Piia Maria Björn
Biographic Data
| ID | 5071195 |
|---|---|
| NAME | Piia Maria Björn |
| GIVEN NAMES | Piia Maria |
| FAMILY NAME | Björn |
| SIGNATURE | BJÖRN P M |
| AFFILIATIONS | University of Turku |
| ORCID | 0000-0002-0725-480X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
All ready for action in inclusive classrooms? Conceptions of the tiered support framework, professional roles, and collaboration among Finnish pre-service teachers
The idea of inclusive education became prevalent around the world. To implement inclusive education, some countries adopt a multi-tiered support framework to support children with special educational needs. Although Finland introduced this framework already in 2010, few studies have investigated how pre-service teachers understand its implementation and multi-professional collaboration. This study examined pre-service teachers’ conceptions of the…
Social reality in inclusive early childhood education settings
Inclusive education is a globally preferred value and practice, but according to research evidence, inclusion does not always occur as intended. Inclusion is hindered not only by various structures but also by people's attitudes, perceptions and mindsets. The aim of this research is to describe the social reality of inclusive early childhood education (ECE) constructed in professionals' speech. The data consisted of interviews of 26 ECE professio…
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…
Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland
This study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 pre-service teachers studying in a teacher education programme in one university in Finland. The relationships between pre-service teachers' self-efficacy in implementing inclusive practices, their perceived resilience, and background variables were examined using structural equation …
Big-fish-little-pond effect on achievement emotions in relation to mathematics performance and gender
This study investigated the big-fish-little-pond effect (BFLPE) on mathematics-related achievement emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom) among adolescents (N = 1322) using multilevel modeling, controlling for the effects of gender and classroom size. The results indicated that only pride was influenced by the BFLPE. Hence, adolescents reported less pride in mathematically higher-performing classrooms (highe…
Managing epistemic imbalances in peer interaction during mathematics lessons
In this study, we investigated how students manage their lack of/insufficient understanding of the content of a mathematical task with the aim of reaching shared understanding and epistemic balance in peer interaction. The data consist of recordings collected during a mathematics project (6 × 75 minutes) in a Finnish lower secondary school. The findings, drawing on conversation analysis, showed two markedly different sequence trajectories: (1) ho…
Preservice and inservice teachers’ knowledge of language constructs in Finland
Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland
This study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 pre-service teachers studying in a teacher education programme in one university in Finland. The relationships between pre-service teachers' self-efficacy in implementing inclusive practices, their perceived resilience, and background variables were examined using structural equation …
Managing epistemic imbalances in peer interaction during mathematics lessons
In this study, we investigated how students manage their lack of/insufficient understanding of the content of a mathematical task with the aim of reaching shared understanding and epistemic balance in peer interaction. The data consist of recordings collected during a mathematics project (6 × 75 minutes) in a Finnish lower secondary school. The findings, drawing on conversation analysis, showed two markedly different sequence trajectories: (1) ho…
Preservice and inservice teachers’ knowledge of language constructs in Finland
Managing epistemic imbalances in peer interaction during mathematics lessons
In this study, we investigated how students manage their lack of/insufficient understanding of the content of a mathematical task with the aim of reaching shared understanding and epistemic balance in peer interaction. The data consist of recordings collected during a mathematics project (6 × 75 minutes) in a Finnish lower secondary school. The findings, drawing on conversation analysis, showed two markedly different sequence trajectories: (1) ho…
Big-fish-little-pond effect on achievement emotions in relation to mathematics performance and gender
This study investigated the big-fish-little-pond effect (BFLPE) on mathematics-related achievement emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom) among adolescents (N = 1322) using multilevel modeling, controlling for the effects of gender and classroom size. The results indicated that only pride was influenced by the BFLPE. Hence, adolescents reported less pride in mathematically higher-performing classrooms (highe…
Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland
This study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 pre-service teachers studying in a teacher education programme in one university in Finland. The relationships between pre-service teachers' self-efficacy in implementing inclusive practices, their perceived resilience, and background variables were examined using structural equation …
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…
All ready for action in inclusive classrooms? Conceptions of the tiered support framework, professional roles, and collaboration among Finnish pre-service teachers
The idea of inclusive education became prevalent around the world. To implement inclusive education, some countries adopt a multi-tiered support framework to support children with special educational needs. Although Finland introduced this framework already in 2010, few studies have investigated how pre-service teachers understand its implementation and multi-professional collaboration. This study examined pre-service teachers’ conceptions of the…
Social reality in inclusive early childhood education settings
Inclusive education is a globally preferred value and practice, but according to research evidence, inclusion does not always occur as intended. Inclusion is hindered not only by various structures but also by people's attitudes, perceptions and mindsets. The aim of this research is to describe the social reality of inclusive early childhood education (ECE) constructed in professionals' speech. The data consisted of interviews of 26 ECE professio…
Psychology (6 works) · Mathematics education (5 works) · Pedagogy (4 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Computer Science (2 works) · Developmental psychology (2 works) · Educational and Psychological Assessments (2 works) · EFL/ESL Teaching and Learning (2 works) · Physics (2 works)