Vesa Närhi
Biographic Data
| ID | 4420539 |
|---|---|
| NAME | Vesa Närhi |
| GIVEN NAMES | Vesa |
| FAMILY NAME | Närhi |
| SIGNATURE | NÄRHI V |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0002-2619-8364 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The efficacy of short-term in-service teacher training in implementing a behavioural intervention
Teachers feel inadequate to face pupils’ behavioural problems in schools, yet teachers are expected to play significant roles in providing and supporting pupils’ appropriate social behaviour. Unfortunately, teacher education in Finland and globally seems to offer little content for behavioural support, and in-service training sessions are filling this educational gap. The key context in this study is the in-service training that was directed at p…
Let’s Learn About Emotions Program: Acceptability, Fidelity, and Students’ Mental Well-Being Outcomes for Finnish Primary School Children
Background/Objectives : School-based universal mental health interventions offer an inclusive and scalable approach to promote mental health and well-being among children. This study evaluates the Let's Learn About Emotions (Opitaan tunteista in Finnish) program, an evidence-based, teacher-led universal school-based intervention originally developed in Japan and culturally adapted for Finnish primary schools. Methods : A total of 512 fourth-grade…
Assessment conceptions of Finnish pre-service teachers
The aim of this quantitative survey study (N = 287) was to investigate the assessment conceptions of three different pre-service teacher groups (classroom teachers, subject teachers and special needs teachers). Assessment conceptions were best described by the following three main factors: 1) assessment of learning, 2) assessment for teaching and learning and 3) assessment as a harmful action. These main factors were clustered into three assessme…
Cultural adaptation, content, and protocol of a feasibility study of school-based “Let’s learn about emotions” intervention for Finnish primary school children
The ethical board of the University of Turku gave ethics approval for this research. The educational board of the City of Hyvinkää accepted this study
Consultative roles of early childhood special education teachers: A modeler, an advisor, and a spontaneous practitioner
This study focused on the ways in which early childhood special education teachers (ECSETs) perform their consultative work and the prevailing structural factors that are connected to it. The significance and centrality of ECSETs’ consultative work have increased as a growing number of ECSETs provide consultative support to other personnel with the aim of enhancing support for children's daily lives in early childhood education and care (ECEC). H…
Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions
Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students’ perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th‐9th grade) …
Inclusion of pupils with ADHD symptoms in mainstream classes with PBS
Inclusion is never only a practical issue of placement. School-wide systemic change, together with well-functioning, multi-tiered support, can promote the inclusion of all pupils. This paper draws on research conducted in two mainstream primary schools in Finland. The primary focus was to gain insight into practical solutions to facilitate the inclusion of pupils with attention-deficit hyperactivity disorder (ADHD) in mainstream teaching. Using a…
Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools
Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of t…
Consultative roles of early childhood special education teachers: A modeler, an advisor, and a spontaneous practitioner
This study focused on the ways in which early childhood special education teachers (ECSETs) perform their consultative work and the prevailing structural factors that are connected to it. The significance and centrality of ECSETs’ consultative work have increased as a growing number of ECSETs provide consultative support to other personnel with the aim of enhancing support for children's daily lives in early childhood education and care (ECEC). H…
Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools
Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of t…
Inclusion of pupils with ADHD symptoms in mainstream classes with PBS
Inclusion is never only a practical issue of placement. School-wide systemic change, together with well-functioning, multi-tiered support, can promote the inclusion of all pupils. This paper draws on research conducted in two mainstream primary schools in Finland. The primary focus was to gain insight into practical solutions to facilitate the inclusion of pupils with attention-deficit hyperactivity disorder (ADHD) in mainstream teaching. Using a…
Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools
Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of t…
Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions
Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students’ perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th‐9th grade) …
Assessment conceptions of Finnish pre-service teachers
The aim of this quantitative survey study (N = 287) was to investigate the assessment conceptions of three different pre-service teacher groups (classroom teachers, subject teachers and special needs teachers). Assessment conceptions were best described by the following three main factors: 1) assessment of learning, 2) assessment for teaching and learning and 3) assessment as a harmful action. These main factors were clustered into three assessme…
Cultural adaptation, content, and protocol of a feasibility study of school-based “Let’s learn about emotions” intervention for Finnish primary school children
The ethical board of the University of Turku gave ethics approval for this research. The educational board of the City of Hyvinkää accepted this study
Consultative roles of early childhood special education teachers: A modeler, an advisor, and a spontaneous practitioner
This study focused on the ways in which early childhood special education teachers (ECSETs) perform their consultative work and the prevailing structural factors that are connected to it. The significance and centrality of ECSETs’ consultative work have increased as a growing number of ECSETs provide consultative support to other personnel with the aim of enhancing support for children's daily lives in early childhood education and care (ECEC). H…
The efficacy of short-term in-service teacher training in implementing a behavioural intervention
Teachers feel inadequate to face pupils’ behavioural problems in schools, yet teachers are expected to play significant roles in providing and supporting pupils’ appropriate social behaviour. Unfortunately, teacher education in Finland and globally seems to offer little content for behavioural support, and in-service training sessions are filling this educational gap. The key context in this study is the in-service training that was directed at p…
Let’s Learn About Emotions Program: Acceptability, Fidelity, and Students’ Mental Well-Being Outcomes for Finnish Primary School Children
Background/Objectives : School-based universal mental health interventions offer an inclusive and scalable approach to promote mental health and well-being among children. This study evaluates the Let's Learn About Emotions (Opitaan tunteista in Finnish) program, an evidence-based, teacher-led universal school-based intervention originally developed in Japan and culturally adapted for Finnish primary schools. Methods : A total of 512 fourth-grade…
Psychology (7 works) · Mathematics education (6 works) · Medicine (5 works) · Behavioral and Psychological Studies (4 works) · Developmental psychology (4 works) · Medical education (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Early Childhood Education and Development (3 works) · Educational and Psychological Assessments (3 works) · Pedagogy (3 works)