From year 2019 onwards the research publications of the LECI-group can be found from here.
Esko, T. P. & Tuunainen, J. K (2018). Achieving the social impact of science: An analysis of public press debate on urban development. Science and Public Policy
Hedayati, N., Kuusisto, E., Gholami, K. & Tirri, K. (2017). Life purposes of Iranian secondary school students. Journal of Moral Education, 46(3), 283-294
Hilppö, J. A., Rajala, A. J., Lipponen, L. T., Pursi, A. & Abdulhamed, R. K. (2018, in press) Studying Compassion in the Work of ECEC Educators: A Sociocultural Approach to Practical Wisdom in Early Childhood Education Settings. In Phillipson, S. & Garvis, S. (eds.) Teachers and Families Perspectives in Early Childhood Education and Care: Early Childhood Education and Care in the 21st Century Vol II. NY: Routledge.
Kajamaa, A. & Schultz, K-P. (2018). From the abstract to the concrete: Implementation of an innovative tool in home care. Health Services Management Research Journal 31(1), 2-10.
Kajamaa, A. M., Kumpulainen, P. K. & Rajala, A. J.(2018, in press), (Hyväksytty/In press). Digital learning environment mediating students’ funds of knowledge and knowledge creation. Studia paedagogica 23(4)
Kumpulainen, K., Sintonen, S., Vartiainen, J., Sairanen, H., Nordström, A., Byman, J. & Renlund, J. (2018). Kurittomat Palaset: Monilukutaitoa Opitaan Ilolla. Helsinki: Helsingin yliopisto
Kumpulainen, K., Kajamaa, A. & Rajala, A. (2018). Understanding educational change: Agency-structure dynamics in a novel design and making environment. Digital education review 33, 26-38.
Kumpulainen, K. (2018). A principled, personalised, trusting and child-centric ECEC system in Finland. In S. L. Kagan (Ed.), The Early Advantage 1: Early Childhood Systems That Lead by Example (pp. 72-98). New York: Teachers College Press.
Kumpulainen, K., Mikkola, A., & Rajala, A. (2018). Dissolving the digital divide. Creating coherence in young people’s social ecologies of learning and identity building. In Springer International Handbooks of Education. Handbook of Information Technology in Primary and Secondary Education (pp. 107-119). Amsterdam: Springer International Publishing.
Lemos, M. F. & Rezende Da Cunha Júnior, F. (2018). Facebook in Brazilian schools: mobilizing to fight back, Mind, Culture, and Activity, 25(1), 53-67
Lin, H. & Miettinen, R. H. A. (2018). Developing policy instruments: The transformation of an educational policy intervention, Journal of Educational Change, DOI: 10.1007/s10833-018-9335-2
Lipponen, L., Kumpulainen, K., & Paananen, M. (2018). Children’s perspective to curriculum work: Meaningful moments in Finnish early childhood education. In M. Fleer and B. van Oers (Eds.), International Handbook on Early Childhood Education (pp. 1265-1277). Amsterdam: Springer.
Lund, V. H. & Juujärvi, S. (2018). Residents' Agency Makes a Difference in Volunteering in an Urban Neighbourhood. Voluntas 29(4), 756-769
Manninen, N., Kuusisto, E. & Tirri, K. (2018), Life goals of Finnish social services students. Journal of Moral Education, 47(2), 175-185.
Marsh, J., Arnseth, C.-H., & Kumpulainen, K. (2018). Maker Literacies and Maker Citizen- ship in the MakEY (Makerspaces in the Early Years) Project. Multimodal Technologies and Interaction. DOI: 10.3390/mti2030050
Miettinen, R. (2018). Humboldt vai Snellman: Minkälaiseen sivistysyliopistoon? Tieteessä tapahtuu 1/2018, 4-13.
Miettinen, R., Kerosuo, H., Metsälä, T. & Paavola, S. (2018). Bridging the lifecycle: A case study on facility management infrastructures and uses of BIM. Journal of Facilities Management, 16(1), 2-16
Miettinen, R. & Paavola, S., (2018). Reconceptualizing object construction: The dynamics of building information modelling in construction design. Information Systems Journal, 28 (3), 516-531
Miettinen, R. & Paavola, S. (2018). Beyond the distinction between tool and sign: Objects and artefacts in human activity. In A. Rosa & J. Valsiner (toim.) Cambridge Handbook of Sociocultural Psychology. Cambridge: Cambridge University Press, 148-162.
