtimaan voisiko liikunnanopettajien koulutus valmistaa paremmin tulevia liikunnanopettajia eriytt\u00e4m\u00e4\u00e4n opetusta ja huomioimaan erilaisten ryhmien tarpeet. Inkluusion lis\u00e4\u00e4ntyess\u00e4 eriytt\u00e4misen tarve opetuksessa kasvaa jatkuvasti.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The purpose of our research was to investigate how different class affect the teachers teaching behavior and are there any differences in the teacher behavior when the teacher is teaching a heterogeneous or a homogeneous group of students. We studied the teachers behavior from four different aspects which were: organizing, instruction, interaction and the general atmosphere of the lesson.\n\nThe research material consisted of eight videotaped PE lessons which were all middle school boys ball game lessons. Each teacher held the same type of lesson for two different types of student groups. The other groups sport skills were heterogeneous and the other groups were homogeneous. We observed the teachers beginnings and the endings of the lessons. We registered the teachers\u2019 teaching methods and different ways that the teachers formed different groups in the lessons. We also examined the teachers instruction behaviour and especially the meanings and the durations of the instructions. We counted questions that the teachers asked from the students and the answers to them. We registered special or meaningful interactions between the teachers and the student. To examine the feedback that the teachers gave to the students we used an instrument in which we marked the quantity and the quality of the feedback. We also examined the general atmosphere and the fluency of the lesson.\n\nStructures of ball game lessons were very much alike. Particularly similar were classes where the content of the lesson was the same ball game, either basketball or volleyball. In every lesson most of the time was used for playing. Teachers organizing behavior and general class climate did not differ in heterogeneous and homogeneous groups. Some differences were found in teacher instruction and teacher-student interaction. Teachers gave more instructions to heterogeneous groups than to homogeneous groups. Teachers also asked more questions from heterogeneous groups.\n\nOur study is setting a challenge to physical education teachers to pay more attention to special needs of students and student groups. Our results makes us pay attention on the education of physical education teachers. The future physical education teachers should learn better to differentiate their teaching and to pay more attention to different needs of different groups. As inclusion of students is increasing, also the need of differentiating increases continuously.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Tuomas Rintala (tuvirint) on 2016-04-18 11:01:53.207302. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). JyX data: [jyx_publishing-allowed (fi) =True]", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by jyx lomake-julkaisija (jyx-julkaisija.group@korppi.jyu.fi) on 2016-04-18T11:01:53Z\nNo. of bitstreams: 2\nURN:NBN:fi:jyu-201604182232.pdf: 878458 bytes, checksum: 1f388cafdc1a524ccf7dcdc4a8177c78 (MD5)\nlicense.html: 5156 bytes, checksum: 796b2bcd94d301e40d20dba22da1596f (MD5)", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2016-04-18T11:01:53Z (GMT). No. of bitstreams: 2\nURN:NBN:fi:jyu-201604182232.pdf: 878458 bytes, checksum: 1f388cafdc1a524ccf7dcdc4a8177c78 (MD5)\nlicense.html: 5156 bytes, checksum: 796b2bcd94d301e40d20dba22da1596f (MD5)\n Previous issue date: 2016", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "1 verkkoaineisto (83 s.)", "language": null, "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "Vuorovaikutus", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "instruktio", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "organisointi", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "heterogeeninen", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "homogeeninen", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Oppilasryhm\u00e4n vaikutus opettajan toimintaan yl\u00e4koulun poikien palloilutunneilla", "language": null, "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-201604182232", "language": null, "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": 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