Does the “Pupil Enterprise Programme” Influence Grades Among Pupils With Special Needs?

Johansen, Vegard; Somby, Hege Merete

doi:10.1080/00313831.2015.1085894

Cited by 10 publications

(15 citation statements)

References 13 publications

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“…One teacher even referred to better grades and pass rates. This is in line with Johansen and Somby's (2016) findings.…”

Section: Practices: Entrepreneurship Education Practices and The Results Gainedsupporting

confidence: 92%

“…Studies indicate that entrepreneurship education can increase youths' entrepreneurial intentions and knowledge; stimulate their creativity, collaborative abilities, and self-confidence; and enhance the learning of other subjects (e.g. Johansen & Somby, 2016;European Commission, 2013). Therefore, the EU declares that all students should have at least one practical entrepreneurial experience before leaving compulsory education (European Commission, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Developing entrepreneurship education in Europe: teachers’ commitment to entrepreneurship education in the UK, Finland and Spain

Seikkula‐Leino¹,

Ruskovaara²,

Pihkala³

et al. 2019

The Role and Impact of Entrepreneurship Education

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Entrepreneurship education is increasingly promoted in the European Union, and European countries are fast developing their policies for entrepreneurship education. It seems however that schools and teachers have difficulties in implementing entrepreneurship education in their work. This 2 paper concerns teachers' ability to commit to entrepreneurship education, especially to its aims, implementation, and outcomes. The study applies a qualitative methodology, analyzing responses from 61 teachers from the UK, Spain, and Finland. The results of the study suggest that teacher commitment to entrepreneurship education is obstructed in many ways. Overall, it seems that teachers have difficulties in explicating their aims for entrepreneurship education. As such, the phenomenon seems distant and teachers' personal attachment to it may remain low. We suggest that the measures to support policy level objectives are not targeted correctly or cannot reach the schools and teachers that need them. We conclude that the development of expectations for entrepreneurship education has been faster than the development of teacher commitment. This is an important result as the introduction of more sophisticated and complex approaches to entrepreneurship education requires skillful and committed teachers as facilitators. Our results suggest that teacher training on entrepreneurship education should be developed further. In essence, the teachers' knowledge of entrepreneurship education, reflection upon it, and, finally, commitment to it can be assisted through training programs.The paper contributes to entrepreneurship education research in three ways. First, we identify teachers' routes to commitment in entrepreneurship education as well as the problems and hindrances obstructing it. Second, with the analysis of teachers from three different countries (the UK, Spain, and Finland), we identify the types of variation in commitment and the reasons for the variance. Finally, the analysis shows how teachers' commitment to entrepreneurship education is built in Europe.

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“…One teacher even referred to better grades and pass rates. This is in line with Johansen and Somby's (2016) findings.…”

Section: Practices: Entrepreneurship Education Practices and The Results Gainedsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Developing entrepreneurship education in Europe: teachers’ commitment to entrepreneurship education in the UK, Finland and Spain

Seikkula‐Leino¹,

Ruskovaara²,

Pihkala³

et al. 2019

The Role and Impact of Entrepreneurship Education

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“…Men det er gjort noen studier som viser at det kan vaere interessant å se naermere på koblingen mellom entreprenørskap og spesialpedagogikk. I to ulike artikler basert på kvantitative undersøkelser ser Somby og Johansen (Johansen & Somby, 2016;Somby & Johansen, 2017) på entreprenørskap på ungdomstrinnet og elever med saerlige behov. I den ene studien finner Johansen og Somby (2016) at elevbedrift som arbeidsmetode kan gi elever med saerlige behov et økt faglig laeringsutbytte i fagene norsk og matematikk.…”

Section: Ub Og Saerlige Behovunclassified

“…Somby og Johansen hevder at disse resultatene kan signalisere at elevbedrift-prosjekter generelt bør tilpasses mer med mål om å bedre møte behovene til alle elever. De fremhever også at det er behov for mer kvalitativ forskning for å få bedre forståelse for UB for elever med saerlige behov (Johansen & Somby, 2016).…”

Section: Ub Og Saerlige Behovunclassified

Å spille sammen og bruke seg selv: elever med særlige behov og opplevelse av inkludering i Ungdomsbedrift

