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Arvioivat koulun käytännöt ja oppilaiden käsitykset koulukyvykkyydestään. 2004 - 2007


Hankkeen nimi Arvioivat koulun käytännöt ja oppilaiden käsitykset koulukyvykkyydestään 
Vastuuhenkilö
Vastuuyksikkö
Alkamispäivä 01.08.2004 
Päättymispäivä 31.12.2007 
Vaihe Päättynyt
Sopimusvuosi 2004 
Kustannusluokka 100 000 - 300 000
Maa Suomi
Vaikutusalue Valtakunnallinen
Tieteenalaluokittelu Tieteenala/Erittelemätön
Tiivistelmä EVALUATIVE CLASSROOM PRACTICES AND PUPILS NOTIONS OF THEIR ACADEMIC ABILITY Evaluative practices are on is constitutive to any learning that takes place in the institutional settings of education. Moreover, the criteria for the evaluation and outcomes of learning form an integral part of the institutional and social-cultural views of ability that are inherently multifarious and dilemmatic. The reasons for their dilemmatic nature derive from the contradictory functions of a school, which consist of ranking students according to their educational potential (the selective and restrictive sphere of education) but also of advancing each students learning and skills (the promotional sphere of education). This is the context within which evaluation is obliged to operate, and this is the actual context within which evaluation needs to be examined. Based on the theory of social representations, my previous research using classroom ethnography has scrutinized everyday evaluative practices of school and has demonstrated their relevance to the formation of pupils notions of their academic ability. In the present plan, I want to identify further evaluative classroom practices, restrictive-selective ones and promotional ones in particular. Moreover, I want to examine the subjective appraisals of these practices in terms of pupils notions of the malleability of their academic abilities. Accordingly, my plan contains two major research problems: 1) What kinds of evaluative practices can be identified in the everyday classroom activities pertaining to study skills, mathematics and mother tongue in particular? 2) In what ways are such evaluative practices reflected in pupils notions of the malleability of their academic ability? The research will be carried out with ethnographic methods. Along with qualitative-observational data, also structural-quantitative techniques will be used. My intention is to identify the episodes that denote the different forms of evaluation and to explore their frequencies, characteristics and relations. I will pay particular attention to the various promotional practices that have been shown to work in the everyday social-cultural reality of schools.
Avainsanat / Suomi kouluetnografinen tutkimus
koulun arvioivat käytännöt
kyvykkyyden sosiaaliset representaatiot
oppilaiden käsitykset kykyjensä muunneltavuudesta
Avainsanat / Englanti childrens notions of the malleability of ability
classroom ethnography
evaluative classroom practices
social representations of ability
Rekisteröintiorganisaatio UEF/Itä-Suomen yliopisto 
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