Katri Kleemola
Biographic Data
| ID | 1500665 |
|---|---|
| NAME | Katri Kleemola |
| GIVEN NAMES | Katri |
| FAMILY NAME | Kleemola |
| SIGNATURE | KLEEMOLA K |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-9274-9718 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
A systematic review of empirical literature on the segregation of educational institutions and its consequences in Finland
While Finland has been considered a model for educational equity, the last decade has brought up concerns about educational segregation. This systematic literature review captures an overview of research on factors contributing to educational segregation and its consequences in Finland. A literature search of studies investigating various aspects of segregation in Finland and published both in English and Finnish was conducted, and altogether 40 …
Exploring intersectional inequalities in students' sense of belonging in education across educational pathways and across educational contexts
Introduction The study investigated inequalities in the sense of belonging in education among students in primary, secondary and tertiary levels in various European, North American and Oceanian countries. Variation across different educational contexts was explored by examining example countries (Finland, Hungary and Ireland). An intersectional approach to inequalities was adopted; more specifically, an intersection between gender, migration and …
Generic skills in higher education – teachers’ conceptions, pedagogical practices and pedagogical training
Teachers’ conceptions of teaching play a key role in the pedagogical practices they apply in their teaching. Previous studies of conceptions of teaching generic skills have been mainly qualitative with small samples, and thus there is a need for a more extensive quantitative study. This study investigates the associations between higher education teachers’ conceptions of teaching generic skills, pedagogical practices, pedagogical training, and te…
A systematic-narrative review of performance-based assessments of critical thinking in higher education
Critical thinking encompasses a complex interplay of cognitive skills, knowledge, and dispositions. In this systematic-narrative review, we analyze performance-based assessments of critical thinking in higher education. The aim is to explore how prior peer-reviewed empirical studies conceptualize and assess critical thinking, the methods and frameworks employed, and the specific aspects measured. A total of 28 articles from 2013 to 2023 were incl…
Struggling for equal access and success: Disability in European higher education
peer reviewed
How do self-regulation and effort in test-taking contribute to undergraduate students' critical thinking performance
Critical thinking is a multifaceted construct involving a set of skills and affective dispositions together with self-regulation. The aim of this study was to explore how self-regulation and effort in test-taking contribute to undergraduate students’ performance in critical thinking assessment. The data were collected in 18 higher education institutions in Finland. A total of 2402 undergraduate students at the initial and final stages of their ba…
The Challenge of Position-Taking in Novice Higher Education Students’ Argumentative Writing
Argumentative writing is the central generic skill in higher education studies. However, students have difficulties in basic argumentation skills. Novice students do not necessarily receive adequate guidance, and their prior education may not have supported the requirements of higher education writing. Position-taking is at the core of argumentation, but students are often hesitant to make their point. Furthermore, they may have an incorrect and …
Systematic Review of Learning Generic Skills in Higher Education—Enhancing and Impeding Factors
The research field on generic skills in higher education has expanded rapidly. In addition, the importance of generic skills has been highlighted both in educational policy discourses and in practice of higher education. The present study reviews theoretical, methodological, and empirical viewpoints on learning generic skills and synthesizes the empirical evidence about the factors that enhance and impede student learning of generic skills. Altog…
Exploring internal structure of a performance-based critical thinking assessment for new students in higher education
Critical thinking is a combination of complex cognitive skills. It is important for the successful acquisition of disciplinary skills in higher education and thus, it is a valuable competency for a new student. The complex nature of critical thinking leads to challenges for its assessment even in performance assessments such as CLA + International (Collegiate Learning Assessment). The aim with this study is to examine internal associations of a c…
The dynamic relationship between response processes and self-regulation in critical thinking assessments
The performance task and selected-response questions trigger different processes. • The performance task evokes holistic response and self-regulatory processes. • Selected-response questions result in fragmented and question-oriented processes. • Students’ response and self-regulatory processes are intertwined. • Variation in self-regulation is associated with the complexity of response processes. Our aim was to explore higher education students’…
How do self-regulation and effort in test-taking contribute to undergraduate students' critical thinking performance
