Persistent Work for Equity and Lifelong Learning in the Finnish Educational System

REFERENCES

• Aloni, N. (2002). Enhancing humanity. The philosophical foundations of humanistic education. Boston, MA: Kluwer Academic.
   Google Scholar
• Ananiadou, K., & Claro, M. (2009). 1st century skills and competences for new millennium learners in OECD countries, Working Paper No. 41. Paris, France: Organisation for Economic Co-operation and Development.
   Google Scholar
• Asia Society. (2012). Teaching and leadership for the twenty-first century: The 2012 international summit on the teaching profession. Retrieved from AsiaSociety.org/teachingsummit
   Google Scholar
• Berliner, D. (2002). Educational research: The hardest science of all. Educational Researcher, 31(8), 18–20.
   Google Scholar
• Biesta, G. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57, 1–22.
   Google Scholar
• Biesta, G. (2009). On the weakness of education. Philosophy of Education, 2009, 345–362.
   Google Scholar
• Brandsford, J., Darling-Hammond, L., & LePage, P. (2005). Introduction. In L. Darling-Hammond & J. Brandsford. (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 1–40). San Francisco, CA: John Wiley.
   Google Scholar
• Campbell, E. (2008). Preparing ethical professionals as a challenge for teacher education. In K. Tirri (Ed.), Educating moral sensibilities in urban schools (pp. 3–18). Rotterdam, the Netherlands: Sense.
   Google Scholar
• Carr, W., & Hartnett, A. (1996). Education and the struggle for democracy: The politics of educational ideas. Buckingham, United Kingdom: Open University Press.
   Google Scholar
• Darling-Hammond, L. (2010a). New policies for 21st century demands: Interviewed by James Bellanca. In J. Bellanca & R. Brandt (Eds.), Rethinking how students learn (pp. 33–50). Bloomington, IN: Solution Tree Press.
   Google Scholar
• Darling-Hammond, L. (2010b) Teaching and educational transformation. In M. Fullan, A. Hargreaves, A. Lieberman, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 505–522). New York, NY: Springer.
   Google Scholar
• Day, C., & Johansson, O. (2008). Leadership with a difference in schools serving disadvantaged communities: Arenas for success. In K. Tirri (Ed.), Educating moral sensibilities in urban schools (pp. 19–34). Rotterdam, the Netherlands: Sense.
   Google Scholar
• Elliott, J. (2001) Making evidence-based practice educational. British Educational Journal, 27(5), 555–574.
   Web of Science ®Google Scholar
• FINEEC (Finnish Education Evaluation Centre). (2015). FINEEC. Operating principles. Retrieved from http://karvi.fi/en/fineec/.
   Google Scholar
• Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. New York, NY: Teachers College Press.
   Google Scholar
• Harjunen, E. (2009). How do teachers view their own pedagogical authority? Teachers and Teaching: Theory and Practice, 15(1), 109–129.
   Web of Science ®Google Scholar
• Hautamäki, J., Kupiainen, S., Arinen, P., Hautamäki, A., Niemivirta, M., Rantanen, P., & Scheinin, P. (2006). Learning-to-Learn Assessment in Finland — Versatile tools to monitor and improve effectiveness and equity of the educational system. In R. Jakku-Sihvonen & H. Niemi (Eds.), Research-based teacher education in Finland (pp. 189–202). Turku, Finland: Finnish Educational Research Association.
   Google Scholar
• Husu, J., & Tirri, K. (2001). Teachers’ ethical choices in socio-moral settings. Journal of Moral Education, 30(4), 361–375.
   Web of Science ®Google Scholar
• Husu, J., & Tirri, K. (2007). Developing whole school pedagogical values — A case of going through the ethos of “good schooling.” Teaching and Teacher Education, 23(4), 390–401.
   Web of Science ®Google Scholar
• Issitt, M., & Spence, J. (2005). Practitioner knowledge and evidence-based research, policy and practice. Youth & Policy, 88, 63–82.
   Google Scholar
• Jackson, P. (2006). Networked Learning Communities: Setting school-to-school collaboration within a system context, Seminar Series Paper 159. Victoria, Australia: Centre for Strategic Education.
   Google Scholar
• Jyrhämä, R., & Maaranen, K. (2012). Research orientation in a teacher’s work. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools (pp. 97–111). Rotterdam, the Netherlands: Sense.
   Google Scholar
• Kumpulainen, K., & Lankinen, T. (2012). Striving for educational equity and excellence: Evaluation and assessment in Finnish basic education. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools (pp. 69–82). Rotterdam, the Netherlands: Sense.
