What is evidence required for and who generates that evidence in the Finnish Educational System?

Peer reviewe

Promoting social interaction in the inclusive classroom: Lessons from inclusive schools in England and Cyprus

Recent sociometric research evidence in mainstream settings has suggested that pupils identified as having Special Educational Needs (SEN) often occupy a lower social position compared to their typically achieving peers and they tend to be lonely and marginalised. This is often attributed to their lacking of skills needed to engage socially with classmates in order to develop social relationships and friendships. Some studies have found that particular teaching arrangements such as cooperative leaming activities and wider pedagogical practices can be conducive to promoting the social inclusion of pupils identified as having SEN. In this paper, we draw on evidence from two recent studies conducted in England and Cyprus which combined sociometric techniques ascertaining the social position of pupils accredited with SEN with in-depth interviews with practitioners and pupils as well as observations. By combining the insights gained from two different contexts, we formulate an open list of pedagogical strategies and wider school practices for promoting social interaction and ultimately the social inclusion of all children. (C) 2013 Elsevier Ltd. All rights reserved

The politics of organizing indigenous sport – cross-border and cross-sectoral complexity

Research Question: The authors studied the complexity surrounding the organization of sport in nations without nationstate status, exploring three research questions: (1) How do representatives of Sámi sport organizations in Finland and Norway perceive and act upon the proposal to reorganize Sámi sport? (2) How do representatives of the Sámi parliaments in Finland and Norway perceive and act upon the proposal to reorganize Sámi sport? (3) How do representatives of the state bureaucracy in Finland perceive and act upon the proposal to reorganize Sámi sport? Research Methods: We interviewed representatives of the Sámi parliaments and Sámi sport in Norway and Finland, an external consultant in Norway and a state official of Finland constituting a total of eight key actor interviews. Results and Findings: The analysis revealed the dominant role of the Norwegian side of Sámi sport, largely based on the institutional power of the Sámi parliament in Norway. In that respect, voluntary sport organizations in both Finland and Norway were reluctant to consider or were even negative towards an ongoing reorganization of Sámi sport since it was initiated by the Norwegian authorities and by the Norwegian Sámi parliament. Implications: Decision-makers in government agencies involved in cross-border and cross-sectoral issues should consider the opinions of all parties involved. Moreover, concerning indigenous groups striving for self-determination in post-colonial contexts, it is important to create a unified voice in matters important to the group as a collective