Kreeta Niemi
Biographic Data
| ID | 659449 |
|---|---|
| NAME | Kreeta Niemi |
| GIVEN NAMES | Kreeta |
| FAMILY NAME | Niemi |
| SIGNATURE | NIEMI K |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0003-2855-6943 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Using the body and material artefacts for spatial reasoning in classroom programming activities
Collaborative programming involves instructing each other in establishing directional instructions that will be coded as commands for the robots. • Programming requires spatial reasoning (understanding the material space and imagined trajectories). • Proposals for codable directions were often initiated with gestures prior to verbal expression. • Trial and error -practices constitute rich sites for social and embodied cognition. We use multimodal…
Opening up learning environments: Liking school among students in reformed learning spaces
The present study focuses on views of Finnish basic education students on open and flexible learning environments and the extent to which these views are associated with students’ liking of school. The data were based on an online questionnaire containing both structured ratings and open-ended questions filled out by primary school students (n = 684; grades 2–6; between ages 8–13 years) attending reformed learning environments. Ethnographic field…
Turning social inclusion into exclusion during collaborative learning between students with and without SEN
Creating opportunities for meaningful social relationships between through collaborative learning has been suggested to facilitate all students’ social inclusion. However, little attention has been given to the interaction processes leading to unsuccessful knowledge co-creation in mixed-ability peer groups including students with and without special educational needs (SEN). This study addressed this research gap by conducting multimodal conversat…
Primary schoolboys’ embodied relationships in the classroom
Interpersonal touch is crucial for establishing interpersonal bonds. Drawing on the framework of haptic sociality, this study explores the interactional emergence of embodied relationships among second-grade schoolboys as part of ongoing classroom activity. Focussing on forms of body-to-body behaviour that occur during classroom activities, we describe four different types of touch occurring between the boys – supporting, nudging, wrestling and g…
Embodied and affective negotiation over spatial and epistemic group territories among school-children: (Re)producing moral orders in open learning environments
The best guess for the future?’ Teachers’ adaptation to open and flexible learning environments in Finland
Finnish education has recently experienced reforms with respect to guidelines forming the curriculum framework for basic education and school architecture. Since 2016, all new schools incorporate open and flexible design, at least to some extent. The more open school design challenges the conventional organisation of space and pre-defined structures and interaction practices. This study investigates how teachers both adapt and are affected by new…
‘Because I point to myself as the hog’: Interactional achievement of moral decisions in a classroom
Cheaters and Stalkers: Accusations in a classroom
This article explores accusations as collaboratively accomplished in classroom peer interactions in the absence of a teacher. The analysis shows how the children use local classroom rules and teacher authority as resources and warrants to invoke multi-layered moral orders and identities, and hold one child accountable through accusations about their behavior. The accused children are categorized in a duplicative way with morally degrading descrip…
I will send badass viruses.” Peer threats and the interplay of pretend frames in a classroom dispute
Embodied and affective negotiation over spatial and epistemic group territories among school-children: (Re)producing moral orders in open learning environments
The best guess for the future?’ Teachers’ adaptation to open and flexible learning environments in Finland
Finnish education has recently experienced reforms with respect to guidelines forming the curriculum framework for basic education and school architecture. Since 2016, all new schools incorporate open and flexible design, at least to some extent. The more open school design challenges the conventional organisation of space and pre-defined structures and interaction practices. This study investigates how teachers both adapt and are affected by new…
I will send badass viruses.” Peer threats and the interplay of pretend frames in a classroom dispute
Turning social inclusion into exclusion during collaborative learning between students with and without SEN
Creating opportunities for meaningful social relationships between through collaborative learning has been suggested to facilitate all students’ social inclusion. However, little attention has been given to the interaction processes leading to unsuccessful knowledge co-creation in mixed-ability peer groups including students with and without special educational needs (SEN). This study addressed this research gap by conducting multimodal conversat…
Cheaters and Stalkers: Accusations in a classroom
This article explores accusations as collaboratively accomplished in classroom peer interactions in the absence of a teacher. The analysis shows how the children use local classroom rules and teacher authority as resources and warrants to invoke multi-layered moral orders and identities, and hold one child accountable through accusations about their behavior. The accused children are categorized in a duplicative way with morally degrading descrip…
I will send badass viruses.” Peer threats and the interplay of pretend frames in a classroom dispute
Cheaters and Stalkers: Accusations in a classroom
This article explores accusations as collaboratively accomplished in classroom peer interactions in the absence of a teacher. The analysis shows how the children use local classroom rules and teacher authority as resources and warrants to invoke multi-layered moral orders and identities, and hold one child accountable through accusations about their behavior. The accused children are categorized in a duplicative way with morally degrading descrip…
‘Because I point to myself as the hog’: Interactional achievement of moral decisions in a classroom
The best guess for the future?’ Teachers’ adaptation to open and flexible learning environments in Finland
Finnish education has recently experienced reforms with respect to guidelines forming the curriculum framework for basic education and school architecture. Since 2016, all new schools incorporate open and flexible design, at least to some extent. The more open school design challenges the conventional organisation of space and pre-defined structures and interaction practices. This study investigates how teachers both adapt and are affected by new…
Primary schoolboys’ embodied relationships in the classroom
Interpersonal touch is crucial for establishing interpersonal bonds. Drawing on the framework of haptic sociality, this study explores the interactional emergence of embodied relationships among second-grade schoolboys as part of ongoing classroom activity. Focussing on forms of body-to-body behaviour that occur during classroom activities, we describe four different types of touch occurring between the boys – supporting, nudging, wrestling and g…
Embodied and affective negotiation over spatial and epistemic group territories among school-children: (Re)producing moral orders in open learning environments
Turning social inclusion into exclusion during collaborative learning between students with and without SEN
Creating opportunities for meaningful social relationships between through collaborative learning has been suggested to facilitate all students’ social inclusion. However, little attention has been given to the interaction processes leading to unsuccessful knowledge co-creation in mixed-ability peer groups including students with and without special educational needs (SEN). This study addressed this research gap by conducting multimodal conversat…
Opening up learning environments: Liking school among students in reformed learning spaces
The present study focuses on views of Finnish basic education students on open and flexible learning environments and the extent to which these views are associated with students’ liking of school. The data were based on an online questionnaire containing both structured ratings and open-ended questions filled out by primary school students (n = 684; grades 2–6; between ages 8–13 years) attending reformed learning environments. Ethnographic field…
Using the body and material artefacts for spatial reasoning in classroom programming activities
Collaborative programming involves instructing each other in establishing directional instructions that will be coded as commands for the robots. • Programming requires spatial reasoning (understanding the material space and imagined trajectories). • Proposals for codable directions were often initiated with gestures prior to verbal expression. • Trial and error -practices constitute rich sites for social and embodied cognition. We use multimodal…
Psychology (8 works) · Social Psychology (6 works) · Sociology (6 works) · Negotiation (5 works) · Pedagogy (5 works) · Communication (4 works) · Computer Science (4 works) · Conversation (4 works) · Language, Discourse, Communication Strategies (4 works) · Embodied cognition (3 works)