Sari Sulkunen
Biographic Data
| ID | 6175458 |
|---|---|
| NAME | Sari Sulkunen |
| GIVEN NAMES | Sari |
| FAMILY NAME | Sulkunen |
| SIGNATURE | SULKUNEN S |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0003-2790-8951 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Comparative analysis of critical literacy in lower secondary curricula in Finland, Italy and Spain
Critical literacy (CL), which refers to the use of diverse communication media to analyse and critique everyday social practices, has often been credited with advancing inclusion and diversity in schools. However, criticality has been seen as a missing dimension in Content and Language Integrated Learning (CLIL), and the extent to which it figures in mainstream curricular documents is unclear. In this scenario, we aim to determine how CL is repre…
The role of informal learning in adults’ literacy proficiency
This study used the PIAAC dataset to compare the effects of informal literacy learning on adults’ literacy proficiency to those of formal and non-formal learning. The study participants were Nordic adults aged 35–65 years. The statistical method was regression analysis. The results indicate that informal literacy learning had the most significant effect on Nordic adults’ literacy proficiency. Non-formal adult education had a clearly smaller effec…
Reading, Gender, and Engagement
The authors, members of the PISA/PIRLS Task Force, provide a summary of major gender differences in performance found overall on PISA 2009, along with relevant trends since 2000. The five countries represented by the authors are highlighted in this summary, which includes findings related to the interaction of engagement and reading literacy achievement by gender. These data are foregrounded from PISA because they add further evidence of a seriou…
No prominent works on this page.
Reading, Gender, and Engagement
The authors, members of the PISA/PIRLS Task Force, provide a summary of major gender differences in performance found overall on PISA 2009, along with relevant trends since 2000. The five countries represented by the authors are highlighted in this summary, which includes findings related to the interaction of engagement and reading literacy achievement by gender. These data are foregrounded from PISA because they add further evidence of a seriou…
The role of informal learning in adults’ literacy proficiency
This study used the PIAAC dataset to compare the effects of informal literacy learning on adults’ literacy proficiency to those of formal and non-formal learning. The study participants were Nordic adults aged 35–65 years. The statistical method was regression analysis. The results indicate that informal literacy learning had the most significant effect on Nordic adults’ literacy proficiency. Non-formal adult education had a clearly smaller effec…
Comparative analysis of critical literacy in lower secondary curricula in Finland, Italy and Spain
Critical literacy (CL), which refers to the use of diverse communication media to analyse and critique everyday social practices, has often been credited with advancing inclusion and diversity in schools. However, criticality has been seen as a missing dimension in Content and Language Integrated Learning (CLIL), and the extent to which it figures in mainstream curricular documents is unclear. In this scenario, we aim to determine how CL is repre…
Literacy (3 works) · Developmental psychology (2 works) · Education Systems and Policy (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Adult education (1 work) · Adult Learning (1 work) · Adult literacy (1 work)