Niemi, P-M, & Hahl,K. (2018) Reproducing, disrupting and reforming understanding of cultural diversity: theorising future subject teachers’ pedagogical reflections, Teaching Education, DOI: 10.1080/10476210.2018.1478809
Niemi, R., Kumpulainen, K. & Lipponen, L.( 2018). Osallistumista vai osallistamista? Osallisuuden tarkastelua monialaisen oppimiskokonaisuuden toteuttamisessa. Nuorisotutkimus, 36(1), 22-35.
Niemi, R., Kumpulainen, K., & Lipponen, L. (2018). The use of diamond ranking and peer interviews to capture pupils’ perspectives. Improving Schools. DOI: 10.1177/1365480218774604
Paavola, S. J. & Miettinen, R. H. A., (2018). Dynamics of design collaboration. BIM models as intermediary digital objects. Computer Supported Cooperative Work
Paju, B., Kajamaa, A., Pirttimaa, R., & Kontu, E. (2018). Contradictions as drivers for Improving Inclusion in Teaching Pupils with Special Educational Needs. Journal of Education and Learning, 7(3), 11-22
Sintonen, S. T. (2018, In press). Children’s produced graphical instructions in music as a multiliteracy act. Musiikkikasvatus
Sintonen, S., Kumpulainen, K. & Vartiainen, J. (2018). Young children’s imaginative play and dynamic literacy practices in the digital age. In G. Oakley (Ed.) Mobile Technologies in Children’s Language and Literacy (pp.15–28). Emerald Insight.
Wang, Y., Lavonen, J. & Tirri, K. (2018). Aims for Learning 21st Century Competencies in National Primary Science Curricula in China and Finland. Eurasia Journal of Mathematics, Science & Technology Education, 14(6), 2081–2095
Hedayati, N., Kuusisto, E. , Gholami, K. & Tirri, K. (2017). Gender-specific religious moral dilemmas in Iranian schools. The Power of Resistance: Culture, Ideology and Social Reproduction in Global Contexts. Elmesky, R., Yeakey, C. & Marcucci, O. (eds.). Accepted in Press.
Hedayati, N., Kuusisto, E., Gholami, K., & Tirri, K. (2017). Life purposes of Iranian secondary school students. Journal of Moral Educaton. DOI: 10.1080/03057240.2017.1350148
Hedayati, N., Kuusisto, E., Gholami, K., & Tirri, K. (2017). Value learning trajectories in Iranian educational system. In A. Kuusisto, & L. Gearon (Eds.), Value Learning Trajectories: Theory, Method, Context (Research on Religious and Spiritual Education), 179-194. Germany:Waxmann.
Kerosuo, H. (2017). Transformative agency and the development of knotworking in building design. In M. Goller & S. Paloniemi (Eds.), Agency at work - An agentic perspective on professional learning and development. Springer.
Kerosuo, H., Paavola, S., Miettinen, R. & Mäki, T. (2017). Hankkeista oppiminen: Tietomallintamisen johtaminen, organisointi ja koordinointi rakennushankkeissa. Loppuraportti työsuojelurahaston tutkimus- ja kehittämishankkeesta. Helsingin yliopisto, Käyttäytymistieteiden laitos.
Kumpulainen, K., & Rajala, A. (2017). Dialogic teaching and students’ discursive identity negotiation in the learning of science. Learning and Instruction, 48, 23-31. DOI:10.1016/j.learninstruc.2016.05.002
Kuusisto, A. & Gearon, L. (Eds.) (2017). Value Learning Trajectories: Theory, Method, Context. Münster: Waxmann.
Kuusisto, A. & Gearon, L. (2017). The Life Trajectory of the Finnish Religious Educator. Religion and Education, Vol. 44, No 1, 39-53. DOI: 10.1080/15507394.2016.1272154.
Kuusisto, A. (2017). Worldview Diversity in Finnish Early Childhood Education. In A. Hellman & K. Lauritsen (Eds.) Diversity and Social Justice in Early Childhood Education: Nordic Perspectives. Cambridge: Cambridge Scholars.
