Elina Lehtomäki
Biographic Data
| ID | 1500115 |
|---|---|
| NAME | Elina Lehtomäki |
| GIVEN NAMES | Elina |
| FAMILY NAME | Lehtomäki |
| SIGNATURE | LEHTOMÄKI E |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0002-3733-0578 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Developing a teaching-research nexus in teacher education: Recounts of an educator’s self-study
This study shares perspectives on how a teaching-research nexus could be developed in teacher education practices. The focus is on one teacher-educator’s experience of learning to communicate the mutuality of teaching and research initiatives with a group of learner-teachers and colleagues during a college-based teacher education course in Eritrea. A self-study that includes interactions with critical friends, interviewing, and researcher diaries…
ResilienceTalks: Timely Issues on Resilience and Sustainability
Reimagining Teachers and Teacher Education for our Futures”. Report on the international conference at the University of Helsinki
Approaching global education development with a decolonial lens: Teachers ’ reflections
In this paper, we as the teachers and researchers of a course titled Global education development informed by theories of decoloniality, report on our analysis of our self-critical and constructive dialogue on the course design, its underlying assumptions, expectations, implementation, success and needs for improvement. We centered decoloniality from the beginning of the course, problematised binary-thinking and encouraged our students to look at…
Bilingual education and beyond: How school settings shape the Chinese Yi minority’s socio-cultural attachments
Bilingual education policy in Liangshan, China, has been implemented since the end of the 1970s using two bilingual school models. This study examines how mainstream and bilingual education are correlated with the Yi population’s social attachment to the larger social system, and their cultural attachment to ethnocultural maintenance. The student-reported survey data collected from ten junior high schools in Liangshan were analysed using a multin…
Academic achievement and self-concept of deaf and hard-of-hearing and hearing students transitioning from the first to second cycle of primary school in Ethiopia
This study was done to examine the transition of deaf and hard-of-hearing (DHH) and hearing students from the first cycle (Grade 4) to the second cycle (Grade 5) of primary education in Ethiopia. Academic achievement and self-concept were measured longitudinally with 103 DHH and hearing students. Participants were selected from three different settings (special schools, special classes and regular schools). Self-Description Questionnaire I (Marsh…
The Self-Concept of Deaf/Hard-of-Hearing and Hearing Students
The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the deaf, and a regular school. The Self-Description Questionnaire I (Marsh, 1990) was used to measure the …
Global connectedness in higher education: Student Voices on the Value of Cross-Cultural Learning Dialogue
The study explores how sense of global connectedness can be enhanced by creating opportunities for cross-cultural dialogue in higher education. Thematic analysis of randomly selected 15 learning journals, students’ reflections on their learning during an international seminar was used to identify students’ significant learning experiences. The results emphasise the added value of diversity (geographical, disciplinary, cultural and social) among s…
Moving towards inclusion: How Zanzibar succeeds in transforming its education system
Ever since the proclamation of the Salamanca Statement (1994) and the Dakar Framework for Action (2000), several countries across the globe have been improving their education systems making remarkable efforts towards inclusion. Furthermore, the Muscat Agreement (2014) proposes a global goal and targets for education post-2015. The goal envisages equitable inclusive quality education and lifelong learning for all by 2030. This article inquires ho…
The significance of student voice: Female students’ interpretations of failure in Tanzanian secondary education
In Tanzania, the national examinations are used as the primary tools for selection and transition from lower to upper secondary education. Female students are more likely to fail in the national exams and to drop out from education. This article examines the perspectives of female students concerning their advancement in secondary education. Two sets of qualitative data, responses to a research questionnaire from 100 female lower secondary school…
Research to engage voices on the ground in educational development
The successful education sector development in Tanzania – comment on gender balance and inclusive education
In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too n…
Research to engage voices on the ground in educational development
The successful education sector development in Tanzania – comment on gender balance and inclusive education
In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too n…
Bilingual education and beyond: How school settings shape the Chinese Yi minority’s socio-cultural attachments
Bilingual education policy in Liangshan, China, has been implemented since the end of the 1970s using two bilingual school models. This study examines how mainstream and bilingual education are correlated with the Yi population’s social attachment to the larger social system, and their cultural attachment to ethnocultural maintenance. The student-reported survey data collected from ten junior high schools in Liangshan were analysed using a multin…
Global connectedness in higher education: Student Voices on the Value of Cross-Cultural Learning Dialogue
The study explores how sense of global connectedness can be enhanced by creating opportunities for cross-cultural dialogue in higher education. Thematic analysis of randomly selected 15 learning journals, students’ reflections on their learning during an international seminar was used to identify students’ significant learning experiences. The results emphasise the added value of diversity (geographical, disciplinary, cultural and social) among s…
