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- Garvis, Susanne, 1981
(author)
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Early childhood education, arts-based research and resilience
- 2020
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In: Arts-Based Research, Resilience and Well-being Across the Lifespan. McKay L., Barton G., Garvis S., Sappa V. (red.). - Cham : Springer. - 9783030260538 ; , s. 13-28
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Book chapter (other academic/artistic)abstract
- Fostering children’s resilience during early childhood education is an important role of early childhood settings, home environments and the community. Resilience is described as how children can work with difficult situations to make the most of their lives. One way to help support the development of resilience is arts-based research. In this chapter, a particular focus is made on supporting refugee children and their families in early childhood settings. Arts-based research has been chosen as an important tool that children can engage with to express and learn about their emotional well-being. The chapter will examine important constructs that contribute to resilience in the early childhood phase of learning, especially when working with refugee children and their families. This includes consideration for the risk factors which might mean that children need extra help with developing resilience at certain points in their lives.
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| 2. |
- Harju-Luukkainen, H., et al.
(author)
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Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland
- 2020
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In: Large-Scale Assessments in Education. - : Springer Science and Business Media LLC. - 2196-0739. ; 8:1
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Journal article (peer-reviewed)abstract
- Family-related factors, like parent's educational level, their values and expectations have a significant impact on child's early skills and later educational outcomes. Further, parents provide their child, alongside with other learning environments, a broad mathematical and early literacy input. This study investigates the relationship between family-related socio-economic and other factors like, parental education, amount of books at home, parental attitudes towards mathematics and science, parental perception of child's early skills and student's later academic achievement. This is studied in the light of the Finnish data collected for Trends in International Mathematics and Science Study (TIMSS) 2015. The results are presented with the help of a geospatial method called Kriging that reveals regional variance. The results indicate that family-related background variables have different effects on child's later achievement in mathematics across Finland. The results suggest, that some areas in Finland are better in 'levelling the playing field' for children and minimising the effect of family related variables on educational outcomes than others.
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| 3. |
- McKay, L., et al.
(author)
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Arts-based research across the lifespan and its contribution to resilience and well-being
- 2020
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In: Arts-Based Research, Resilience and Well-being Across the Lifespan. McKay L., Barton G., Garvis S., Sappa V. (red.). - Cham : Springer. - 9783030260538 ; , s. 339-346
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Book chapter (other academic/artistic)abstract
- In this chapter we present a summary of seven positive influences on resilience and well-being that are identified within the research presented in the preceding chapters. We theorise that arts-based research methods: provide agency through the foregrounding of participants’ voices; afford transformational learning opportunities; create opportunities for relationship building; support creativity and new ways of thinking; generate aspirations and hope; encourage forms of communication that expose ideas, emotions and feelings that previously might not have been known or known how to be expressed; and enhance reflection and reflexivity. To conclude, each editor provides a reflection on the contribution the arts or arts-based research have had on their personal learning and experiences at various stages of their own lives.
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| 4. |
- Sheridan, Sonja, 1952, et al.
(author)
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Competence to Teach a Point of Intersection for Swedish Preschool Quality
- 2020
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In: Asia-Pacific Journal of Research in Early Childhood Education. - : Pacific Early Childhood Education Research Association. - 1976-1961. ; 14:2, s. 77-98
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Journal article (peer-reviewed)abstract
- This article aims to highlight preschool teachers’ teaching competence as one critical aspect of Swedish preschool quality. The study was based on quality evaluations using the Early Childhood Environment Rating Scale. Data was collected from 153 preschools and analysed with descriptive statistics for the subscales. The standpoint of the article is that children learn and develop by communicating and interacting with their environment, highlighting how intentions and circumstances between and within systems and contexts affect preschool teaching and conditions for children’s learning. To evaluate high-quality preschool education, two subscales with the lowest quality scores, Language and literacy and Learning activities, were chosen to explore teaching, as they embrace items and criteria that depend on teaching. The results highlight distinct patterns of variation in quality. The competence to teach is a point of intersection for the quality in preschool, and conditions for children’s learning. Areas in need of competence development are subject, and didactic knowledge competence in relating to children in dialogue, child-focused strategies, clarifying and communicating an object of knowledge by integrating play, care, and learning in teaching.
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| 5. |
- Uusimäki, Liisa, 1959, et al.
