Zobrazeno 1 - 10
of 22
pro vyhledávání: '"Juuso Henrik Nieminen"'
Publikováno v:
Education Sciences, Vol 10, Iss 1, p 12 (2019)
Universal Design has been promoted to address the diversity of learners in higher education. However, rarely have Universal Design implementations been evaluated by listening to the voices of disabled students. For this study, we investigated the per
Externí odkaz:
https://doaj.org/article/3d9a95fae7774cd6a3617b2b4602318c
Publikováno v:
Educational Studies in Mathematics. 112:337-357
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d7388eda2cbdd3992a1761f754e508fc
https://doi.org/10.1007/s10649-022-10204-x
https://doi.org/10.1007/s10649-022-10204-x
Autor:
Juuso Henrik Nieminen
Publikováno v:
International Studies in Sociology of Education. 32:30-55
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5c1a00733cc4ab6ec00fc297258f48fc
https://doi.org/10.1080/09620214.2022.2118809
https://doi.org/10.1080/09620214.2022.2118809
Autor:
Juuso Henrik Nieminen, Päivi Atjonen
Publikováno v:
Research in Mathematics Education. :1-20
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7c1dca35ce1b175e0a96e7168f5bbd1a
https://doi.org/10.1080/14794802.2022.2045626
https://doi.org/10.1080/14794802.2022.2045626
Autor:
Juuso Henrik Nieminen
Publikováno v:
Teaching in Higher Education. :1-19
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c1e5a9329866da7996a9499aec2f7f3f
https://doi.org/10.1080/13562517.2021.2021395
https://doi.org/10.1080/13562517.2021.2021395
Autor:
Juuso Henrik Nieminen
Publikováno v:
British Journal of Sociology of Education. 42:1246-1264
Student self-assessment is commonly promoted as a formative assessment practice that boosts learning and self-regulation. On the other hand, it is suggested that self-assessment fosters students’ r...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9220dc5e1b89dae577faf7589eec26fe
https://doi.org/10.1080/01425692.2021.1993787
https://doi.org/10.1080/01425692.2021.1993787
Publikováno v:
Teaching in Higher Education. :1-18
Assessment is often used to promote learning, but the mechanisms of how assessment relates to epistemology – knowledge and knowing – have been scarcely studied and theorised. In this study, we exam...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::889f9388475a795f6325d484a3e69b07
https://doi.org/10.1080/13562517.2021.1973413
https://doi.org/10.1080/13562517.2021.1973413
Autor:
Juuso Henrik Nieminen, Henri Pesonen
Inclusive learning environments have been described as a crucial factor for fostering disabled students' sense of belonging in higher education. However, few empirical studies have elaborated on how learning environments contribute to disabled studen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d28ef81175f6465c97f306688d844f48
http://hdl.handle.net/10138/354320
http://hdl.handle.net/10138/354320
Publikováno v:
Educational Studies in Mathematics. 109:115-136
The important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2e5d9aa6e477073436f6f25fd4440c58
https://doi.org/10.1007/s10649-021-10074-9
https://doi.org/10.1007/s10649-021-10074-9
Publikováno v:
Assessment & Evaluation in Higher Education. 47:95-108
Student agency is often mentioned as a key feature of feedback practices. Commonly, the concept of agency is used to refer to students’ active role in the process of seeking, receiving, generating ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2c3c6911e683657fa4c3adab9a9ab1e1
https://doi.org/10.1080/02602938.2021.1887080
https://doi.org/10.1080/02602938.2021.1887080