Critical thinking is a multifaceted construct involving a set of skills and affective dispositions together with self-regulation. The aim of this study was to explore how self-regulation and effort in test-taking contribute to undergraduate students’ performance in critical thinking assessment. The data were collected in 18 higher education institutions in Finland. A total of 2402 undergraduate students at the initial and final stages of their ba…
The dynamic relationship between response processes and self-regulation in critical thinking assessments
The performance task and selected-response questions trigger different processes. • The performance task evokes holistic response and self-regulatory processes. • Selected-response questions result in fragmented and question-oriented processes. • Students’ response and self-regulatory processes are intertwined. • Variation in self-regulation is associated with the complexity of response processes. Our aim was to explore higher education students’…
The Challenge of Position-Taking in Novice Higher Education Students’ Argumentative Writing
Argumentative writing is the central generic skill in higher education studies. However, students have difficulties in basic argumentation skills. Novice students do not necessarily receive adequate guidance, and their prior education may not have supported the requirements of higher education writing. Position-taking is at the core of argumentation, but students are often hesitant to make their point. Furthermore, they may have an incorrect and …
Systematic Review of Learning Generic Skills in Higher Education—Enhancing and Impeding Factors
The research field on generic skills in higher education has expanded rapidly. In addition, the importance of generic skills has been highlighted both in educational policy discourses and in practice of higher education. The present study reviews theoretical, methodological, and empirical viewpoints on learning generic skills and synthesizes the empirical evidence about the factors that enhance and impede student learning of generic skills. Altog…
Exploring internal structure of a performance-based critical thinking assessment for new students in higher education
Critical thinking is a combination of complex cognitive skills. It is important for the successful acquisition of disciplinary skills in higher education and thus, it is a valuable competency for a new student. The complex nature of critical thinking leads to challenges for its assessment even in performance assessments such as CLA + International (Collegiate Learning Assessment). The aim with this study is to examine internal associations of a c…
How do self-regulation and effort in test-taking contribute to undergraduate students' critical thinking performance
Critical thinking is a multifaceted construct involving a set of skills and affective dispositions together with self-regulation. The aim of this study was to explore how self-regulation and effort in test-taking contribute to undergraduate students’ performance in critical thinking assessment. The data were collected in 18 higher education institutions in Finland. A total of 2402 undergraduate students at the initial and final stages of their ba…
Exploring intersectional inequalities in students' sense of belonging in education across educational pathways and across educational contexts
Introduction The study investigated inequalities in the sense of belonging in education among students in primary, secondary and tertiary levels in various European, North American and Oceanian countries. Variation across different educational contexts was explored by examining example countries (Finland, Hungary and Ireland). An intersectional approach to inequalities was adopted; more specifically, an intersection between gender, migration and …
Generic skills in higher education – teachers’ conceptions, pedagogical practices and pedagogical training
Teachers’ conceptions of teaching play a key role in the pedagogical practices they apply in their teaching. Previous studies of conceptions of teaching generic skills have been mainly qualitative with small samples, and thus there is a need for a more extensive quantitative study. This study investigates the associations between higher education teachers’ conceptions of teaching generic skills, pedagogical practices, pedagogical training, and te…
A systematic-narrative review of performance-based assessments of critical thinking in higher education
Critical thinking encompasses a complex interplay of cognitive skills, knowledge, and dispositions. In this systematic-narrative review, we analyze performance-based assessments of critical thinking in higher education. The aim is to explore how prior peer-reviewed empirical studies conceptualize and assess critical thinking, the methods and frameworks employed, and the specific aspects measured. A total of 28 articles from 2013 to 2023 were incl…
Struggling for equal access and success: Disability in European higher education
peer reviewed
A systematic review of empirical literature on the segregation of educational institutions and its consequences in Finland
While Finland has been considered a model for educational equity, the last decade has brought up concerns about educational segregation. This systematic literature review captures an overview of research on factors contributing to educational segregation and its consequences in Finland. A literature search of studies investigating various aspects of segregation in Finland and published both in English and Finnish was conducted, and altogether 40 …
Psychology (8 works) · Mathematics education (7 works) · Education and Critical Thinking Development (5 works) · Computer Science (4 works) · Critical thinking (4 works) · Higher education (4 works) · Pedagogy (4 works) · Teaching method (3 works) · Economics (2 works) · Educational Strategies and Epistemologies (2 works)