Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

You searched for id:"oai:oulu.fi:nbnfioulu-202003181285". One record found.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


University of Oulu

1. Nicolson, H. (Hannah). Are Finnish schools equal for all?:Finnish comprehensive school teachers’ perceptions about the role of parental socioeconomic status on a child’s schooling.

Degree: 2020, University of Oulu

Abstract. This qualitative master’s thesis explores the perceptions of Finnish comprehensive school teachers about the role of parental socioeconomic status (SES) on a child’s schooling, and teachers’ perceptions about how educational equality is implemented in schools, and teachers’ opportunities to support students of different socioeconomic backgrounds. The thesis is a phenomenographic research and data was collected through an open-ended narrative style online questionnaire. The participants are 36 comprehensive school teachers (grades 1–9) from all over Finland. The theoretical framework of the thesis discusses the role of parental socioeconomic status on a child’s school success and schooling in general. The theory also provides insight into exceptional and protective factors that allow children of low SES to succeed despite these factors. Additionally, the Finnish education system is examined in relation to success in PISA and the comprehensive school as a means for promoting educational equality. Lastly, teachers as agents of social justice is discussed. Three descriptive categories were formed through the phenomenographic analysis; the visibility of parental SES in school, the ways that the school/teacher can support the student, and teachers’ views on the equality of schools. The results indicate that most teachers perceive parental SES to have a role on a child’s schooling, such as learning/readiness for learning and parents’ resources and support, while a few borderline cases indicated that there is no effect at all. According to the teachers, teachers and/or the school can support the child for example through equal and sensitive treatment and being aware of one’s attitudes. Perceptions about the equality of Finnish schools were very divided very equally between schools being equal, schools being partially equal, and schools not being equal.Onko suomalainen koulu tasa-arvoinen kaikille? : peruskoulun opettajien käsityksiä vanhempien sosioekonomisen aseman vaikutuksesta lapsen koulunkäyntiin. Tiivistelmä. Tämä laadullinen pro gradu -tutkielma tarkastelee peruskoulun opettajien käsityksiä vanhempien sosioekonomisen aseman vaikutuksesta lapsen koulunkäyntiin sekä opettajien näkemyksiä koulutuksellisen tasa-arvon toteutumisesta koulussa ja opettajan mahdollisuuksista tukea erilaisista sosioekonomisista taustoista tulevia oppilaita. Tutkimus on toteutettu fenomenografisesti ja empiirinen aineisto on kerätty avoimella kyselylomakkeella. Tutkimuksen osallistujat ovat 36 peruskoulun opettajaa eri puolilta Suomea. Tutkielman teoreettisessa viitekehyksessä käsitellään sosioekonomisen aseman merkitystä lapsen koulussa menestymiselle ja koulunkäynnille. Viitekehyksessä perehdytään eri tapoihin, miten vanhempien sosioekonominen asema voi vaikuttaa lapsen koulumenestykseen, sekä siihen millaiset suojaavat ja poikkeavat tekijät voivat auttaa lasta pärjäämään niistä huolimatta. Lisäksi viitekehyksessä tarkastellaan Suomen koulutusjärjestelmää PISA-menestyksen näkökulmasta sekä suomalaista peruskoulua…

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nicolson, H. (. (2020). Are Finnish schools equal for all?:Finnish comprehensive school teachers’ perceptions about the role of parental socioeconomic status on a child’s schooling. (Masters Thesis). University of Oulu. Retrieved from http://jultika.oulu.fi/Record/nbnfioulu-202003181285

Chicago Manual of Style (16th Edition):

Nicolson, H (Hannah). “Are Finnish schools equal for all?:Finnish comprehensive school teachers’ perceptions about the role of parental socioeconomic status on a child’s schooling.” 2020. Masters Thesis, University of Oulu. Accessed April 09, 2020. http://jultika.oulu.fi/Record/nbnfioulu-202003181285.

MLA Handbook (7th Edition):

Nicolson, H (Hannah). “Are Finnish schools equal for all?:Finnish comprehensive school teachers’ perceptions about the role of parental socioeconomic status on a child’s schooling.” 2020. Web. 09 Apr 2020.

Vancouver:

Nicolson H(. Are Finnish schools equal for all?:Finnish comprehensive school teachers’ perceptions about the role of parental socioeconomic status on a child’s schooling. [Internet] [Masters thesis]. University of Oulu; 2020. [cited 2020 Apr 09]. Available from: http://jultika.oulu.fi/Record/nbnfioulu-202003181285.

Council of Science Editors:

Nicolson H(. Are Finnish schools equal for all?:Finnish comprehensive school teachers’ perceptions about the role of parental socioeconomic status on a child’s schooling. [Masters Thesis]. University of Oulu; 2020. Available from: http://jultika.oulu.fi/Record/nbnfioulu-202003181285

.