(author)
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Reflections of Learning Experiences of International Students in Sweden
- 2020
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In: The Journal of International Students (JIS). - 2162-3104 .- 2166-3750. ; 10:S2, s. 36-50
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Journal article (peer-reviewed)abstract
- The purpose of this article is to present a qualitative study exploring a small cohort of nine international students’ in-depth reflections about their teaching and learning experiences studying at a major Swedish University. Interestingly while there have been numerous studies reporting on the experiences of international students attending Anglo-Saxon universities, few studies have explored teaching and learning experiences of international students studying in Sweden. Using Carol Rodgers (2002) model of four functions of reflections provided a novel way to explore international students’ reflections about their learning experiences in Sweden, especially how these are shown in the following different cycles, of presence, description, analysis and experimentation. Making sense of international students’ experiences allows us as university lecturers to enhance our understanding how to better support international students’ in their learning away from their home universities. A qualitative content analysis was employed to the data collected from 3 focus groups. Findings showed that the international students experienced several cultural and contextual differences from that of their home universities. The differences related to course structures, teaching and learning, as well as the relationship with their Swedish university lecturer(s).
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| 6. |
- Uusimäki, Liisa, 1959, et al.
(author)
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Swedish Final Year Early Childhood Preservice Teachers' Attitudes, Concerns and Intentions towards Inclusion
- 2020
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In: International Journal of Special Needs Education. - 2159-4341 .- 2331-4001. ; 23:1, s. 23-32
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Journal article (peer-reviewed)abstract
- This article explores ninety-seven (n=97) Swedish Early Childhood (EC) preservice teachers' attitudes, concerns, and intentions to include children with disabilities in regular classrooms. A six-part self-reporting questionnaire was used to examine participants' attitudes, concerns, efficacy, and intentions toward inclusion. The results showed that although the Swedish EC preservice teachers' in this study expressed 'some' concern about working with children the results indicated a high degree of teacher efficacy. To determine predictors of participants' intentions and use of inclusive practices a series of regression analysis were undertaken. Knowledge of local legislation emerged as significant predictor of participants' intention scores. Teaching efficacy scores were significant predictors for both intention and use of inclusive practices. The results are discussed in the context of the Swedish idea 'a school for all' with a focus on the Swedish preschool teacher education program.
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| 7. |
- Webster, A. A., et al.
(author)
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What does success mean for autistic men? A narrative exploration of self-determination
- 2020
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In: Autism and Developmental Language Impairments. - : SAGE Publications. - 2396-9415. ; 5
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Journal article (peer-reviewed)abstract
- Background: Studies involving autistic adults have often focused on negative outcomes and quality of life ratings. Aims: This study provides a different viewpoint by examining the perspectives of autistic men who consider themselves to be successful. Methods: Data were gathered from 10 men who shared their experiences and perceptions regarding their journey to achieve success. Self-determination theory provided a useful lens for examining the men’s narratives and understanding the factors that led to their success. Results: Analysis of interviews revealed four main themes: (1) being my own self, (2) a competent professional, (3) solving problems in a neurotypical world, and (4) relating and connecting. These themes reflect the men’s perception of their own self-determination including their autonomy, competence, and relatedness with others. Conclusions: The men’s sense of success was derived from their ability to achieve competence in their work, act without help or influence from others and demonstrate a high level of self-awareness and self-reflection. Despite this, many continued to experience difficulty in the social areas of their lives. Implications: These findings suggest that self-determination theory may present an alternative and more positive means of enacting support programs for autistic individuals, and males in particular. © The Author(s) 2020.
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| 8. |
- Yngvesson, Tina, et al.
(author)
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Mentoring in the academy between academic mothers
- 2020
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In: (Re)birthing the Feminine in Academe. Henderson L., Black A., Garvis S. (red.). - Cham : Springer. - 2524-6445. - 9783030382100 ; , s. 165-184, s. 165-184
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Book chapter (other academic/artistic)abstract
- Being a working mother in academia is difficult, creating tensions between the personal and professional spheres. With numerous conflicts to navigate, surviving becomes a lived reality for many. In this chapter, the authors reflect on the circles of mentoring between them to help navigate the tension-filled spaces in the academy, including traditional and hierarchical norms. Using Schwab’s flights from the field, the authors engage in six reflective states to reveal the importance of care and compassion that transcends countries, cultures and contexts to provide hope (and solidarity). Engaged in auto-ethnographic reflections, the authors build a shared understanding about what is important in their working lives as academic mothers and what are the key skills learnt from each other through mentoring. © The Author(s) 2020.
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