Finnish Education in the 21st Century: Paradoxes and Visions

Autor/in	Burg, Carol A.
Titel	Finnish Education in the 21st Century: Paradoxes and Visions
Quelle	In: i.e.: inquiry in education, 10 (2018) 1, Artikel 8 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-6282
Schlagwörter	Foreign Countries; Educational Methods; Academic Achievement; Equal Education; Student Diversity; Learning Strategies; Instructional Effectiveness; Educational Planning; International Assessment; Elementary Secondary Education; Educational Practices; Educational Policy; Achievement Tests; Secondary School Students; Finland; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Educational method; Erziehungsmethode; Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtserfolg; Bildungsplanung; Bildungspraxis; Politics of education; Bildungspolitik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Finnland
Abstract	Since the publication of the 2000 PISA results highlighting Finland's school children ranking #1 in the world for reading, and #3 for mathematics and science, fascination with Finland's educational system has piqued the interest of educational researchers worldwide. Researchers have been captivated by the paradoxes of the Finnish education system: teach less, learn more; test less, learn more; and educational equity through growing diversity (Sahlberg, 2015). Starting with the 2012 PISA results and continuing with the 2015 scores, Finnish educators are now concerned about the downward trend in the data, with their students losing ground in reading, math and science and scores hovering around ranking 10th in the world. In this article, I report on the new Finnish vision of education, the newly revised national curriculum, as well as the newly emerging gender gap in their student achievement, as Finnish educators endeavor to maintain their previous track record of educational equity and attainment for all students. (As Provided).
Anmerkungen	Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01