TY - BOOK AU - Niemi,Hannele AU - Toom,Auli AU - Kallioniemi,Arto TI - Miracle of Education: The Principles and Practices of Teaching and Learning in Finnish Schools T2 - Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001 SN - 9789460918117 AV - LA1011 U1 - 370.94897 23 PY - 2012/// CY - Leiden, , Boston PB - Brill | Sense KW - Education KW - Finland KW - Education and state KW - Teaching KW - Sciences sociales N1 - Includes bibliographical references and index; Preliminary Material; Hannele Niemi , Auli Toom and Arto Kallioniemi --; Finnish School in International Comparison; Jouni Välijärvi and Sari Sulkunen --; The Societal Factors Contributing to Education and Schooling in Finland; Hannele Niemi --; Finnish Teachers as ‘Makers of the many’; Auli Toom and Jukka Husu --; The Core of School Pedagogy; Kirsi Tirri --; Striving for Educational Equity and Excellence; Kristiina Kumpulainen and Timo Lankinen --; The Finnish National Core Curriculum; Erja Vitikka , Leena Krokfors and Leila Rikabi --; Research-Orientation in a Teacher’s Work; Riitta Jyrhämä and Katriina Maaranen --; Promoting Mathematical Thinking in Finnish Mathematics Education; Heidi Krzywacki , Leila Pehkonen and Anu Laine --; Science at Finnish Compulsory School; Jari Lavonen and Kalle Juuti --; Language and Literature Education; Liisa Tainio and Grünthal Satu --; Language Education – Towards Transversal Intercultural Language Proficiency; Ritva Kantelinen and Raili Hildén --; Religious Education in Finnish School System; Arto Kallioniemi and Martin Ubani --; History, Social Studies and Geography Education in Finnish Schools and Teacher Education; Arja Virta and Eija Yli-Panula --; Arts Education; Seija Kairavuori and Sara Sintonen --; Drama Education in the Finnish School System – Past, Present and Future; Tapio Toivanen --; ICTs in a School’s Everyday Life – Developing the Educational Use of ICTs in Finnish Schools of the Future; Sanna Vahtivuori-Hänninen and Heikki Kynäslahti --; Public Institutions as Learning Environments in Finland; Jukka Salminen , Leena Tornberg and Päivi Venäläinen --; Luma Centre Finland; Jenni Vartiainen , Maija Aksela and Lauri Vihma --; Epilogue; Hannele Niemi , Auli Toom and Arto Kallioniemi --; Biographical Notes; Hannele Niemi , Auli Toom and Arto Kallioniemi; Available to subscribing member institutions only N2 - Finnish pupils’ success in international student assessment tests and the characteristics of the Finnish educational system are the focus of interest all around in the world. The significance of Finnish educational policy and societal atmosphere are continuously discussed. This book provides explanations, answers and reflections to these questions. Over 30 expert authors have contributed to this book by bringing their own specific research-based points of view. The second edition of the book introduces the new national curriculum for basic education that now provides guidelines for school-based curricula. Students’ learning with engagement and schools as learning communities are core visions of the reform. The authors also reflect on the PISA 2012 results. The book gives an example on how to use PISA information for national improvements. In Finland, all evaluations are enhancement-led and this also includes PISA measurements. The book illustrates how teaching and learning of different subjects is realized in Finnish schools and describes the essential characteristics and methods of teaching, learning materials and research on these issues. The book provides important insight and reflections to international researchers, teachers, students, journalists and policy makers, who are interested in teaching and learning in Finnish schools. It shows the results of the systematic and persistent work that has been done on education and schooling in Finland. The main features of education in Finland are: - Strong equity policy. - Teachers as autonomous and reflective academic experts. - Flexible educational structures and local responsibility for curriculum development. - Evaluation for improvements, not for ranking. - No national testing, no inspectorate. - Research-based teacher education. - Teachers’ high competence in content knowledge and pedagogy. - Trust in education and teachers UR - http://dx.doi.org/10.1007/978-94-6091-811-7 ER -