Pub­lic­a­tions

Re­cent and rel­ev­ant ex­pert group pub­lic­a­tions

 

LECI_public

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, S. N., Kuusisto, E. P., Gholami, K., & Tirri, K. A. H. (2017). Life purposes of Iranian secondary school students. Journal of Moral Educaton. DOI: 10.1080/03057240.2017.1350148

Hedayati, S. N., Kuusisto, E. P., Gholami, K., & Tirri, K. A. H. (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.

Kajamaa, A. & Schultz, K-P. (2017). From the abstract to the concrete: Implementation of an innovative tool in home care. Published online before print August, 17, 2017. Health Services Management Research Journal. DOI: 10.1177/0951484817724581

Kerosuo, H. (2017, in press). 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. 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.

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. A. H., & 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. L. E., Hanhimäki, E., Kuusisto, E. P., & Tirri, K. A. H. (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. A. H. & Kuusisto, E. P. (2017, in press). How can purpose be taught? Journal of Religious Education.

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. A. H., Mariano, J., & Moran, S. (Eds.) (2017). Education for purposeful teaching around the world. Routledge. (Accepted in press).

Vetoshkina, L., Engeström, Y., and 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. K., Vartiainen, J. L., Tuomisto, M., Turkka, J. S., Pernaa, J. I. S., & 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.

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.

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. L. (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.