How to Ensure Ethicality of Action Research in the Classroom?

Peltokorpi, Eeva-Liisa; Määttä, Kaarina; Uusiautti, Satu

doi:10.5430/wje.v2n3p32

Cited by 7 publications

(10 citation statements)

References 51 publications

(68 reference statements)

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“…This research involved critical reflection of the ethical conduct of child research (Peltokorpi, Määttä, & Uusiautti, 2012). The purpose was to inform children about the research as well as possible.…”

Section: Methodsmentioning

confidence: 99%

Participation in play activities in the children’s peer culture

Köngäs¹,

Määttä

Uusiautti

2021

Early Child Development and Care

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This research describes the rules and ways of forming playgroups in the children's peer culture. The data were obtained through observation by videoing children's activities in various play situations. The data were analysed through ethnographic thick description by using microanalysis and participation framework. The analysis was focused on who could participate in play and what kind of behaviours inhibit participation. In addition, children's actions in order to get in play activities were observed as a part of the children's peer culture. To become included, four various methods were noticed: (1) Prowling the play activities; (2) Nonverbal communication; (3) Abstaining from critiquing; and (4) Showing enthusiasm and worming one's way to play with a toy. Furthermore, tattlers, emotionally incompetent, or dominating children were not accepted in play activities. This research provides information and increases understanding about children's behaviours and how to guide their emotional skills development.

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Section: Methodsmentioning

confidence: 99%

Participation in play activities in the children’s peer culture

Köngäs¹,

Määttä

Uusiautti

2021

Early Child Development and Care

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“…For example, we from the University of Lapland have the opportunity to take the model through the Teacher Training School to other schools in the Finnish Lapland to execute the research, implementation, and development activities. The context of Lapland is, naturally, an ideal platform for this type of action research [101]. Through systematic research and operationalization into practices at the various levels illustrated in Figure 1, the measurement of the usability of the ASE becomes possible.…”

Section: Conclusion: the Evaluation Implementation Opportunities Anmentioning

confidence: 99%

Five Basic Cornerstones of Sustainability Education in the Arctic

et al. 2020

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The Arctic region faces many threats but also opportunities due to economic, climate, environmental, cultural, social, professional, educational, and institutional changes, which also necessitate new perspectives on sustainable education. When implementing sustainable education in the Arctic, it is important to increase knowledge and understanding of the special features of Arctic areas—their opportunities and vulnerabilities. In this article, the model of Arctic sustainable education (ASE) has been introduced. It is based on a new kind of lifestyle that illustrates respectful and responsible attitudes toward other people and nature. What are the special features of the teaching and learning of ASE and how to organize it? In this theoretical article, we have discussed the challenges and goals, and possibilities and significance of ASE by leaning on the five cornerstones, concerning learning and teaching of SE in schools and organizations: why, what, how, who, and when. The ASE may provide new ideas to develop sustainable education not just in the Arctic region but also elsewhere as it gets its special opportunities and expectations in a context- and time-bound manner. In conclusion, the role of educational psychology in ASE has been viewed and discussed.

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“…The crucial issue is to find and select methods that bring out children's voices the best without harming them in any way (Peltokorpi, Määttä, & Uusiautti, 2013). The method of empathy-based stories seemed a suitable method because it allowed students to express their thoughts freely and anonymously.…”

Section: Journal Of Studies In Educationmentioning

confidence: 99%

What Are Good Leaders Made Of? Finnish School Children’s Descriptions of Leadership

Hyvärinen

Uusiautti

Määttä

2017

JSE

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The purpose of this research was to analyze Finnish students' descriptions of good leaders and leadership. The study had two research questions: (1) What kinds of characteristics does a good leader have according to Finnish students' perceptions and (2) how do the students describe the emphases of leadership activities? This was a qualitative study that applied the narrative research approach. The data consisted of essays written by 38 sixth-graders from one Finnish school. The data collection method used empathy-based frame stories to prompt essays. The main characteristics of a good leader were friendliness, diligence and enthusiasm, and deliberation and determination. Three emphases in leadership activities could be found in the essays: decision-making and responsibility for results, caring, and enjoyment of the

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How to Ensure Ethicality of Action Research in the Classroom?

Cited by 7 publications

References 51 publications

Participation in play activities in the children’s peer culture

Participation in play activities in the children’s peer culture

Five Basic Cornerstones of Sustainability Education in the Arctic

What Are Good Leaders Made Of? Finnish School Children’s Descriptions of Leadership

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