Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2012, , 23 - 36, 15.01.2012
https://doi.org/10.12973/eu-jer.1.1.23

Öz

Kaynakça

  • Alasuutari, P. (1994) Laadullinen tutkimus [Qualitative research]. Jyväskylä: Gummerus.
  • Antikainen, A. (2006) In search of the Nordic model in education. Scandinavian Journal of Educational Research, 50(3), 229-243.
  • Arnold, K. A., Turner, N., Barling, J., Kelloway, E. K. & McKee, M. C. (2007) Transformational leadership and psychological well-being: the mediating role of meaningful work. Journal of Occupational Health Psychology, 12(3), 193-203.
  • Board of Education. (2006) The vocational qualifications of a classroom assistant. http://www.edu.fi/julkaisut/maaraykset/naytot/koulunk_avustajan_at.pdf].
  • Broadbent, C. & Burgess, J. (2003) Building effective inclusive classrooms through supporting the professional learning of special needs teacher assistants. Paper presented at The 43rd Annual National Conference of Adult Learning Australia, Sydney, 27-30 November. https://ala.asn.au/conf/2003/broadbent.pdf
  • Bullough, R. V. Jr. & Baughman, K. (1995) Changing contexts and expertise in teaching: first-year teacher after seven years. Teaching & Teacher Education, 11(5), 461-477.
  • Carver, C. S. & Scheier, M. F. (2005) Engagement, disengagement, coping and catastrophe, in A.J. Elliot & C. S. Dweck (Eds), Handbook of competence and motivation (pp. 527-547). New York & London: The Guilford Press.
  • Cresswell, J.W. (2003) Research design. Qualitative, quantitative, and mixed methods approaches. London: Sage.
  • Dew-Hughes, D., Brayton, H. & Blandford, S. (1998) A survey of training and professional development for learning support assistants. Support for Learning, 13(4), 179-183.
  • Ellström, P.-E. (1994) Kompetens, utbilding och lärande i arbetslivet. Problem, begrepp och teoretiska perspektiv [Competence, education and learning in working life]. Stockholm: Publica, CE Frizens Ab.
  • Farrell, P., Balshaw, M. & Polat, F. (1999) The management, role and training of learning support assistants. Research Brief, no 161. http://www.dfee.gov.uk/research
  • Golafshani, N. (2003) Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-607.
  • Gorard, S. & Taylor, C. (2004) Combining methods in educational and social research. Maidenhead: Open University Press.
  • Gregory, I. (2003) Ethics in research. London: Continuum International Publishing Group.
  • Hackman, J. R. & Oldham, G. R. (1976) Motivation through the design of work: Test of a theory. Organizational Behavior and Human Performance, 16, 250-279.
  • Hiltunen, V., Hyytiäinen, M., Lindroos, S. & Matero, M. (2008) Ohjaan ja avustan Koulunkäyntiavustajan käsikirja [I guide and help. The SNA’s manual]. Helsinki: WSOY
  • Honkanen, E. & Suomala, A. (2009) Oppilashuollon käsikirja [The manual of student care]. Keuruu: Tammi
  • Isoherranen, K. (2005) Moniammatillinen yhteistyö [Multi-professional collaboration]. Vantaa: WSOY.
  • Jakku-Sihvonen R. & Niemi, H. (2006) Introduction to the Finnish education system and teachers’ work, in R. Jakku-Sihvonen & H. Niemi (Eds) Research-based Teacher Education in Finland- reflections by Finnish Teacher Educators (pp. 7-16). Turku: Finnish Educational Research Association.
  • Jalongo, M. R. & Isenberg, J. P. (2004) Exploring your role. A practitioner’s introduction to early childhood education. (2nd ed.) Upper Saddle River, NJ: Pearson Education.
  • Jerwood, L. (1999) Using special needs assistants effectively. British Journal of Special Education, 26(3), 127-129.
  • Johnson, R. B. & Onwuegbuzie, A. J. (2004) Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Karvonen, S., Vikat, A. & Rimpelä, M. (2005) The role of school context in the increase in young people’s health complaints in Finland. Journal of Adolescence, 28 (1), 1-16. doi: 10.1016/adolescence2004.05.006
  • Katz, L. K. (1977) Talks with teachers. Reflections on early childhood education. Washington, D. C.: National Association for the Education of Young Children.
  • Kumpulainen, T. (Ed) (2002) Koulutuksen määrälliset indikaattorit 2002 [The quantitative indicators of education]. Helsinki: The Finnish National Board of Education.
  • Kupiainen, S., Hautamäki, J. & Karjalainen, T. (2009) The Finnish education system and PISA. (Ministry of Education Publications, No. 46). Finland: Ministry of Education. http://www.pisa2006.helsinki.fi/files/The_Finnish_education_system_and_PISA.pdfhttp://www.pisa2006.helsinki.fi/files/The_Finnish_education_system_and_PISA.pdf
  • Lahtinen, M. & Lankinen, T. (2010) Koulutuksen lainsäädäntö käytännössä [Educational legislation in practice]. Helsinki: Tietosanoma Oy
