Anu Kajamies
Biographic Data
| ID | 4420312 |
|---|---|
| NAME | Anu Kajamies |
| GIVEN NAMES | Anu |
| FAMILY NAME | Kajamies |
| SIGNATURE | KAJAMIES A |
| AFFILIATIONS | University of Turku |
| ORCID | 0000-0001-9304-3568 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Interacting with those who need it most? Teachers' attention and support to students with different self-regulated learning profiles in the classroom
Teachers can help students to develop self-regulated learning (SRL) skills by co-regulating the learning process, as SRL is associated with higher achievement and motivation for learning. Individual differences in student SRL suggest that teachers need to adapt instruction accordingly, aiming for growth of every student. Applying the conceptual framework of teacher professional vision for student SRL, this multiple case-study investigated whether…
The role of teachers in guiding student peer interactions
Teachers play a pivotal role in guiding students’ peer interactions, yet the nature of this role warrants further investigation. This study addresses this gap by investigating second-year pre-service classroom teachers’ conceptions of this role, both before and after a course that integrated theory and practice in interaction and socioemotional skills. The analysis of pre-service teachers’ written conceptions revealed a spectrum of roles, which w…
Development of teacher-child conversations during three years of teacher coaching in dialogic approach to reading
Developing reciprocity between one-year-old children with visual impairment and additional disabilities and their mothers
Reciprocal interactions between parents and their children with visual impairment (VI) and additional disabilities (AD) may be compromised due to the children's disabilities. Children with VIAD may not be able to access their parents' nonverbal expressions, such as gazes or facial gestures. Moreover, the children's expressions can be difficult for their parents to read. The bodily-tactile modality can be used in interactions to compensate for a c…
Teacher candidates' preparedness to address diverse situations that can threaten pupils’ well-being
Amid uncertainty, teacher candidates (TCs) face increasingly complex situations when encountering pupils. However, TCs' perceived preparedness to address pupils' well-being threats remains scarcely mapped. We examined this among Finnish classroom TCs ( N = 112) through a questionnaire comprising 15 situations. TCs felt least prepared addressing threat- and crisis-related anxiety and addictions, and most prepared observing peer collaboration diffi…
Opportunities to Talk Matter in Shared Reading
Research Findings: The present study examined children’s listening comprehension during a two-semester-long dialogic reading. We explored the extent to which the development of children’s listening comprehension was accounted for by initial listening comprehension and whether children’s engagement and the amount and level of their verbal participation in shared reading contributed to their later listening comprehension. The opportunities provided…
Long-term intervention of at-risk elementary students' socio-motivational and reading comprehension competencies
The intertwining of peer and teacher emotional support patterns for enhancing at-risk students' multi-perspective academic competencies remains scarcely mapped. The multi-level analysis in the present study uncovers emotional support trajectories within teacher–dyad and dyadic interaction contexts among at-risk elementary students over a three-semester computer-supported intervention. A cluster analysis was conducted for all students (n = 318), w…
No prominent works on this page.
Long-term intervention of at-risk elementary students' socio-motivational and reading comprehension competencies
The intertwining of peer and teacher emotional support patterns for enhancing at-risk students' multi-perspective academic competencies remains scarcely mapped. The multi-level analysis in the present study uncovers emotional support trajectories within teacher–dyad and dyadic interaction contexts among at-risk elementary students over a three-semester computer-supported intervention. A cluster analysis was conducted for all students (n = 318), w…
Opportunities to Talk Matter in Shared Reading
Research Findings: The present study examined children’s listening comprehension during a two-semester-long dialogic reading. We explored the extent to which the development of children’s listening comprehension was accounted for by initial listening comprehension and whether children’s engagement and the amount and level of their verbal participation in shared reading contributed to their later listening comprehension. The opportunities provided…
Developing reciprocity between one-year-old children with visual impairment and additional disabilities and their mothers
Reciprocal interactions between parents and their children with visual impairment (VI) and additional disabilities (AD) may be compromised due to the children's disabilities. Children with VIAD may not be able to access their parents' nonverbal expressions, such as gazes or facial gestures. Moreover, the children's expressions can be difficult for their parents to read. The bodily-tactile modality can be used in interactions to compensate for a c…
Teacher candidates' preparedness to address diverse situations that can threaten pupils’ well-being
Amid uncertainty, teacher candidates (TCs) face increasingly complex situations when encountering pupils. However, TCs' perceived preparedness to address pupils' well-being threats remains scarcely mapped. We examined this among Finnish classroom TCs ( N = 112) through a questionnaire comprising 15 situations. TCs felt least prepared addressing threat- and crisis-related anxiety and addictions, and most prepared observing peer collaboration diffi…
The role of teachers in guiding student peer interactions
Teachers play a pivotal role in guiding students’ peer interactions, yet the nature of this role warrants further investigation. This study addresses this gap by investigating second-year pre-service classroom teachers’ conceptions of this role, both before and after a course that integrated theory and practice in interaction and socioemotional skills. The analysis of pre-service teachers’ written conceptions revealed a spectrum of roles, which w…
Development of teacher-child conversations during three years of teacher coaching in dialogic approach to reading
Interacting with those who need it most? Teachers' attention and support to students with different self-regulated learning profiles in the classroom
Teachers can help students to develop self-regulated learning (SRL) skills by co-regulating the learning process, as SRL is associated with higher achievement and motivation for learning. Individual differences in student SRL suggest that teachers need to adapt instruction accordingly, aiming for growth of every student. Applying the conceptual framework of teacher professional vision for student SRL, this multiple case-study investigated whether…
Psychology (5 works) · Developmental psychology (3 works) · Social Psychology (3 works) · Child Development and Digital Technology (2 works) · Comprehension (2 works) · Early Childhood Education and Development (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Parental Involvement in Education (2 works) · Pedagogy (2 works)