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"Can do!" Teacher Promotion of Optimism in Response to Student Failure Expectation Expressions in Classroom Discourse

Scandinavian journal of educational research, 2020-04, Vol.64 (3), p.408-424

Vehkakoski, Tanja M.

2020

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Nurses and the disabled child's perspective in the anaesthesia procedure preparation process using a picture schedule

International journal of qualitative studies on health and well-being, 2024-12, Vol.19 (1), p.2356927

2024

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Tablet-Supported Self-Assessment in a Class for Students with Intellectual Disability

Journal of intellectual disabilities, 2023-06, Vol.27 (2), p.483-500

2023

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Getting into the Same Boat – Enabling the Realization of the Disabled Child’s Agency in Adult–Child Play Interaction

Scandinavian journal of disability research : SJDR, 2021-10, Vol.23 (1), p.272-283

2021

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The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms

Education sciences, 2023-03, Vol.13 (3), p.284

2023

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Forbidden option or planned decision? Physically disabled women’s narratives on the choice of motherhood

Scandinavian journal of disability research : SJDR, 2017-04, Vol.19 (2), p.140-150

2017

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Turning social inclusion into exclusion during collaborative learning between students with and without SEN

International journal of inclusive education, 2023-03, Vol.ahead-of-print (ahead-of-print), p.1-20

2023

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'More homework for me, too'. Meanings of differentiation constructed by elementary-aged students in classroom interaction

European journal of special needs education, 2012-05, Vol.27 (2), p.157-170

Vehkakoski, Tanja M.

2012

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Motivational sources of practical nursing students at risk of dropping out from vocational education and training

NordYrk, 2019-11, p.112-131

2019

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Moniammatillisen yhteistyön kirjaaminen ja yhteistyötahojen asemointi esi- ja perusopetuksessa laadituissa oppimissuunnitelmissa ja HOJKS-asiakirjoissa

Kasvatus, 2023-02, Vol.54 (1), p.5-19

2023

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The habilitation nursing of children with developmental disabilities-Beyond traditional nursing practices and principles?

International journal of qualitative studies on health and well-being, 2014-01, Vol.9 (1), p.23106-23106

2014

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Self-pathologizing, self-condemning, self-liberating: Youths' accounts of their ADHD-related behavior

Social science & medicine (1982), 2016-02, Vol.150, p.248-255

2016

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The premise, promise and disillusion of the ADHD categorisation - family narrative about the child's broken school trajectory

Emotional and behavioural difficulties, 2019-07, Vol.24 (3), p.273-286

2019

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Newborns With an Impairment: Discourses of Hospital Staff

Qualitative health research, 2007-03, Vol.17 (3), p.288-299

Vehkakoski, Tanja M.

2007

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‘The teacher almost made me cry’ Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD

Teaching and teacher education, 2016-04, Vol.55, p.100-109

2016

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To correct or not correct the erroneous utterances of children: teacher-initiated organisation of repair in the L2 pre-primary education classroom

European early childhood education research journal, 2010-06, Vol.18 (2), p.125-138

Vehkakoski, Tanja M.

2010

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Parental and professional agency in terminations for fetal anomalies: analysis of Finnish women's accounts

Scandinavian journal of disability research : SJDR, 2013-01, Vol.15 (1), p.33-44

2013

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Positioning children with special educational needs in early childhood education and care documents

British journal of sociology of education, 2018-08, Vol.39 (6), p.827-843

2018

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Intertextual Voices of Children, Parents, and Specialists in Individual Education Plans

Scandinavian journal of educational research, 2021-01, Vol.65 (1), p.36-53

2021

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Inclusive Education Ideal at the Negotiating Table: Accounts of Educational Possibilities for Disabled Children Within Inter-Disciplinary Team Meetings

Scandinavian journal of educational research, 2008-10, Vol.52 (5), p.495-512

Vehkakoski, Tanja M.

2008

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Ohjaajan vastaaminen opiskelijoiden esittämiin moitteisiin dialogisuuteen pyrkivän aikuiskoulutuksen vuorovaikutustilanteissa

Kasvatus, 2022-10, Vol.53 (4), p.408-422

2022

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Recording Support Measures in the Sequential Pedagogical Documents of Children With Special Education Needs

Journal of early intervention, 2019-12, Vol.41 (4), p.321-339

2019

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What is individual in individualised instruction? Five storylines of meeting individual needs at school

International journal of educational research, 2015-01, Vol.73, p.12-22

2015

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The meanings of differentiated instruction in the narratives of Eritrean teachers

Pedagogy, culture & society, 2023-05, Vol.31 (3), p.419-437

2023

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Documenting pedagogical support measures in Finnish IEPs for students with intellectual disability

European journal of special needs education, 2019-01, Vol.34 (1), p.35-49

2019

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"Can do!" Teacher Promotion of Optimism in Response to Student Failure Expectation Expressions in Classroom Discourse

Nurses and the disabled child's perspective in the anaesthesia procedure preparation process using a picture schedule

Tablet-Supported Self-Assessment in a Class for Students with Intellectual Disability

Getting into the Same Boat – Enabling the Realization of the Disabled Child’s Agency in Adult–Child Play Interaction

The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms

Forbidden option or planned decision? Physically disabled women’s narratives on the choice of motherhood

Turning social inclusion into exclusion during collaborative learning between students with and without SEN

'More homework for me, too'. Meanings of differentiation constructed by elementary-aged students in classroom interaction

Motivational sources of practical nursing students at risk of dropping out from vocational education and training

Moniammatillisen yhteistyön kirjaaminen ja yhteistyötahojen asemointi esi- ja perusopetuksessa laadituissa oppimissuunnitelmissa ja HOJKS-asiakirjoissa

The habilitation nursing of children with developmental disabilities-Beyond traditional nursing practices and principles?

Self-pathologizing, self-condemning, self-liberating: Youths' accounts of their ADHD-related behavior

The premise, promise and disillusion of the ADHD categorisation - family narrative about the child's broken school trajectory

Newborns With an Impairment: Discourses of Hospital Staff

‘The teacher almost made me cry’ Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD

To correct or not correct the erroneous utterances of children: teacher-initiated organisation of repair in the L2 pre-primary education classroom

Parental and professional agency in terminations for fetal anomalies: analysis of Finnish women's accounts

Positioning children with special educational needs in early childhood education and care documents

Intertextual Voices of Children, Parents, and Specialists in Individual Education Plans

Inclusive Education Ideal at the Negotiating Table: Accounts of Educational Possibilities for Disabled Children Within Inter-Disciplinary Team Meetings

Ohjaajan vastaaminen opiskelijoiden esittämiin moitteisiin dialogisuuteen pyrkivän aikuiskoulutuksen vuorovaikutustilanteissa

Recording Support Measures in the Sequential Pedagogical Documents of Children With Special Education Needs

What is individual in individualised instruction? Five storylines of meeting individual needs at school

The meanings of differentiated instruction in the narratives of Eritrean teachers

Documenting pedagogical support measures in Finnish IEPs for students with intellectual disability

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