  • Lakkala, S. & Määttä, K. (2011) Towards a theoretical model of inclusive teaching strategies – An action research in an inclusive elementary class. Global Journal of Human Social Science, 1(8), 31-40.
  • Logan, A. (2006) The role of the special needs assistant supporting pupils with special educational needs in Irish mainstream primary schools. Support for Learning, 21(2), 92-99.
  • Margerison, A. (1997). Class teachers and the role of classroom assistants in the delivery of special educational needs. Support for Learning, 12(4), 166-169.
  • Mason, D. A. & Burns, R. B. (1997) Reassessing the effects of combination classes. Educational Research and Evaluation, 3, 1-53.
  • Merimaa, E. & Virtanen, P. (2007) Koulunkäyntiavustajan kirja [The book of special needs assistants]. Juva: PS-kustannus.
  • Morgan, J., Ashbaker, B. & Forbush, D. (1998) Strengthening the teaching team: Teachers and paraprofessionals learning together. Support for Learning, 13(3), 115-117.
  • Määttä, K. & Uusiautti, S. (2011) Pedagogical love and good teacherhood. in Education, 17(2). http://ineducation.ca/article/pedagogical-love-and-good-teacherhood
  • Nummenmaa, L. (2004) Käyttäytymistieteiden tilastolliset menetelmät [Quantitative methods of behavioral sciences]. Vantaa: Tammi/Vammalan kirjapaino Oy
  • Paloste, A., Uusiautti, S. & Määttä, K. (2011) Through education and work experience toward professional competence – A phenomenographic study on some Finnish nurses’ and midwives’ perceptions. Journal of Studies in Education, 1(1), 1-12.
  • Peltonen, T. (2002) Pienten koulujen esiopetuksen kehittäminen – entisajan alakoulusta esikouluun [Development of pre-education in small schools – from old times primary school to preschool]. (Doctoral Thesis, Acta Universitatis Ouluensis E Scientiae Rerum Socialium 60.) Oulu: University of Oulu.
  • Rasi, I., Lepola,E., Muhli, A. & Kanniainen, A. (2006) SPSS 14.0 for Windows Perusteet [The basics of SPSS 14.0 for Windows]. Oulu: Oulu University Press.
  • Saloviita, T. (2007) Työrauha luokkaan – Löydä omat toimintamallisi [Peace to learn in the classroom – Find your own methods]. Juva: WSOY.
  • Santavirta, N. et al. (2001) Nyt riittää. Raportti peruskoulun ja lukion opettajien työympäristöstä, työtyytyväisyydestä ja työssä jaksamisesta [Now, it’s enough. A report about comprehensive school and college teachers’ working environment, work satisfaction, and coping at work]. (Publications of the Department of Education 173.) Helsinki: University of Helsinki.
  • Simola, H. (2002) Finnish teachers talk about their changing work, in K. Klette, I. Carlgren, J. Rasmussen & H. Simola (Eds) Restructuring Nordic teachers: Analysis of interviews with Danish, Finnish, Swedish and Norwegian teachers (pp. 49-70). Oslo: University of Oslo.
  • Starkey, L., Yates, A., Meyer, L. H., Hall, C., Taylor, M., Stevens, S. & Toia, R. (2009) Professional development design: Embedding educational reform in New Zealand. Teaching and Teacher Education, 25, 181-189.
  • Takala, M. (2007) The work of classroom assistants in special and mainstream education in Finland. British Journal of Special Education, 34(1), 50-57.
  • Takala, M. 2010. Koulunkäyntiavustajat – mahdollistajat [Special needs assistants – the enablers], in M. Takala (Ed) Erityispedagogiikka ja kouluikä [Special pedagogy and school age] (pp. 124-131). Helsinki: Gaudeamus Helsinki University Press.
  • Teddlie, C. & Tashakkori, A. (2003) Major issues and controversies in the use of mixed methods in thesocial and behavioral sciences, in A. Tashakkori & C. Teddlie (Eds), Handbook of Mixed Methods in Social & Behavioral Research (pp. 3-50). Thousand Oaks, CA: Sage.
  • The Social and Health Institute in Helsinki (HESOTE) (2006) The vocational qualifications of a classroom assistant. http://www.hesote.edu.hel.fi/koulutus/ammatti/koulunkäyntiavustaja.htmli
  • Uusiautti, S. & Määttä, K. (2011). The process of becoming a top worker. International Education Studies, 4(4), 69-79. doi: 10.5539/ies.v4n4p69
  • Uusitalo, R. (1999). Return to education in Finland. Labour Economics, 6 (4), 569-580. doi: 10.1016/S0927-5371(99)00031-7
  • van Horn, J.E., Schaufeli, W.B. & Enzmann, D. (1999) Teacher burnout and lack of reciprocity. Journal of Applied Social Psychology, 29, 81-108.
  • Veenman, S. (1995) Cognitive and noncognitive effects of multigrade and multi-age classes: a best-evidence synthesis. Review of Educational Research, 65, 319-381.
  • While, A. (1994) Competence versus performance: which is more important? Journal of Advanced Nursing, 20(3), 525-531.

