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dc.contributor.authorNiemi, Kreeta
dc.contributor.authorMinkkinen, Jaana
dc.contributor.authorPoikkeus, Anna-Maija
dc.date.accessioned2022-08-17T07:21:44Z
dc.date.available2022-08-17T07:21:44Z
dc.date.issued2022
dc.identifier.citationNiemi, K., Minkkinen, J., & Poikkeus, A.-M. (2022). Opening up learning environments : liking school among students in reformed learning spaces. <i>Educational Review</i>, <i>Early online</i>. <a href="https://doi.org/10.1080/00131911.2022.2098927" target="_blank">https://doi.org/10.1080/00131911.2022.2098927</a>
dc.identifier.otherCONVID_150977505
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/82619
dc.description.abstractThe present study focuses on views of Finnish basic education students on open and flexible learning environments and the extent to which these views are associated with students’ liking of school. The data were based on an online questionnaire containing both structured ratings and open-ended questions filled out by primary school students (n = 684; grades 2–6; between ages 8–13 years) attending reformed learning environments. Ethnographic field notes and photographs of the schools were collected to provide contextual information about the settings. Quantitative analyses indicated that students had mostly positive evaluations of their renewed learning environments. Students’ perception of teacher support was significantly associated with their liking of school. The responses to open-ended questions, in contrast, indicated sources of dissatisfaction, and giving precedence to some aspects of traditional schools.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge, Taylor & Francis Group
dc.relation.ispartofseriesEducational Review
dc.rightsCC BY 4.0
dc.subject.otheravoimet oppimisympäristöt
dc.subject.otherlearning environment
dc.subject.otherschool reform
dc.subject.otherliking school
dc.subject.otherstudent perceptions
dc.titleOpening up learning environments : liking school among students in reformed learning spaces
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202208174163
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineEducationen
dc.contributor.oppiainePre- and Early Childhood Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0013-1911
dc.relation.volumeEarly online
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber318077
dc.subject.ysokoulut
dc.subject.ysooppimisympäristö
dc.subject.ysotyytyväisyys
dc.subject.ysoavoimuus
dc.subject.ysoopetustilat
dc.subject.ysokoululaiset
dc.subject.ysouudistukset
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p386
jyx.subject.urihttp://www.yso.fi/onto/yso/p4835
jyx.subject.urihttp://www.yso.fi/onto/yso/p1832
jyx.subject.urihttp://www.yso.fi/onto/yso/p10569
jyx.subject.urihttp://www.yso.fi/onto/yso/p2168
jyx.subject.urihttp://www.yso.fi/onto/yso/p16485
jyx.subject.urihttp://www.yso.fi/onto/yso/p6795
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1080/00131911.2022.2098927
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundinginformationThis work was supported by Academy of Finland [Grant Number 318077].
dc.type.okmA1


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