Kuusisto, E., Laine, S., & Tirri, K. (2017). How do school children and adolescents perceive the nature of talent development? A case study from Finland. Education Research International, 2017 (2017), [4162957]. DOI: 10.1155/2017/4162957
Lipponen, L., Kumpulainen, K., & Paananen, M. (2017). Children’s perspective to curriculum work: Meaningful moments in Finnish early childhood education. In M. Fleer and B. van Oers (Eds.). International Handbook on Early Childhood Education. Amsterdam: Springer.
Miettinen, R. (2017). Aikuiskasvatus, sivistys ja työn tulevaisuus. Aikuiskasvatus 2/2017, 84-95. (Valittu lehden vuoden tiedeartikkeliksi).
Miettinen R. (2017). 1900-luvun luovuustutkimuksen suuri linja: Intuitio, oivallus ja luovat kohtaamiset. Psykologia 6/2017, 457-471.
Niemi, P-M. (2017) Students’ experiences of social integration in schoolwide activities—an investigation in the Finnish context. Education Inquiry, 8 (1), 68−87.
Paju, H., Tirri, K., & Autio, T. (2017). Values in Finnish and Estonian Vocational Teacher Education Curricula. In A. Kuusisto, & L. Gearon (Eds.), Value Learning Trajectories: Theory, Method, Context (10 ed., Vol. 2017, pp. 209-224). (Research on religious and spiritual education; Vol. 2017, No. 10). Waxmann.
Poulter, S., Kuusisto, A., Malama, M. & Kallioniemi, A. (2017) Examining Religious Education in Finland from Human Rights Perspective. In A. Sjöborg & H-G. Ziebertz (Eds.) Religion, Education and Human Rights: Theoretical and Empirical Perspectives. Springer, 49-61.
Rissanen, I., Kuusisto, E., Hanhimäki, E., , & Tirri, K.. (2017). The implications of teachers’ implicit theories for moral education: A case study from Finland. Journal of Moral Education. DOI: 10.1080/03057240.2017.1374244
Sannino, A. & Engeström, Y. (2017). Co-generation of societally impactful knowledge in Change Laboratories. Management Learning, 48(1), 80-96.
Tirri, K. (2017). Finland - promoting ethics and equality. In W. Veugelers, I. de Groot, & V. Stolk (Eds.), Research for CULT Committee – Teaching Common Values in Europe: study (pp. 83-90). (Structural and Cohesion Policies B). Brussels: European Parliament. DOI: 10.2861/339926
Tirri, K. (2017). Teacher education is the key in making the change in identification and teaching of the gifted. Roeper Review, 39
Tirri, K., Cho, S., Ahn, D., & Campbell, J. R. (Eds.) (2017). Education Research International special issue "Education for Creativity and Talent Development in the 21st Century", volume 2017 (2017). (Education Research International; Vol. 2017 (2017)). New York, NY: Hindawi Publishing Corporation.
Tirri, K. & Kuusisto, E. (2017). How can purpose be taught? Journal of Religious Education, 64, 2, 101-112
Tirri, K. & Kuusisto, E. (2017). What factors contribute to the development of females in STEM?: Insights from two case studies. Teaching gifted learners in stem subjects: Developing talent in science, technology, engineering and mathematics. Taber, K. S., Sumida, M. & McClure, L. (eds.). Routledge, (Research in Achievement and Gifted Education)
Tirri, K. , Mariano, J., & Moran, S. (Eds.) (2017). Education for purposeful teaching around the world. Routledge. (Accepted in press).
Vetoshkina, L., Engeström, Y., & Sannino, A. (2017). On the power of the object: History-making through skilled performance in wooden boat building. In Sandberg, J., Rouleau, L., Langley, A. & Tsoukas, H. (Eds.), Skillful performance: Enacting expertise, competence and capabilities in organizations (pp. 73-102). Oxford: Oxford University Press.
Zhang, J., Kuusisto, E., & Tirri, K. (2017). How teachers’ and students’ mindsets in learning have been studied: Research findings on mindset and academic achievement. Psychology, 8(9), 1363-1377. [77784]. DOI: 10.4236/psych.2017.89089
Aksela, M., Vartiainen, J., Tuomisto, M., Turkka, J. S., Pernaa, J., & Tolppanen, S. (2016). Promoting Meaningful Science Teaching and Learning Through ICT in the Finnish LUMA Ecosystem. Teoksessa H. Niemi, & J. Jia (Toimittajat), New Ways to Teach and Learn in China and Finland : Crossing Boundaries with Technology, Frankfurt am Main: Peter Lang.
