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[{"key": "dc.contributor.author", "value": "Pulkkinen, Jonna", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2019-05-17T06:49:42Z", "language": "", "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2019-05-17T06:49:42Z", "language": "", "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2019", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.isbn", "value": "978-951-39-7771-9", "language": null, "element": "identifier", "qualifier": "isbn", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/64018", "language": "", "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The aim of the research was to examine the changes in special education practices following the funding reform in 2010 and the reform of the Basic Education Act in 2011. The research focused on studying if the practices in municipalities and schools have changed according to the aims of the reforms. In addition, the research examined variations in the \r\npractices and changes among municipalities and schools as well as the factors that explained the variations. The research was based on three kinds of data: a survey of principals (N = 335), interviews with high-ranking of\ufb01cials in the municipal education administration (N = 7), and the official statistics for special education in municipalities (N = 301) \r\ncompiled by Statistics Finland. Survey and interview data were collected in the autumn of \r\n2012, whereas the official statistics covered the years between 2008 and 2014. \r\nOverall, the changes in special education practices seemed to align with the aims of the \r\nreforms. The results indicated that the reforms had altered the share of students receiving \r\nspecial education. Moreover, practices related to early support had changed, albeit not only \r\nin the positive sense. Negative changes were also discerned, such as the decrease in resources of part-time special education. The practices of special education and changes to them \r\nvaried among municipalities and schools. In particular, small and large municipalities and \r\nschools differed in both special education practices and the implementation of the reforms. \r\nThe results suggest that the reforms have altered the use of special education resources \r\nand that there is a need to re-allocate the resources of special education in municipalities. \r\nThe results of this research support the idea that while implementing a reform, local authorities adapt the new practices to existing structures. Accordingly, the local context and \r\nexisting structures of special education play a role in how practices have changed after the \r\nreform. Consequently, resources and variation in local context and structures have to take \r\ninto account when planning reforms and their implementation.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Tutkimuksessa tarkasteltiin erityisopetuksen k\u00e4yt\u00e4nt\u00f6jen muuttumista vuoden 2010 rahoitusj\u00e4rjestelm\u00e4n uudistuksen ja vuoden 2011 perusopetuslain uudistuksen j\u00e4lkeen. Tutkimuksessa selvitettiin, ovatko erityisopetuksen k\u00e4yt\u00e4nn\u00f6t kunnissa ja kouluissa muuttuneet \r\nuudistusten tavoitteiden mukaisesti. Lis\u00e4ksi tutkittiin, mill\u00e4 tavoin k\u00e4yt\u00e4nn\u00f6t ja niiden \r\nmuutokset vaihtelevat kuntien ja koulujen v\u00e4lill\u00e4 sek\u00e4 millaiset tekij\u00e4t selitt\u00e4v\u00e4t t\u00e4t\u00e4 vaihtelua. Tutkimus perustui kolmeen eri aineistoon: rehtorikyselyyn (N = 335), opetustoimen \r\njohdossa ty\u00f6skentelevien haastatteluihin (N = 7) ja Tilastokeskuksen ker\u00e4\u00e4miin erityisopetuksen virallisiin tilastoihin 301 kunnasta. Kysely- ja haastatteluaineisto ker\u00e4ttiin syksyll\u00e4 \r\n2012, kun taas viralliset tilastot olivat vuosilta 2008\u20132014. \r\nKaiken kaikkiaan muutokset erityisopetuksen k\u00e4yt\u00e4nn\u00f6iss\u00e4 n\u00e4ytt\u00e4v\u00e4t olevan uudistusten tavoitteiden suuntaisia. Tulokset osoittivat, ett\u00e4 uudistukset ovat muuttaneet erityisopetusta saavien oppilaiden m\u00e4\u00e4r\u00e4\u00e4 kunnissa. Lis\u00e4ksi varhaisen tuen k\u00e4yt\u00e4nn\u00f6t ovat muuttuneet, vaikkakaan eiv\u00e4t ainoastaan my\u00f6nteisesti. Kielteisen\u00e4 muutoksena havaittiin muun \r\nmuassa osa-aikaisen erityisopetuksen resurssien v\u00e4heneminen. Erityisesti pienet ja suuret \r\nkunnat sek\u00e4 koulut erosivat toisistaan erityisopetuksen k\u00e4yt\u00e4nn\u00f6iss\u00e4 sek\u00e4 siin\u00e4, miten ne \r\novat toteuttaneet uudistuksia.\r\nTutkimuksen tulosten perusteella n\u00e4ytt\u00e4\u00e4 silt\u00e4, ett\u00e4 uudistukset ovat muuttaneet erityisopetusresurssien k\u00e4ytt\u00f6\u00e4 ja ett\u00e4 kunnissa on tarpeen kohdentaa erityisopetuksen resursseja \r\nuudelleen. T\u00e4m\u00e4n tutkimuksen tulokset vahvistavat k\u00e4sityst\u00e4 siit\u00e4, ett\u00e4 toteuttaessaan uudistuksia kunnissa ja kouluissa viranomaiset sopeuttavat uusia k\u00e4yt\u00e4nt\u00f6j\u00e4 vanhoihin rakenteisiin. N\u00e4in ollen resurssit, alueelliset tekij\u00e4t ja rakenteet pit\u00e4\u00e4 ottaa huomioon laajoja \r\nkansallisia uudistuksia suunniteltaessa ja toteutettaessa.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Tuula Harmoinen (tharmoi@cc.jyu.fi) on 2019-05-17T06:49:41Z\r\nNo. of bitstreams: 1\r\n978-951-39-7771-9_v\u00e4it\u00f6s29052019.pdf: 1185593 bytes, checksum: cca914fcfce3c9177515afa620903b76 (MD5)", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2019-05-17T06:49:42Z (GMT). No. of bitstreams: 1\r\n978-951-39-7771-9_v\u00e4it\u00f6s29052019.pdf: 1185593 bytes, checksum: cca914fcfce3c9177515afa620903b76 (MD5)\r\n Previous issue date: 2019", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "eng", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.publisher", "value": "University of Jyv\u00e4skyl\u00e4, Finnish Institute for Educational Research", "language": null, "element": "publisher", "qualifier": null, "schema": "dc"}, {"key": "dc.relation.ispartofseries", "value": "Tutkimuksia / Koulutuksen tutkimuslaitos", "language": null, "element": "relation", "qualifier": "ispartofseries", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": null, "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "basic education", "language": "fi", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "comprehensive school", "language": "fi", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "educational reform", "language": "fi", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "education policy", "language": "fi", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "inclusive education", "language": "fi", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "policy implementation", "language": "fi", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "special education", "language": "fi", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Reforming policy, changing practices? : special education in Finland after educational reforms", "language": null, "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "doctoral thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:ISBN:978-951-39-7771-9", "language": null, "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Education and Psychology", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Kasvatustieteiden ja psykologian tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_db06", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.relation.issn", "value": "2243-1381", "language": null, "element": "relation", "qualifier": "issn", "schema": "dc"}, {"key": "dc.relation.numberinseries", "value": "34", "language": null, "element": "relation", "qualifier": "numberinseries", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "doctoralThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.format.content", "value": "fulltext", "language": null, "element": "format", "qualifier": "content", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}]
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