A Descriptive Case Analysis of Instructional Teaching Practices in Finnish Preschool Classrooms

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A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens

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A Validation of the Early Childhood Classroom Observation Measure in Finnish and Estonian Kindergartens

Assessing agency of university students: validation of the AUS Scale

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Associations Among Teacher–Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1

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Beliefs about teaching held by student teachers and school-based teacher educators

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Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

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Children’s beliefs concerning school transition

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Collaborative processes during report writing of a science learning project: The nature of discourse as a function of task requirements

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Constructing Knowledge through a Role-Play in a Web-Based Learning Environment

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Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy

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Developmental Dynamics of Phonemic Awareness and Reading Performance During the First Year of Primary School

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Developmental dynamics of achievement strategies, reading performance, and parental beliefs

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Developmental profiles of task-avoidant behaviour and reading skills in Grades 1 and 2

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Dialogical patterns of interaction in pre-school classrooms

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Dialogue through the eyes: Exploring teachers’ focus of attention during educational dialogue

Educational dialogue among teachers experiencing different levels of self-efficacy

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Educational dialogue of preschool teachers experiencing different levels of stress

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Exploring types of educational classroom talk in early childhood education centres

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Finnish and UK English pre-teen children's text message language and its relationship with their literacy skills

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Introducing Dialogic Teaching to Science Student Teachers

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Knowledge-building patterns in educational dialogue

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Mathematical performance predicts progress in reading comprehension among 7-year olds

Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland

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Observed teaching practices interpreted from the perspective of school-based teacher educators

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Opettajien ammatillinen identiteetti, toimijuus ja sitoutuminen väljä- ja tiukkakytkentäisessä koulutusorganisaatiossa

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Predicting reading performance during the first and the second year of primary school

article by Marja-kristiina Lerkkanen * et al published February 2004 in British Educational Research Journal

Professional identity among student teachers of physical education: the role of physicality

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Quality of educational dialogue and association with students’ academic performance

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Reading performance and its developmental trajectories during the first and the second grade

article by Marja-Kristiina Lerkkanen et al published April 2004 in Learning and Instruction

Recent tensions and challenges in teacher education as manifested in curriculum discourse

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Relations Between Achievement Goal Orientations and Math Achievement in Primary Grades: A Follow‐Up Study

Scaffolding through dialogic teaching in early school classrooms

School PE through Internet discussion forums

Seamless Learning Environments in Higher Education with Mobile Devices and Examples

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Seamless Learning Environments in Higher Education with Mobile Devices and Examples

Social Processes and Knowledge Building During Small Group Interaction in a School Science Project

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Student-Teachers’ And School-Based Teacher Educators’ Beliefs About Teaching Practices And Instructional Goals

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Students’ agency profiles in relation to student-perceived teaching practices in university courses

Student’s Voice Online: Experiences of PE in Finnish Schools

Supporting and constraining factors in the development of university teaching experienced by teachers

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Teacher Beliefs Regarding Learning, Pedagogy, and the Use of Technology in Higher Education

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Teachers' contribution to the social life in Finnish preschool classrooms during structured learning sessions

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Teachers’ Professional Identity Negotiations in Two Different Work Organisations

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The Developmental Dynamics of Literacy Skills During the First Grade

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The Roles of Achievement-Related Behaviours and Parental Beliefs in Children's Mathematical Performance

The challenge for school-based teacher educators: establishing teaching and supervision goals

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The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success

The professional agency of teacher educators amid academic discourses

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The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten

Visualizing communication structures in science classrooms: Tracing cumulativity in teacher-led whole class discussions

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