Benjamin, S. & Kuusisto, A. (2016). ‘Identity is experience—my experience is where I’m from.’ Towards a wider understanding of worldview pluralism in educational settings. Journal of Religious Education, 1-14.
Erstad, O., Kumpulainen, K., Mäkitalo, Å., Schrøder, K., Pruulmann-Vengerfeldt, P., & Jóhannsdóttir, T. (2016). Tracing Learning Experiences within and across Contexts: A Nordic Approach. In O. Erstad, K. Kumpulainen, Å. Mäkitalo, K., P. Pruulmann-Vengerfeldt, & T. Jóhannsdóttir (Eds.), Learning across contexts in the knowledge society (pp. 1-14). Amsterdam: Sense Publishers.
Haapasaari, A., Engeström, Y. & Kerosuo, H. (2016). Emergence of learners´ transformative agency in a Change Laboratory intervention. Journal of Education and Work, 29(2), 232-262.
Kajamaa, A. & Lahtinen, P. (2016). Carnivalization as a new mode of collaboration. Journal of Workplace Learning, 28 (4): 188-205.
Kerosuo, H., Paavola, S., Miettinen, R. ja Mäki, T. (2016). Hankkeista oppiminen: Tietomallintamisen johtaminen, organisointi ja koordinointi rakennushankkeissa. Loppuraportti. Helsingin yliopisto, käyttäytymistieteiden tiedekunta.
Kumpulainen, K., & Erstad, O. (2016). (Re)Searching learning across contexts: Conceptual, methodological and empirical explorations. International Journal of Educational Research, 84, 55-57
Kumpulainen, K., & Rajala, A. (2016). Negotiating time-space contexts in students’technology-mediated interaction during a collaborative learning activity. International Journal of Educational Research
Kuusisto, A., Poulter, S. & Kallioniemi, A. (2016). Finnish Pupils’ Views on the Place of Religion in School. Religious Education, 1-18.
Kuusisto, E., Gholami, K., Schütte, I. W., Wolfensberger, M. V. C. & Tirri, K. (2016). Cultural-Bound Elements of Ethical Sensitivity: Case Studies from the Netherlands, Finland, and Iran. Handbook on Comparative and International Studies in Education. Sharpes, D. K. (ed.). Charlotte, NC: INFORMATION AGE PUBLISHING, INC, 91-114 24.
Kuusisto, E. & Tirri, K.(2016). The core of religious education: Finnish student teachers’ pedagogical aims. Contemporary Challenges for Religious and Spiritual Education. Kuusisto, A. & Lovat, T. (eds.). Routledge, Chapter 6.
Juujärvi, S. & Lund, V. (2016). Enhancing Early Innovation in an Urban Living Lab: Lessons from Espoo, Finland. Technology Innovation Management Review, 6 (1), 17–26.
Laine, S., Kuusisto, E. & Tirri, K. (2016). Finnish Teachers' Conceptions of Giftedness. Journal for the Education of the Gifted, 39, (2), 151-167.
Lund, V. & Juujärvi, S. (2016). Asukaspajat osallistumisen edistämisen välineenä Espoon keskuksessa. Yhdyskuntasuunnittelu, 1, 43-58.
Miettinen, R. (2016). Sivistys kilpailuyhteiskunnassa. Mitä annettava Hegelillä on tänään? Kasvatus ja Aika 10(3), 57-75.
Niemi, P-M. & Hotulainen, R. (2016). Enhancing students’ sense of belonging through school celebrations: A study in Finnish lower-secondary schools. International Journal of Research Studies in Education, 5(2), 43−58.
Paavola, S. (2016). Keksimisen (logiikan) mahdollisuus tieteenfilosofiassa ja metodologiassa. Teoksessa I. Niiniluoto, T. Tahko, & T. Toppinen (toim.) Mahdollisuus (s. 52-60). Helsinki, Suomen Filosofinen Yhdistys.