Special Needs Assistants: The Special Charcteristics and Strenght of the School System of Finland

Yıl 2012, , 23 - 36, 15.01.2012
https://doi.org/10.12973/eu-jer.1.1.23

Öz

The contribution of special needs assistants (SNA) is becoming increasingly important in inclusive and special classrooms. However, the profession itself has remained unexplored. The purpose of this article is to describe special needs assistants’ perceptions on their education, professional competence, the content and significance of their work within the school system of Finland, and the further development of their role and content of their work. 171 special needs assistants from the province of Lapland participated in the research. This research was a mixed methods research where the data was collected in 2010 through a semi-structured questionnaire that consisted both quantitative and qualitative elements and was, therefore, analyzed both by using qualitative and quantitative analyzing methods. The results highlighted the diversity, challenges and development needs of special needs assistants’ work. Special needs assistants are strength and can work as a support for teachers, students, and parents.

Kaynakça

  • Alasuutari, P. (1994) Laadullinen tutkimus [Qualitative research]. Jyväskylä: Gummerus.
  • Antikainen, A. (2006) In search of the Nordic model in education. Scandinavian Journal of Educational Research, 50(3), 229-243.
  • Arnold, K. A., Turner, N., Barling, J., Kelloway, E. K. & McKee, M. C. (2007) Transformational leadership and psychological well-being: the mediating role of meaningful work. Journal of Occupational Health Psychology, 12(3), 193-203.
  • Board of Education. (2006) The vocational qualifications of a classroom assistant. http://www.edu.fi/julkaisut/maaraykset/naytot/koulunk_avustajan_at.pdf].
  • Broadbent, C. & Burgess, J. (2003) Building effective inclusive classrooms through supporting the professional learning of special needs teacher assistants. Paper presented at The 43rd Annual National Conference of Adult Learning Australia, Sydney, 27-30 November. https://ala.asn.au/conf/2003/broadbent.pdf
  • Bullough, R. V. Jr. & Baughman, K. (1995) Changing contexts and expertise in teaching: first-year teacher after seven years. Teaching & Teacher Education, 11(5), 461-477.
  • Carver, C. S. & Scheier, M. F. (2005) Engagement, disengagement, coping and catastrophe, in A.J. Elliot & C. S. Dweck (Eds), Handbook of competence and motivation (pp. 527-547). New York & London: The Guilford Press.
  • Cresswell, J.W. (2003) Research design. Qualitative, quantitative, and mixed methods approaches. London: Sage.
  • Dew-Hughes, D., Brayton, H. & Blandford, S. (1998) A survey of training and professional development for learning support assistants. Support for Learning, 13(4), 179-183.
  • Ellström, P.-E. (1994) Kompetens, utbilding och lärande i arbetslivet. Problem, begrepp och teoretiska perspektiv [Competence, education and learning in working life]. Stockholm: Publica, CE Frizens Ab.
  • Farrell, P., Balshaw, M. & Polat, F. (1999) The management, role and training of learning support assistants. Research Brief, no 161. http://www.dfee.gov.uk/research
  • Golafshani, N. (2003) Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-607.
  • Gorard, S. & Taylor, C. (2004) Combining methods in educational and social research. Maidenhead: Open University Press.
  • Gregory, I. (2003) Ethics in research. London: Continuum International Publishing Group.