Schofield,

Valle,

Somby

2018

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Merk: Denne artikkelen ble publisert i tidsskriftet FOU i praksis. Tidsskriftet skiftet navn til Nordisk tidsskrift for utdanning og praksis i september 2019. Artikkelen diskuterer potensialet til Ungdomsbedrift (UB) som læringsaktivitet for elever med særlige behov. Studien bygger på dybdeintervjuer med to elever med særlige behov, som begge har deltatt i UB i skolesammenheng. I tillegg trekker vi inn data fra dybdeintervju med en lærer og bakgrunnsdata fra et gruppeintervju med foreldre. Vi diskuterer dataene i lys av litteratur om inkludering, og funnene viser at UB både utfordrer og gir muligheter for inkludering for elever med særlige behov. Det tydeligste funnet dreier seg likevel om inkluderingspotensialet. UB kan være en metode som styrker elevers selvverd og gir trening i sosialt samspill og deltakelse, noe vi ser som sentrale forutsetninger for å oppleve at man blir inkludert i et læringsfellesskap. Vi konkluderer med at UB ikke er noen «quick fix», men metoden har et interessant potensial når det gjelder inkludering av elever med særlige behov, mye fordi det praktiske fokuset og virkelighetsnære arbeidsoppgaver gir mulighet til å vektlegge andre kompetanser enn dem som tradisjonelt vektlegges i skolen. Fokuset kan derfor flyttes fra utfordringer over til at elever kan utvikle seg positivt både faglig og personlig. Sitér: Schofield, D., Valle, R. I. og Somby, H. M. (2018). Tidsskriftet FoU i Praksis, 12(2), 67–84. English abstract English title: Playing together and using yourself: Students with special needs and the experience of inclusion in the Company Programme This article discusses the potential of a mini-company method called the Company Programme (CP) as a learning activity for students with special needs. The study is based on in-depth interviews with two students with special needs, both of whom have participated in CP in a school context. In addition, we use data from an in-depth interview with a teacher, and draw on background data from a group interview with parents. The data is discussed in the light of theories on inclusion. The findings show that CP entails both challenges and opportunities for inclusion for students with special needs. The most obvious finding, however, concerns the potential for inclusion through CP: CP can be a method that contributes to strengt-hen students’ self-worth, and the students earn experience from social interaction and participation, which we regard as essential prerequisites for experiencing being part of a learning community. We conclude that CP is not a «quick fix», but the method has an interesting potential when it comes to inclusion of students with special needs. This has to do with the practical focus and realistic tasks, which emphasize competencies other than those traditionally emphasized in school. The focus can therefore be moved from constraints to possibilities, and students can develop both subject-related and personal skills and knowledge.

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“…Problem. The efficiency of entrepreneurship education programmes has been analysed from different aspects in a big number of works by foreign and Lithuanian scholars (Strazdienė & Garalis, 2005;Fayolle, Gailly, & Lassas-Clerc, 2006;Fayoll & Gailly, 2008;Oosterbeek, Van Praag, & Ijsselstein, 2008;Draycott, Rae, & Vause, 2011;Donielienė, Každailytė, & Širiakovienė, 2012;Hamilton, & Hamilton, 2012;Halabisky, 2012;Johansen, Clausen, & Schanke, 2013;Ruskovaara & Pihkala, 2013;Johansen & Somby, 2015;Komarkova, Gagliardi, Conrads, & Collado, 2015;Ruskovaara & Pihkala, 2015;Elert, Anderssonb, & Wennberg, 2015; and others) but, with exception of several works, where possibilities for development of entrepreneurship competency of upper secondary school learners through SMC activities are analysed on a fragmented basis, in-depth research studies on the issue are not available. The efficiency of SMC activities development of personal qualities has not been analysed from the scientific perspective.…”

Section: Introductionmentioning

confidence: 99%

Efficiency of Student Mini-Company Developing Personal Qualities

Ruškytė¹

2018

PED

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On the basis of scholarly literature analysis, the article discusses the structural components of personal qualities that are developed most participating in activities of student mini-company (hereinafter – SMC). Applying the exploratory factor analysis (EFA), the evaluation of personal qualities of school learners, who participated in SMC activities, was conducted and the efficiency of SMC was substantiated separately evaluating structural components of personal qualities divided into relevant structural groups: Qualities of self-confidence, motivation and activity, Leadership qualities, Managerial qualities and Personal self-expression qualities. The results showed that participation in the activities of SMC has a considerable influence on development of school learners’ personal qualities. The EFA results of development of personal qualities through SMC activities disclosed that out of the four distinguished groups of personal qualities the school learners developed the qualities of self-confidence, motivation and activity best. The evaluation of 18 personal qualities revealed that diligence, ambitiousness, initiative, independence, activity and resourcefulness were developed best, whereas critical-analytical thinking was developed least.

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Does the “Pupil Enterprise Programme” Influence Grades Among Pupils With Special Needs?

Cited by 10 publications

References 13 publications

Developing entrepreneurship education in Europe: teachers’ commitment to entrepreneurship education in the UK, Finland and Spain

Developing entrepreneurship education in Europe: teachers’ commitment to entrepreneurship education in the UK, Finland and Spain

Å spille sammen og bruke seg selv: elever med særlige behov og opplevelse av inkludering i Ungdomsbedrift

Efficiency of Student Mini-Company Developing Personal Qualities

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