| fullrecord |
[{"key": "dc.contributor.author", "value": "Hosiaisluoma, Paula", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Luomaniemi, Laura", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2023-11-17T10:45:21Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2023-11-17T10:45:21Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2023", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/91951", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4n tutkimuksen tarkoituksena oli tutkia oppilaiden kouluun kiinnittymist\u00e4 eurooppalaisten kasvattajien n\u00e4k\u00f6kulmasta. Tavoitteenamme oli selvitt\u00e4\u00e4, millaisia kouluk\u00e4yt\u00e4nteit\u00e4 kasvattajat k\u00e4ytt\u00e4v\u00e4t tukeakseen oppilaiden kouluun kiinnittymist\u00e4, ja oppia opettajien ajatuksia emotionaalisen tuen tarjoamisesta. Kyseess\u00e4 on laadullinen tutkimus. Tietoa kouluun kiinnitt\u00e4vist\u00e4 k\u00e4yt\u00e4nteist\u00e4 ker\u00e4ttiin kyselylomakkeilla ja oppilaille tarjotun emotionaalisen tuen k\u00e4yt\u00e4nteist\u00e4 teemahaastatteluilla. Molempien tutkimusten aineistot analysoitiin teorial\u00e4ht\u00f6isen sis\u00e4ll\u00f6nanalyysin avulla. Analyysin taustateorioina k\u00e4ytettiin Finnin (1989) oppilaiden kouluun kiinnittymisen teorian osallistumisen ja tunnistamisen mallia (Participation\u2013Identification, PI) ja Hamren ym. (2013) vuorovaikutuksen kautta oppimisen (Teaching through Interaction, TTI) -mallia. Tulokset osoittivat, ett\u00e4 kasvattajat k\u00e4ytt\u00e4v\u00e4t koulussa k\u00e4yt\u00e4nteit\u00e4, joilla pyrit\u00e4\u00e4n vaikuttamaan yhteen, kahteen tai kaikkiin kolmeen kiinnittymisen tyyppiin: emotionaaliseen, behavioraaliseen ja kognitiiviseen kiinnittymistyyliin. Suurin osa koulun k\u00e4yt\u00e4nteist\u00e4 soveltui tukemaan kaikkia oppilaan kouluun kiinnittymisen osa-alueita. Kasvattajien kouluk\u00e4yt\u00e4nteiss\u00e4 korostuivat erilaiset oppilaiden kouluun kiinnittymisen tukimuodot sen mukaan, mit\u00e4 oppilaiden kouluun kiinnittymisen muotoa tai muotoja kouluk\u00e4yt\u00e4nne tuki. Opettajat pitiv\u00e4t emotionaalista tukea t\u00e4rke\u00e4n\u00e4: opettajan sensitiivisyytt\u00e4, my\u00f6nteisen ilmapiirin luomista ja nuorten n\u00e4k\u00f6kulmien huomioonottamista. Opettajat k\u00e4yttiv\u00e4t erilaisia keinoja tukeakseen kouluun kiinnittymist\u00e4 emotionaalisella tasolla, mutta he kokivat emotionaalisen tuen antamisen osittain haastavaksi.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The purpose of this study was to examine students\u2019 school engagement from the perspective of European educators. Our aim was to find out what kinds of school practices educators use to support students\u2019 school engagement, and to learn teachers\u2019 thoughts about providing emotional support. This is a qualitative study. Information on the schools\u2019 practices of engagement was collected via questionnaires, and on their practices of emotional support provided to students via thematic interviews. The material for both research questions was analysed using theory-based content analysis. Finn\u2019s (1989) stu-dents\u2019 school engagement theory Participation\u2013Identification model (PI) and Hamre et al. \u2019s (2013) Teaching Through Interaction (TTI) model were used as background theories for the analysis. The results showed that educators use school practices that aim to influence one, two, or all three types of engagement: emotional, behavioural and cognitive engagement style. Most of the school practices were suitable for supporting all aspects of the student\u2019s school engagement. In the school practices of the teachers, different forms of support for students\u2019 school engagement were emphasized, depending on which form(s) of students\u2019 school engagement were supported by the school practice. The teachers considered emotional support to be important: the teacher\u2019s sensitivity, creating a positive climate and regarding for adolescent perspectives. The teachers used several school practices of emotional support, but they found giving emotional support partly challenging.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2023-11-17T10:45:21Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2023-11-17T10:45:21Z (GMT). No. of bitstreams: 0\n Previous issue date: 2023", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "76", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.language.iso", "value": "eng", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": null, "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "students\u2019 school engagement", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "school practices", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "emotional support", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Engaging school practices and teachers\u2019 emotional support for students\u2019 school engagement in European schools", "language": "", "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-202311177971", "language": "", "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Kasvatustieteiden ja psykologian tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Education and Psychology", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Kasvatustieteiden laitos", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Department of Education", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Erityispedagogiikka", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Special Education", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "yvv.contractresearch.funding", "value": "0", "language": "", "element": "contractresearch", "qualifier": "funding", "schema": "yvv"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.copyright", "value": "\u00a9 The Author(s)", "language": null, "element": "rights", "qualifier": "copyright", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "101", "language": "", "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}, {"key": "dc.rights.accessrights", "value": "", "language": null, "element": "rights", "qualifier": "accessrights", "schema": "dc"}]
|