  • Hackman, J. R. & Oldham, G. R. (1976) Motivation through the design of work: Test of a theory. Organizational Behavior and Human Performance, 16, 250-279.
  • Hiltunen, V., Hyytiäinen, M., Lindroos, S. & Matero, M. (2008) Ohjaan ja avustan Koulunkäyntiavustajan käsikirja [I guide and help. The SNA’s manual]. Helsinki: WSOY
  • Honkanen, E. & Suomala, A. (2009) Oppilashuollon käsikirja [The manual of student care]. Keuruu: Tammi
  • Isoherranen, K. (2005) Moniammatillinen yhteistyö [Multi-professional collaboration]. Vantaa: WSOY.
  • Jakku-Sihvonen R. & Niemi, H. (2006) Introduction to the Finnish education system and teachers’ work, in R. Jakku-Sihvonen & H. Niemi (Eds) Research-based Teacher Education in Finland- reflections by Finnish Teacher Educators (pp. 7-16). Turku: Finnish Educational Research Association.
  • Jalongo, M. R. & Isenberg, J. P. (2004) Exploring your role. A practitioner’s introduction to early childhood education. (2nd ed.) Upper Saddle River, NJ: Pearson Education.
  • Jerwood, L. (1999) Using special needs assistants effectively. British Journal of Special Education, 26(3), 127-129.
  • Johnson, R. B. & Onwuegbuzie, A. J. (2004) Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Karvonen, S., Vikat, A. & Rimpelä, M. (2005) The role of school context in the increase in young people’s health complaints in Finland. Journal of Adolescence, 28 (1), 1-16. doi: 10.1016/adolescence2004.05.006
  • Katz, L. K. (1977) Talks with teachers. Reflections on early childhood education. Washington, D. C.: National Association for the Education of Young Children.
  • Kumpulainen, T. (Ed) (2002) Koulutuksen määrälliset indikaattorit 2002 [The quantitative indicators of education]. Helsinki: The Finnish National Board of Education.
  • Kupiainen, S., Hautamäki, J. & Karjalainen, T. (2009) The Finnish education system and PISA. (Ministry of Education Publications, No. 46). Finland: Ministry of Education. http://www.pisa2006.helsinki.fi/files/The_Finnish_education_system_and_PISA.pdfhttp://www.pisa2006.helsinki.fi/files/The_Finnish_education_system_and_PISA.pdf
  • Lahtinen, M. & Lankinen, T. (2010) Koulutuksen lainsäädäntö käytännössä [Educational legislation in practice]. Helsinki: Tietosanoma Oy
  • Lakkala, S. & Määttä, K. (2011) Towards a theoretical model of inclusive teaching strategies – An action research in an inclusive elementary class. Global Journal of Human Social Science, 1(8), 31-40.
  • Logan, A. (2006) The role of the special needs assistant supporting pupils with special educational needs in Irish mainstream primary schools. Support for Learning, 21(2), 92-99.
  • Margerison, A. (1997). Class teachers and the role of classroom assistants in the delivery of special educational needs. Support for Learning, 12(4), 166-169.
  • Mason, D. A. & Burns, R. B. (1997) Reassessing the effects of combination classes. Educational Research and Evaluation, 3, 1-53.
  • Merimaa, E. & Virtanen, P. (2007) Koulunkäyntiavustajan kirja [The book of special needs assistants]. Juva: PS-kustannus.
  • Morgan, J., Ashbaker, B. & Forbush, D. (1998) Strengthening the teaching team: Teachers and paraprofessionals learning together. Support for Learning, 13(3), 115-117.
  • Määttä, K. & Uusiautti, S. (2011) Pedagogical love and good teacherhood. in Education, 17(2). http://ineducation.ca/article/pedagogical-love-and-good-teacherhood
