@article {1042,
	title = {THE OPPORTUNITIES AND OBSTACLES OF SCHOOL PATHS OF FINNISH YOUNG PEOPLE WITH INTELLECTUAL DISABILITY (ID)},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {19-33},
	abstract = {The experiences and perceptions that people with intellectual disability (ID) who have participated in vocational education have about their study paths is a less studied theme in Finland and also internationally. The purpose of  this research was to find out whether their transitions from basic education to vocational education have been successful in their opinion and how their parents perceived the study paths. The purpose of this research  was to analyze  the study paths of young adults with ID and their school experiences as described by themselves and their parents. The focus was on memories of basic education, transition to vocational education, and studies at the vocational special education school. The research participants comprised 14 young adults with ID (aged 17-23, 10 boys and 4 girls) and their parents (N= 14). They all had personal study plans in basic education, and except for one, they all had completed basic education according to their study plans. The research leaned on the narrative research approach. The youngsters and their parents were interviewed personally in 2012 and 2014. The study paths of young people with ID could be grouped into three narratives: the fluent, complex, and interrupted study paths. Study success in young people with ID is a sum of many factors. The study illustrates four core factors directing the study processes: the student, school community, curriculum, and teacher. In addition, support from home is extremely important to the fluency of study paths. The purpose of education should be to prepare train, rehabilitate, and guide students with ID into good life that includes work, health, and relationships. Based on this study, educational options for people with ID are limited and should be developed so that secondary education would educate future experts to work markets and promote learning and societal participation in the young who need special support.},
	keywords = {intellectual disability, narrative research, personal study plan, study path, vocational special education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.19},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232391},
	author = {Anneli Hermanoff and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {1023,
	title = {STUDENTS{\textquoteright} PERCEPTIONS OF FACTORS SLOWING DOWN THEIR STUDY PROGRESS: THE CASE OF UNIVERSITY OF LAPLAND},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {65-75},
	abstract = {Fast graduation, smooth studies, and fluent study progress are the goals of today{\textquoteright}s university education. How do students themselves perceive their study processes and what do they think about the factors hindering them from succeeding? The purpose of this research was to find out from the first-year-students of one Finnish university their experiences and opinions. The research investigated what the most difficult issues the students have faced during their first year of university studies have been and what factors have hindered their study progress according to their own perceptions. The students (N=186) answered to an internet-based open-ended questionnaire. The data were analysed in a qualitative data-based manner which resulted in seven most frequently mentioned hindrances in the questionnaire data. The main hindrances were deficiencies in study skills, difficulties in adjustment to academic studies, unclear directions in studies, difficulties in making study plans and scheduling, lack of guidance in studies and difficulties in finding help, lack of community, and overlapping courses and busy study periods. Based on the findings, it is possible to pay attention to the difficulties mentioned by students. 
~},
	keywords = {smooth studies, study process, study skills, university education, university teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.72.65},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1221619},
	author = {Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {974,
	title = {TWO PERSPECTIVES ON CARING RESEARCH: RESEARCH ON WELL-BEING AND RESEARCHER WELL-BEING},
	journal = {Problems of Education in the 21st Century },
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {29-41},
	abstract = {Caring research is a new concept that is discussed and defined from two supplementary perspectives: (1) as research aiming at promoting well-being and (2) as a caring research community that cares for the researcher well-being and reciprocal relationships between colleagues and between supervisors and students. These dimensions are discussed in the light of the latest findings and theories of positive psychology as well as based on the authors{\textquoteright} studies in the field. The caring research ideology contributes a comprehensive viewpoint to the world of academic research because it also pays attention to the actual research process within the research community. This well-being focused approach can serve as a means to flourish within the ever-increasing demands of the academic world.},
	keywords = {caring research, positive psychology, researcher well-being, well-being at work},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.29},
	url = {http://oaji.net/articles/2015/457-1441442011.pdf},
