Education policies for raising student learning: the Finnish approach

Individual variance in responsiveness to early computerized mathematics intervention

“…So, individual improvements cannot likely be explained by variances in pre-primary settings or spontaneous development during such short intervention periods, as was the case in the current sub-studies. Based on previous findings, it seems, for example, that SES explains very little about the variances in learning outcomes in Finland Hirvonen et al, 2012;Sahlberg, 2007). This is contrary to some other countries (cf.…”

“…However, in some studies, early performance level has been shown to predict later achievement regardless of initial SES level (Duncan et al, 2007). In the Finnish context, the association between parents' SES and children's learning outcomes tends to be small (Sahlberg, 2007), and the documented association between SES and performance in early and later number skills (cf. Hirvonen, Tolvanen, Aunola, & Nurmi, 2012) is also small.…”

Understanding the Cultural Construction of School Mathematics

“…Consequently, as Mason (2007, p. 167) notes, "given what we now know of the relationship between levels of parental education and the educational achievements of their children, it does not take a social Darwinian perspective ...to realize the effect over centuries of a cultural practice that has meant that almost all children in Finland have been raised in families where both parents are literate". Consequently, the Finns have acquired a collective appreciation for education in general and Finnish literature in particular (Halinen & Järvinen 2008), to the extent that the Finnish library network is among the world's densest, with Finns borrowing more books than anyone else (Sahlberg, 2007). Such traditions, based on the creations of one of the world's most literary cultures, explain why Finnish students achieve well on PISA and not on TIMSS; they read with competence, they can interpret text and extract relevant material before undertaking the simple mathematics expected of a typical PISA item.…”

“…In other words, curriculum authorities see no need to over-specify, say, teaching approaches because teachers are trusted to manage their responsibilities appropriately. Indeed, Finnish teachers operate within a culture of trust (Välijärvi, 2004) that extends from the top to the bottom (Sahlberg, 2007); they enjoy high public esteem (Simola, 2005) and are viewed as professionals who know what is best for their students (Aho et al, 2006). In similar vein, loosely structured curricula found in countries with low uncertainty avoidance reflect societal norms in which not only is "the uncertainty inherent in life... more easily accepted and each day... taken as it comes" but also a culture in which dissent and deviation are tolerated and people are willing to take risks (Hofstede, 1980, p. 47).…”

Editorial Introduction

“…Consequently, as Mason (2007, p. 167) notes, "given what we now know of the relationship between levels of parental education and the educational achievements of their children, it does not take a social Darwinian perspective…to realize the effect over centuries of a cultural practice that has meant that almost all children in Finland have been raised in families where both parents are literate". Consequently, the Finns have acquired a collective appreciation for education in general and Finnish literature in particular (Halinen and Järvinen 2008), to the extent that the Finnish library network is among the world's densest, with Finns borrowing more books than anyone else (Sahlberg 2007). Such traditions, based on the creations of one of the world's most literary cultures, explain why Finnish students achieve well on PISA and not on TIMSS; they read with competence, they can interpret text and extract relevant material before undertaking the simple mathematics expected of a typical PISA item.…”