The significance of student voice: Female students’ interpretations of failure in Tanzanian secondary education
In Tanzania, the national examinations are used as the primary tools for selection and transition from lower to upper secondary education. Female students are more likely to fail in the national exams and to drop out from education. This article examines the perspectives of female students concerning their advancement in secondary education. Two sets of qualitative data, responses to a research questionnaire from 100 female lower secondary school…
Moving towards inclusion: How Zanzibar succeeds in transforming its education system
Ever since the proclamation of the Salamanca Statement (1994) and the Dakar Framework for Action (2000), several countries across the globe have been improving their education systems making remarkable efforts towards inclusion. Furthermore, the Muscat Agreement (2014) proposes a global goal and targets for education post-2015. The goal envisages equitable inclusive quality education and lifelong learning for all by 2030. This article inquires ho…
The successful education sector development in Tanzania – comment on gender balance and inclusive education
In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too n…
Research to engage voices on the ground in educational development
The significance of student voice: Female students’ interpretations of failure in Tanzanian secondary education
In Tanzania, the national examinations are used as the primary tools for selection and transition from lower to upper secondary education. Female students are more likely to fail in the national exams and to drop out from education. This article examines the perspectives of female students concerning their advancement in secondary education. Two sets of qualitative data, responses to a research questionnaire from 100 female lower secondary school…
Moving towards inclusion: How Zanzibar succeeds in transforming its education system
Ever since the proclamation of the Salamanca Statement (1994) and the Dakar Framework for Action (2000), several countries across the globe have been improving their education systems making remarkable efforts towards inclusion. Furthermore, the Muscat Agreement (2014) proposes a global goal and targets for education post-2015. The goal envisages equitable inclusive quality education and lifelong learning for all by 2030. This article inquires ho…
The Self-Concept of Deaf/Hard-of-Hearing and Hearing Students
The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the deaf, and a regular school. The Self-Description Questionnaire I (Marsh, 1990) was used to measure the …
Global connectedness in higher education: Student Voices on the Value of Cross-Cultural Learning Dialogue
The study explores how sense of global connectedness can be enhanced by creating opportunities for cross-cultural dialogue in higher education. Thematic analysis of randomly selected 15 learning journals, students’ reflections on their learning during an international seminar was used to identify students’ significant learning experiences. The results emphasise the added value of diversity (geographical, disciplinary, cultural and social) among s…
Academic achievement and self-concept of deaf and hard-of-hearing and hearing students transitioning from the first to second cycle of primary school in Ethiopia
This study was done to examine the transition of deaf and hard-of-hearing (DHH) and hearing students from the first cycle (Grade 4) to the second cycle (Grade 5) of primary education in Ethiopia. Academic achievement and self-concept were measured longitudinally with 103 DHH and hearing students. Participants were selected from three different settings (special schools, special classes and regular schools). Self-Description Questionnaire I (Marsh…
Approaching global education development with a decolonial lens: Teachers ’ reflections
In this paper, we as the teachers and researchers of a course titled Global education development informed by theories of decoloniality, report on our analysis of our self-critical and constructive dialogue on the course design, its underlying assumptions, expectations, implementation, success and needs for improvement. We centered decoloniality from the beginning of the course, problematised binary-thinking and encouraged our students to look at…
Bilingual education and beyond: How school settings shape the Chinese Yi minority’s socio-cultural attachments
Bilingual education policy in Liangshan, China, has been implemented since the end of the 1970s using two bilingual school models. This study examines how mainstream and bilingual education are correlated with the Yi population’s social attachment to the larger social system, and their cultural attachment to ethnocultural maintenance. The student-reported survey data collected from ten junior high schools in Liangshan were analysed using a multin…
Reimagining Teachers and Teacher Education for our Futures”. Report on the international conference at the University of Helsinki
Developing a teaching-research nexus in teacher education: Recounts of an educator’s self-study
This study shares perspectives on how a teaching-research nexus could be developed in teacher education practices. The focus is on one teacher-educator’s experience of learning to communicate the mutuality of teaching and research initiatives with a group of learner-teachers and colleagues during a college-based teacher education course in Eritrea. A self-study that includes interactions with critical friends, interviewing, and researcher diaries…
ResilienceTalks: Timely Issues on Resilience and Sustainability
Psychology (9 works) · Sociology (9 works) · Political science (8 works) · Mathematics education (7 works) · Pedagogy (7 works) · Computer Science (5 works) · Global Education and Multiculturalism (4 works) · Global Educational Policies and Reforms (4 works) · Higher education (4 works) · Social science (4 works)