	author = {Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {894,
	title = {ENHANCING ENTREPRENEURSHIP IN LEARNERS {\textendash} AN IMPLEMENTATION AND EVALUATION OF ENTREPRENEURSHIP EDUCATION THROUGH MUSIC EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {34-48},
	abstract = {Entrepreneurship education is recommended to be a part of education already from the beginning of children{\textquoteright}s school paths. Often, entrepreneurship education has been defined in a political level and through economic ideologies. However, one of the goals of entrepreneurship education is to achieve entrepreneurial ways of acting regardless of the context or community. This study is a case study of the implementation of entrepreneurship education in music education in basic education. The findings introduce and evaluate the pedagogical solutions in the music education of one Finnish seventh grade. The pupils were given opportunities to set their own goals, experiment multiple options, make decisions and reflect on their actions. They were encouraged and guided to become aware of their entrepreneurial features, skills, and ways of acting. The most important result was that entrepreneurial education can be included in basic education. Suggestions for teachers are given based on the findings. },
	keywords = {basic education, entrepreneurship education, music education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.34},
	url = {http://oaji.net/articles/2014/457-1420361861.pdf},
	author = {Lenita Hietanen and Satu   Uusiautti and Kaarina   M{\"a}{\"a}tt{\"a}}
}
@article {901,
	title = {{\textquotedblleft}THE TEACHER SHOULD NOT JUST BOSS AROUND ALL THE TIME{\textquotedblright}. GOOD TEACHERHOOD IN THE LIGHT OF YOUNG PRISONERS{\textquoteright} EXPERIENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {10-22},
	abstract = {The purpose of this study is to analyze the essence of good teacherhood through young prisoners{\textquoteright} school experiences and memories in order to find means to prevent antisocial and exclusion-oriented development in youths. The assumption is that young prisoners{\textquoteright} teacher descriptions include also positive memories. How do they describe teachers who have supported them or could support children{\textquoteright}s school going? How do the research participants perceive themselves in relation to teachers and teachers{\textquoteright} actions? The data consisted of young prisoners{\textquoteright} narratives regarding their school time. Twenty-nine young prisoners, aged 17-21, from two prisons in northern Finland participated in the study. This study employed the narrative research approach. The data were obtained through free-form interviews that resembled the narrative interview method. The qualitative content analysis and the narrative analyzing models were employed when analyzing the narrative data. According to the young prisoners{\textquoteright} perceptions, good teachers shared certain features and skills that could be categorized into three: interaction skills, pedagogical and didactic skills, and subject knowledge. The study contributed unique information about the positive actions and features of teacherhood that can support the school work also among the children in danger of exclusion.},
	keywords = {exclusion, teacherhood, young prisoners},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.10},
	url = {http://oaji.net/articles/2015/457-1421876400.pdf},
	author = {Tanja {\"A}{\"a}rel{\"a} and Satu   Uusiautti and Kaarina   M{\"a}{\"a}tt{\"a}}
}
@article {497,
	title = {THE CHALLENGES OF HEALTH EDUCATION: FINNISH STUDENTS{\textquoteright} PERCEPTIONS OF HOW TO CHERISH HEALTH},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {91-103},
	abstract = {Youngsters{\textquoteright} health is widely studied from various points of view but a holistic approach to health has been minimal. The purpose of this research was to study general upper secondary education students{\textquoteright} health knowledge and perceptions of health by analyzing their answers concerning the subject of health education in the general studies battery of tests in the Finnish matriculation examination. The sample of the research consisted of 611 essays that were the test answers in health education in 2007. The essays covered altogether eight questions about health education. 81 candidates for the spring 2007 matriculation examination and 60 candidates for the fall 2007 matriculation examination participated in this research; altogether 141 candidates. The research approach was phenomenological-hermeneutic. The data was analyzed through qualitative content analysis. According to the results, students recognized people{\textquoteright}s responsibility for their own health. They disapproved especially those who consciously neglect their health. According to the findings, it seemed evident that health education as a subject should be further developed so that it supports youngsters{\textquoteright} health appreciation and ability to make health-promoting choices in life. This decade sets special challenges to health education in schools, and therefore, it is important to listen to the youth{\textquoteleft}s opinions and perceptions of health in order to, for example, develop curriculum planning.},
	keywords = {general upper secondary education, health education, matriculation examination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.91},
