Maria Erss
Biographic Data
| ID | 5239229 |
|---|---|
| NAME | Maria Erss |
| GIVEN NAMES | Maria |
| FAMILY NAME | Erss |
| SIGNATURE | ERSS M |
| AFFILIATIONS | Tallinn University |
| ORCID | 0000-0002-2202-1481 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Upper Secondary School Students’ Learning at Work: The Effect on Agency in School
In light of the fact that an increasing number of upper secondary school students in Estonia work in parallel with attending school or during school holidays, the purpose of the study was to ascertain whether work experience and the competencies acquired through work are, in combination with other school-related (teacher agency support), personal (resilience, achievement in Estonian language, mathematics and history) and socio-demographic (gender…
Discourses of teacher autonomy and the role of teachers in Estonian, Finnish and Bavarian teachers' newspapers in 1991–2010
Teachers’ Views of Curriculum Policy: The Case of Estonia
Unlike in England, since the late 1980s the rhetoric of curriculum reforms has been overwhelmingly decentralist in many countries. However, decentralisation has often involved the delegation of centrally appointed tasks, rather than a real shift in power. The Estonian case demonstrates how a decentralised curriculum policy with centralised control can have the same de-professionalising effect on teachers' perceived professional autonomy as does a…
Teachers’ Views of Curriculum Policy: The Case of Estonia
Unlike in England, since the late 1980s the rhetoric of curriculum reforms has been overwhelmingly decentralist in many countries. However, decentralisation has often involved the delegation of centrally appointed tasks, rather than a real shift in power. The Estonian case demonstrates how a decentralised curriculum policy with centralised control can have the same de-professionalising effect on teachers' perceived professional autonomy as does a…
Discourses of teacher autonomy and the role of teachers in Estonian, Finnish and Bavarian teachers' newspapers in 1991–2010
Teachers’ Views of Curriculum Policy: The Case of Estonia
Unlike in England, since the late 1980s the rhetoric of curriculum reforms has been overwhelmingly decentralist in many countries. However, decentralisation has often involved the delegation of centrally appointed tasks, rather than a real shift in power. The Estonian case demonstrates how a decentralised curriculum policy with centralised control can have the same de-professionalising effect on teachers' perceived professional autonomy as does a…
Discourses of teacher autonomy and the role of teachers in Estonian, Finnish and Bavarian teachers' newspapers in 1991–2010
Upper Secondary School Students’ Learning at Work: The Effect on Agency in School
In light of the fact that an increasing number of upper secondary school students in Estonia work in parallel with attending school or during school holidays, the purpose of the study was to ascertain whether work experience and the competencies acquired through work are, in combination with other school-related (teacher agency support), personal (resilience, achievement in Estonian language, mathematics and history) and socio-demographic (gender…
Pedagogy (3 works) · Sociology (3 works) · Autonomy (2 works) · Decentralization (2 works) · Estonian (2 works) · Global Education and Multiculturalism (2 works) · Mathematics education (2 works) · Political science (2 works) · Psychology (2 works) · Teacher Education and Leadership Studies (2 works)