Poulter, S. & Riitaoja, A-L. & Kuusisto, A. (2016). Thinking multicultural education ‘otherwise’–From a secularist construction towards a plurality of epistemologies and worldviews. Globalisation, Societies and Education, 14:1, 68-86.
Rajala, A., Kumpulainen, K., Hilppö, J., Paananen, M., & Lipponen, L. (2016). Connecting learning across school and out-of-school contexts: A review of pedagogical approaches. In O. Erstad, K. Kumpulainen, Å.Mäkitalo, K., P. Pruulmann-Vengerfeldt & T. Jóhannsdóttir (Eds.), Learning across contexts in the knowledge society (pp. 15-36). Amsterdam: Sense Publishers.
Rajala, A., Kumpulainen, K., Rainio, A., Hilppö, J., & Lipponen, L., (2016). Dealing with the contradiction of control and agency during dialogic teaching. Culture and Social Interaction, 10, 17-26.
Rajala, A., Martin, J., & Kumpulainen, K. (2016). Agency and learning: Researching agency in educational interactions. Learning, Culture and Social Interaction.
Sannino, A. & Engeström, Y. (2016). Relational agency, double stimulation and the object of activity: An intervention study in a primary school. In A. Edwards (Ed.), Working relationally in and across practices: Cultural-historical approaches to collaboration (pp. 58-77). Cambridge: Cambridge University Press.
Sannino, A., Engeström, Y., & Lemos, M. (2016). Formative interventions for expansive learning and transformative agency. Journal of the Learning Sciences, 25(4), 599-633.
Sannino, A. (2016). Double stimulation in the waiting experiment with collectives. Integrative Psychological and Behavioral Science, 50(1), 142-173.
Tirri, K. (2016). The core of school pedagogy: Finnish teachers' views on the educational purposefulness of their teaching. In Miracle of Education: The principles and practices of teaching and learning in Finnish schools (second revised edition). Niemi, H., Toom, A. & Kallioniemi, A. (eds.). 2nd ed. AW Rotterdam: Sense Publishers, Vol. 2016, p. 57-68 12 p.
Tirri, K. & Laine, S. (2016). Teacher education in inclusive education. International Handbook of Research on Teacher Education. Clandinin, J. & Husu, J. (eds.). SAGE.
Tirri, K., Rissanen, I. & Kuusisto, E. (2016). Finnish Teachers and Diversity: The Case of Muslim Students. Handbook on Comparative and International Studies in Education. Sharpes, D. K. (ed.). Charlotte, NC: INFORMATION AGE PUBLISHING, INC, 475-494 20.
Vartiainen, J. (2016). Science process skills in small children’s science education. LUMAT-B: International journal of math, science and technology education. LUMA Centre Finland.
Vivitsou, M., Tirri, K. & Kynäslahti, H. (2016). Science teachers’ metaphors of digital technologies and social media in pedagogy in Finland and in Greece. Intelligent Computing Systems: Emerging Application Areas. Tsihrintzis, G. A., Virvou, M. & Jain, L. C. (eds.). Berlin: Springer-Verlag, 161-175.
Hilppö, J., Lipponen, L., Kumpulainen, K., & Virlander, M. (2015). Sense of agency and everyday life: Children’s perspective. Learning, Culture and Social Interaction.
Juujärvi, S. & Lund, V. (2015). Participatory Action Research as a practice of empowerment in deprived communities. Association for Moral Education 41st Conference Proceedings. Santos, Brasil.
Kajamaa, A. (2015). Collaborative work development as a resource for innovation and quality improvement in health care: An example from a hospital surgery. In Gurtner, S. and Soyez, K. (Eds). Challenges in health care management - Are we ready for what comes next?, pp. 123-134, Cham: Springer International Publishing.
Kerosuo, K. (2015). BIM-based collaboration across organizational and disciplinary boundaries through knotworking. 8th Nordic Conference on Construction Economics and Organization. Procedia Economics and Finance, 21, 201-208.
Kerosuo, H., Miettinen, R., Paavola, S., Mäki, T. & Korpela, J. (2015). Challenges of the expansive use of Building Information Modeling (BIM) in construction projects. Production (Produçao), 25(2), 289-297.