  • Nummenmaa, L. (2004) Käyttäytymistieteiden tilastolliset menetelmät [Quantitative methods of behavioral sciences]. Vantaa: Tammi/Vammalan kirjapaino Oy
  • Paloste, A., Uusiautti, S. & Määttä, K. (2011) Through education and work experience toward professional competence – A phenomenographic study on some Finnish nurses’ and midwives’ perceptions. Journal of Studies in Education, 1(1), 1-12.
  • Peltonen, T. (2002) Pienten koulujen esiopetuksen kehittäminen – entisajan alakoulusta esikouluun [Development of pre-education in small schools – from old times primary school to preschool]. (Doctoral Thesis, Acta Universitatis Ouluensis E Scientiae Rerum Socialium 60.) Oulu: University of Oulu.
  • Rasi, I., Lepola,E., Muhli, A. & Kanniainen, A. (2006) SPSS 14.0 for Windows Perusteet [The basics of SPSS 14.0 for Windows]. Oulu: Oulu University Press.
  • Saloviita, T. (2007) Työrauha luokkaan – Löydä omat toimintamallisi [Peace to learn in the classroom – Find your own methods]. Juva: WSOY.
  • Santavirta, N. et al. (2001) Nyt riittää. Raportti peruskoulun ja lukion opettajien työympäristöstä, työtyytyväisyydestä ja työssä jaksamisesta [Now, it’s enough. A report about comprehensive school and college teachers’ working environment, work satisfaction, and coping at work]. (Publications of the Department of Education 173.) Helsinki: University of Helsinki.
  • Simola, H. (2002) Finnish teachers talk about their changing work, in K. Klette, I. Carlgren, J. Rasmussen & H. Simola (Eds) Restructuring Nordic teachers: Analysis of interviews with Danish, Finnish, Swedish and Norwegian teachers (pp. 49-70). Oslo: University of Oslo.
  • Starkey, L., Yates, A., Meyer, L. H., Hall, C., Taylor, M., Stevens, S. & Toia, R. (2009) Professional development design: Embedding educational reform in New Zealand. Teaching and Teacher Education, 25, 181-189.
  • Takala, M. (2007) The work of classroom assistants in special and mainstream education in Finland. British Journal of Special Education, 34(1), 50-57.
  • Takala, M. 2010. Koulunkäyntiavustajat – mahdollistajat [Special needs assistants – the enablers], in M. Takala (Ed) Erityispedagogiikka ja kouluikä [Special pedagogy and school age] (pp. 124-131). Helsinki: Gaudeamus Helsinki University Press.
  • Teddlie, C. & Tashakkori, A. (2003) Major issues and controversies in the use of mixed methods in thesocial and behavioral sciences, in A. Tashakkori & C. Teddlie (Eds), Handbook of Mixed Methods in Social & Behavioral Research (pp. 3-50). Thousand Oaks, CA: Sage.
  • The Social and Health Institute in Helsinki (HESOTE) (2006) The vocational qualifications of a classroom assistant. http://www.hesote.edu.hel.fi/koulutus/ammatti/koulunkäyntiavustaja.htmli
  • Uusiautti, S. & Määttä, K. (2011). The process of becoming a top worker. International Education Studies, 4(4), 69-79. doi: 10.5539/ies.v4n4p69
  • Uusitalo, R. (1999). Return to education in Finland. Labour Economics, 6 (4), 569-580. doi: 10.1016/S0927-5371(99)00031-7
  • van Horn, J.E., Schaufeli, W.B. & Enzmann, D. (1999) Teacher burnout and lack of reciprocity. Journal of Applied Social Psychology, 29, 81-108.
  • Veenman, S. (1995) Cognitive and noncognitive effects of multigrade and multi-age classes: a best-evidence synthesis. Review of Educational Research, 65, 319-381.
  • While, A. (1994) Competence versus performance: which is more important? Journal of Advanced Nursing, 20(3), 525-531.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Diğer ID JA67AR75ZD
Bölüm Araştırma Makalesi
Yazarlar

