The study examines how students’ discussions of the initiator of the Cold war are linguistically realized in expository history essays. The data consist of 52 source-based essays that were written as a part of a course exam in a Finnish upper secondary school. Methodologically, the study uses text analysis, and theoretically it is based on the appraisal theory. The analysis focuses on the authorial voices that can be found in the end stages of the essays. The results show that the students’ discussions are realized with different authorial voices that combine the resources of engagement and attitude: the adjudicator’s voice resembles the voice of persuasive genres whereas the interpreter’s voice is closer to expository and academic genres. ...
Finland profiles itself as a forerunner in human rights and education, but teachers do not receive s...
The new history curricula in Finland focuses on two important concepts: historical consciousness and...
In this study, we consider pupils' participation and engagement in elementary school development dis...
We study document-based assignments, the documents given in the history test in the Finnish Matricul...
This article examines a large corpus of written memories about school that were collected in 2013 by...
Artikkelissa tarkastellaan historiallisen toimijuuden representoitumista osana tiedon rakentumista l...
Our current understanding of the learning of history in schools recognizes the importance of histori...
For most Finns, primary school is the only phase in education during which Finnish prehistory (8 850...
Artikkelissa selvitetään tiedonalakohtaisten tekstitaitojen viitekehyksessä, miten lukiolaisten hist...
This article focuses on peer and self-assessment in academic history education. Most of the assessme...
In this study we examined general upper secondary school students’ understanding of historical knowl...
The objective of the study was to investigate, using gender-sensitive approach and dense description...
The Finnish education system is based on the skills and autonomy of teachers, which teachers adopt d...
Lukion opetussuunnitelman perusteisiin (Opetushallitus, 2015) on sisällytetty Monilukutaidot ja medi...
Artikkelissa tarkastellaan lukion historian opettajien käsityksiä aineistopohjaisen esseen arvioinni...
Finland profiles itself as a forerunner in human rights and education, but teachers do not receive s...
The new history curricula in Finland focuses on two important concepts: historical consciousness and...
In this study, we consider pupils' participation and engagement in elementary school development dis...
We study document-based assignments, the documents given in the history test in the Finnish Matricul...
This article examines a large corpus of written memories about school that were collected in 2013 by...
Artikkelissa tarkastellaan historiallisen toimijuuden representoitumista osana tiedon rakentumista l...
Our current understanding of the learning of history in schools recognizes the importance of histori...
For most Finns, primary school is the only phase in education during which Finnish prehistory (8 850...
Artikkelissa selvitetään tiedonalakohtaisten tekstitaitojen viitekehyksessä, miten lukiolaisten hist...
This article focuses on peer and self-assessment in academic history education. Most of the assessme...
In this study we examined general upper secondary school students’ understanding of historical knowl...
The objective of the study was to investigate, using gender-sensitive approach and dense description...
The Finnish education system is based on the skills and autonomy of teachers, which teachers adopt d...
Lukion opetussuunnitelman perusteisiin (Opetushallitus, 2015) on sisällytetty Monilukutaidot ja medi...
Artikkelissa tarkastellaan lukion historian opettajien käsityksiä aineistopohjaisen esseen arvioinni...
Finland profiles itself as a forerunner in human rights and education, but teachers do not receive s...
The new history curricula in Finland focuses on two important concepts: historical consciousness and...
In this study, we consider pupils' participation and engagement in elementary school development dis...