Kerosuo, H., Mäki, T. & Korpela, J. (2015). Knotworking and visibilization of learning in inter-organizational collaboration of designers in building design. Journal of Workplace Learning, 27(2), 128-141.
Kumpulainen, K., & Mikkola, A. (2015). Researching formal and informal learning: From dichotomies to a dialogic notion of learning. International Journal for Research on Extended Education, 3(2), 5-23.
Kumpulainen, K., Theron, L., Kahl, C., Bezuidenhout, C., Mikkola, A., Salmi, S., Khumalo, T., & Malmivaara-Uusitalo, L. (2015). Children’s positive adjustment to first grade in risk-filled communities: A case study of the role of school ecologies in South-Africa and Finland. School Psychology International, 1-19
Kuusisto, E. & Tirri, K. (2015). Disagreements in working as a team: A case study of gifted science students. Revista de educacion, 368, 279-303.
Lund, V. & Juujärvi, S. (2015). Change Laboratory as a method of innovation management in an Urban Living Lab. ENoLL Research Day Conference Proceedings 2015, 68–78. European Network of Living Labs, Istanbul.
Miettinen, R., Tuunainen, J. & Esko, T. (2015). Epistemological, Artefactual and Interactional-Institutional Foundations of Social Impact of Academic Research. Minerva. 53, 3, s. 257-277
Mäki, T. & Kerosuo, H. (2015). Site managers' daily work and the uses of BIM in construction site management. Journal of Construction Management and Economics, 33(3), 163-175.
Niemi, R., Kumpulainen, K., & Lipponen, L. (2015). Pupils as active participants: Diamond ranking as a tool to investigate pupils’s experiences of classroom practices. European Educational Research Journal, 14(2),138-150
Paananen, M., Kumpulainen, K., & Lipponen, L. (2015). Quality drift within the narrative of investment in early childhood education. European Early Childhood Education Research Journal, 23(5), 395-417.
Paavola, S., Himanen, S. J., Kahiluoto, H. & Miettinen, R. (2015). Making sense of resilience in barley breeding. Converting the concept of response diversity into a tool of reflection and decision-making. In A. Paloviita & M. Järvelä (Eds.) Climate Change Adaptation and Food Supply Chain Management (pp. 43-54). London: Routledge.
Paavola, S. (2015). Deweyan Approaches to Abduction? In U. Zackariasson (Ed.) Action, Belief and Inquiry. Pragmatist Perspectives on Science, Society and Religion (pp. 230–249). Nordic Studies in Pragmatism 3. Helsinki: Nordic Pragmatism Network. Download publication.
Paavola, S. (2015). Challenges of collaborative knowledge creation – work with shared objects. In A. Littlejohn, and C. Pegler (Eds) Reusing Open Resources. Learning in Open Networks for Work, Life and Education (pp. 104-114). London: Routledge, Taylor & Francis Group.
Sannino, A. (2015). The principle of double stimulation: A path to volitional action. Learning, Culture, and Social Interaction, 6, 1-15.
Schatz, M. & Niemi, P-M. (2015). Religion, Culture and Ideology: Analyzing Cultural Discourses in Finnish Religion Textbook Exercises. In K. Hahl, P-M. Niemi, R. Longfor Johnson, & F. Dervin (Eds.), Diversities and Interculturalities in Textbooks: Finland as an Example, (pp. 85–106). Newcastle upon Tyne: Cambridge Scholars Publishing.
Schultz, K-P., Kajamaa, A. & Kerosuo, H. (2015). Creating innovative work practices through reflexive interventions. International Journal of Work Innovation, 1 (2): 143-160.
Tirri, K. & Kuusisto, E. (2015). Gifted Education in Finland. Giftedness Across the Lifespan - Begabungsförderung von der frühen Kindheid bis ins Alter: Forder- und Förderkonzepte aus der Praxis. Fisher, C., Fischer-Ontrup, C., Käpnick, F., Mönks, F-J. & Solzbacher, C. (eds.). Berlin; Münster: Lit Verlag, 411-423.
Tolppanen, S., Vartiainen, J., Ikävalko, V-M., & Aksela, M. K. (2015). Relevance of non-formal education in science education. In I. Eilks, A. Hofstein (Eds.) Relevant Chemistry Education: From Theory to Practice. (p.335-354). Rotterdam: Sense Publishers.