Kati-tuulia Maensivu Bu kişi benim

Satu Uusiautti Bu kişi benim

Kaarina Maatta Bu kişi benim

Yayımlanma Tarihi 15 Ocak 2012
Yayımlandığı Sayı Yıl 2012

Kaynak Göster

APA Maensivu, K.-t., Uusiautti, S., & Maatta, K. (2012). Special Needs Assistants: The Special Charcteristics and Strenght of the School System of Finland. European Journal of Educational Research, 1(1), 23-36. https://doi.org/10.12973/eu-jer.1.1.23
AMA Maensivu Kt, Uusiautti S, Maatta K. Special Needs Assistants: The Special Charcteristics and Strenght of the School System of Finland. eujer. Ocak 2012;1(1):23-36. doi:10.12973/eu-jer.1.1.23
Chicago Maensivu, Kati-tuulia, Satu Uusiautti, ve Kaarina Maatta. “Special Needs Assistants: The Special Charcteristics and Strenght of the School System of Finland”. European Journal of Educational Research 1, sy. 1 (Ocak 2012): 23-36. https://doi.org/10.12973/eu-jer.1.1.23.
EndNote Maensivu K-t, Uusiautti S, Maatta K (01 Ocak 2012) Special Needs Assistants: The Special Charcteristics and Strenght of the School System of Finland. European Journal of Educational Research 1 1 23–36.
IEEE K.-t. Maensivu, S. Uusiautti, ve K. Maatta, “Special Needs Assistants: The Special Charcteristics and Strenght of the School System of Finland”, eujer, c. 1, sy. 1, ss. 23–36, 2012, doi: 10.12973/eu-jer.1.1.23.
ISNAD Maensivu, Kati-tuulia vd. “Special Needs Assistants: The Special Charcteristics and Strenght of the School System of Finland”. European Journal of Educational Research 1/1 (Ocak 2012), 23-36. https://doi.org/10.12973/eu-jer.1.1.23.
JAMA Maensivu K-t, Uusiautti S, Maatta K. Special Needs Assistants: The Special Charcteristics and Strenght of the School System of Finland. eujer. 2012;1:23–36.
MLA Maensivu, Kati-tuulia vd. “Special Needs Assistants: The Special Charcteristics and Strenght of the School System of Finland”. European Journal of Educational Research, c. 1, sy. 1, 2012, ss. 23-36, doi:10.12973/eu-jer.1.1.23.
Vancouver Maensivu K-t, Uusiautti S, Maatta K. Special Needs Assistants: The Special Charcteristics and Strenght of the School System of Finland. eujer. 2012;1(1):23-36.