   Google Scholar
• Laukkanen, R. (2006, September). Finnish strategy for high-level education for all. Paper presented at the Educational Systems and the Challenge of Improving Results Conference, Lausanne, Switzerland.
   Google Scholar
• Laukkanen, R. (2008). Finnish strategy for high-level education for all. In N. C. Sognel & P. Jaccard (Eds.), Governance and performance of education systems (pp. 305–324). Dordrecht, the Netherlands: Springer.
   Google Scholar
• Mathison, S. (2009). Serving the public interest through educational evaluation: Salvaging democracy by rejecting neoliberalism. In K. E. Ryan & J. B. Cousins (Eds.), The SAGE international handbook of Educational evaluation (pp. 525–548). Thousand Oaks, CA: Sage.
   Google Scholar
• Mikkola, A. (2012). Preface. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools (pp. ix–xi). Rotterdam, the Netherlands: Sense.
   Google Scholar
• National Board of Education (NBE). (2013). The Finnish National Board of Education. Education system. Retrieved from http://www.oph.fi/english/
   Google Scholar
• National Core Curriculum for Basic Education 2004. (2004). Retrieved from http://www.oph.fi/english/sources_of_information/core_curricula_and_qualification_requirements/basic_education
   Google Scholar
• Nichols, S. L., & Berliner, D. C. (2007). Collateral damage: How high-stakes testing corrupts America’s schools. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Niemi, H. 2011. Educating student teachers to become high quality professionals — A Finnish case. Center for Educational Policy Studies Journal, 1, 43–67.
   Google Scholar
• Niemi, H. (2012). Teacher education for high quality professionals: An analysis from the Finnish perspective. In O.-S. Tan (Ed.), Teacher education frontiers: International perspectives on policy and practice for building new teacher competences (pp. 43–70). Singapore: Cengage Learning Asia.
   Google Scholar
• Niemi, H., & Isopahkala-Bouret, U. (2012). Lifelong learning in Finnish society: An analysis of national policy documents. International Journal of Continuing Education and Lifelong Learning, 5(1). (in English and in Chinese)
   Google Scholar
• Niemi, H., & Jakku-Sihvonen, R. (2006). Research-based teacher education. In R. Jakku-Sihvonen & H. Niemi (Eds.), Research-based teacher education in Finland — Reflections by Finnish teacher educators (pp. 31–50). Turku, Finland: Finnish Educational Research Association.
   Google Scholar
• Niemi, H., Kynäslahti, H., & Vahyivuori-Hänninen, S. (2012). Towards ICT in everyday life in Finnish schools: Seeking conditions for good practices. Learning, Media & Technology, 38, 57–71.
   Google Scholar
• Niemi, H., & Lavonen, J. (2012) Evaluation for improvements in Finnish teacher education. In J. Harford, B. Hudson, & H. Niemi (Eds.), Quality assurance and teacher education: International challenges and expectations (Rethinking Education series, Vol. 6, pp. 159–186). Oxford, UK: Peter Lang.
   Google Scholar
• OAJ (Opettajien Ammattijärjestö). (2015). Trade Union of Education in Finland. Information about OAJ and its members. Retrieved from http://www.oaj.fi/cs/oaj/trade%20union%20of%20education%20in%20finland.
   Google Scholar
• Reinikainen, P. (2012). Amazing PISA results in Finnish comprehensive schools. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools (pp. 3–18). Rotterdam, the Netherlands: Sense.
   Google Scholar
• Sahlberg, P. (2011). Finnish lessons: What can the world learn from educational change in Finland? New York, NY: Teacher College Press.
   Google Scholar
• Schleicher, A. (Ed.). (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. Paris, France: Organisation for Economic Co-operation and Development. Retrieved from http://dx.doi.org/10.1787/9789264174559-en
   Google Scholar
• Smyth, J. 1995. Introduction. In J. Smyth ( Ed.), Critical discourses on teacher development (pp. 1–19). London, UK: Cassell, Wellington House.
   Google Scholar
• Toom, A., & Husu, J. (2012). Finnish teachers as “makers of the many”: Balancing between broad pedagogical freedom and responsibility. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools (pp. 39–54). Rotterdam, the Netherlands: Sense.
   Google Scholar
• Vartiainen, J., & Aksela, M. (2012). LUMA science education centre: Joy of science for all – bringing science, math and technology together. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools (pp. 263–272). Rotterdam, the Netherlands: Sense.
   Google Scholar
• Vitikka, E., Krokfors, L., & Hurmerinta, E. (2012). The Finnish national core curriculum: Structure and development. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools (pp. 82–96). Rotterdam, the Netherlands: Sense.
   Google Scholar