	url = {http://oaji.net/articles/2014/457-1419346482.pdf},
	author = {Maija   Rask and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {799,
	title = {LITERACY MATTERS {\textendash}THE 21ST-CENTURY CHILDREN{\textquoteright}S OPINIONS ON THE SIGNIFICANCE OF LITERACY},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {27-39},
	abstract = {Although teaching of reading skills and the prerequisites of literacy are extensively studied, children{\textquoteright}s opinions on learning to read are not. The aim of this research was to reveal children{\textquoteright}s opinions on learning to read at the time they start school. Forty-three children (23 girls, 20 boys), aged six and a half years, were interviewed preceded by measurements of their level of literacy. Children were divided into three groups: the good readers (n= 8, 19 \%) who were able to read easy texts; the ones who recognized some words (n=16, 37 \%) or letters but were not exactly able to read; and the non-readers (n=19, 44 \%) who recognized some letters but were not able to read words. Data were analyzed with the phenomenographic method. Learning to read appeared as a surprising and pleasant experience, but also demanding. School entrants showed strong belief and trust in their own abilities to learn to read and were careful and realistic when evaluating them. A challenge of today{\textquoteright}s teaching is to pay attention to all children with their various skills and learning perceptions to secure each individual child{\textquoteright}s learning, especially when instructing them with new methods and means. Multiple literacies are considered necessary for succeeding in the postmodern world.},
	keywords = {children{\textquoteright}s perceptions, learning to read, reading comprehension},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.27},
	url = {http://oaji.net/articles/2014/457-1419345063.pdf},
	author = {Kaisa   Kiiveri and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {594,
	title = {HOW TO DEVELOP INDIGENOUS PEOPLES{\textquoteright} EDUCATION? ISSUES AND SOLUTIONS OF S{\'A}MI EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {34-49},
	abstract = {This research presents today{\textquoteright}s educational challenges of one indigenous people: the S{\'a}mi. The data was collected by school ethnography in Norway during 2001-2007 in six S{\'a}mi schools. In spite of the many centuries{\textquoteright} educational efforts, the S{\'a}mi have not managed to form their own school culture because the current school system has been imported in the S{\'a}mi areas by outsiders, namely western educators and missionary workers. S{\'a}mi education relates to a whole new dimension at a time when Norway is engaged in another S{\'a}mi primary school education reform, while in other countries inhabited by the S{\'a}mi people{\textemdash}Finland, Sweden, and Russia{\textemdash}the situation is much more challenging. In this study, results concerning the history-bound and practical problems of S{\'a}mi education are introduced. Based on the results, it will be discussed how teacher education should be developed and what issues should be paid attention to in order to develop S{\'a}mi education. },
	keywords = {indigenous people, primary school education, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.34},
	url = {https://oaji.net/articles/2014/457-1406611925.pdf},
	author = {Pigga  Keskitalo and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {624,
	title = {WHEN A CHILD{\textquoteright}S EMOTIONAL COPING FAILS},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {37-50},
	abstract = {The aim of this research is to increase understanding about children{\textquoteright}s emotional coping and to support teachers{\textquoteright} work on enhancing children{\textquoteright}s readiness to handle challenging social situations at school. Emotional coping skills are important to human beings{\textquoteright} success and wellbeing and the basis for these skills is built already in early childhood. In this research, various interactive learning activities were planned and carried out in the classroom and the measures of emotional coping were created. Nine pupils aged between seven and eight who had problems with their emotional coping were selected as the research participants. Their forms of emotional coping, development and teaching were observed and the pupils{\textquoteright} self-evaluations were collected during the study year 2006-2007 in interactional classroom situations that involved mathematical problem-solving tasks. As a result, six various forms of emotional coping were found, which exemplified either constructivist, operational, or emotional coping. Results showed that pupils{\textquoteright} individual emotional coping can be illustrated through various mathematical reasoning and problem-solving tasks in stages. Familiarizing oneself with the various forms of emotional coping contributes to the teacher{\textquoteright}s abilities to enhance students{\textquoteright} emotional coping to survive and direct their emotions when the goal is to develop toward emotional directedness.},
	keywords = {child research, emotional coping, emotional intelligence, primary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.37},
	url = {https://oaji.net/articles/2014/457-1408435013.pdf},
	author = {Eeva-Liisa  Peltokorpi and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
