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  • 1.
    Lebeer, Jo
    et al.
    Univ Antwerp, Fac Med, Daffodil Project, Dept Primary & Interdisciplinary Care, B-2610 Antwerp, Belgium .
    Birta-Szekely, Noemi
    Univ Babes Bolyai, Dept Psychol, R-3400 Cluj Napoca, Romania .
    Demeter, Karmen
    Univ Babes Bolyai, Dept Appl Psychol, Cluj Napoca 400084, Romania .
    Bohacs, Krisztina
    Univ Szeged, Ctr Mediated Learning, Budapest, Hungary .
    Candeias, Adelinda Araujo
    Univ Evora, Res Ctr Educ & Psychol, Evora, Portugal .
    Sonnesyn, Gunvor
    Pedverket, Voss, Norway .
    Partanen, Petri
    Mid Sweden University, Faculty of Human Sciences, Department of Social Sciences.
    Dawson, Lorna
    Minist Educ & Culture, Tortola, VI USA .
    Re-assessing the current assessment practice of children with special education needs in Europe2012In: School Psychology International, ISSN 0143-0343, E-ISSN 1461-7374, Vol. 33, no 1, p. 69-92Article in journal (Refereed)
    Abstract [en]

    This article reports the results of the European "DAFFODIL" (Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning) Project on the question of how functional and learning assessment systems facilitate or inhibit participation of children with developmental difficulties in inclusive education. Questionnaires were sent to medical, psychological, educational professionals, and parents in Sweden, Portugal, Hungary, Belgium, Romania, Norway, and the Virgin Islands. Interviews and focus groups were organized. Results (95%) showed that static standardized psychometric tests of intellectual, behavioural, and language functioning were mainly used, with the WISC-III being the most frequent test applied. Less than 5% of the 166 professionals in our sample used formative assessment and contextual observation to reveal learning or developmental potential in a process-oriented way. Experts were generally not satisfied with current assessment practices. Reported weaknesses included lack of time, human resources, materials, cooperation, and follow-up. Assessment practice was mainly used to determine whether a child should be placed in a special needs programme, a special school, or an institutional setting, depending on whether a country has inclusive education practice or not. Parents were satisfied with static functional assessment when its purpose was to obtain disability benefits (financial, special education resources, recognition), but were unhappy with the negative outlook of reports. The main complaint of teachers and parents was about the poverty of recommendations on how to work with the child. Our conclusion is that the current practice of standardized psychometric testing seems to contribute to barriers to learning if it is used in a deterministic or predictive way. In this regard, dynamic and functional assessment methods that are qualitatively oriented seem promising in addressing the issues of learning and development in a different way. The methods also contribute to an understanding of the child's needs in learning and development. However, interpretation and communication of assessment results in a way that emphasizes a more adequate and challenging educational intervention for the child seems to be central.

  • 2.
    Partanen, Petri
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology.
    Assessment and Remediation for Children with Special Educational Needs: The role of Working Memory, Complex Executive Function and Metacognitive Strategy Training2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall aim of this thesis was to explore the role of different assessment tools and training regimens in assessment and remediation for children with special educational needs in school. A central purpose of assessment explored was that it should inform remediation, teaching and instruction. The concepts of working memory, complex executive function and metacognitive strategy training for children with special educational needs were specifically explored in relation to this purpose of assessment. Complex executive function refers to planning and metacognitive ability, that many children with special educational needs struggle with, and which they are expected to handle in learning during school day. Of particular interest in the thesis was the contrast between working memory and complex executive function and how these concepts inform assessment and remediation practices. In this context, special attention was given to mathematical learning difficulties.

    The thesis was based on four studies (I‑IV). Study I explored the prevalence of different assessment tools, and dilemmas and challenges as perceived by assessment professionals, teachers and parents, in the work with children with special educational needs in Europe. In Study II, a metacognitive strategy training framework was developed as a training regimen, guided by research on complex executive function, and applied on working memory training. Effects of working memory training were compared between the two training regimens, with and without metacognitive strategy training, and also the overall effect of working memory training on cognitive functioning and the school related skills of reading, writing and arithmetic. In Study III, different types of measures of working memory and their predictive capacities in relation to mathematics achievement in national curriculum assessments were explored, as well as the effects of working memory training on mathematics achievement. In Study IV the role of working memory and complex executive function in identifying risk for mathematical learning difficulties in children with special educational needs was explored.

    The results from Study I suggested that assessment and remediation practices can contribute to a deficiency‑oriented outlook on children with special educational needs. In contrast parents and teachers in Sweden also reported that assessment could help them to better understand the needs of the child. Results from studies II-IV showed that only the use of a metacognitive strategy training regimen targeting complex executive function resulted in improvements following working memory training. The results also indicated that working memory training strongly predicted mathematical performance in national curriculum assessments of mathematics in school, and that a more complex change measure of working memory was a better predictor than simple working memory measures in this regard. Finally, the results also showed that complex executive function, defined as planning ability, was a better predictor than simple working memory in the assessment of risk for mathematical learning difficulties.

    The results from the studies were discussed in relation to the purpose of assessment to inform remediation, teaching and instruction for children with special educational needs. It was concluded that, in addition to working memory, as complex executive function – planning and metacognitive ability - seems to be an important cognitive function related to learning, this should be addressed both in the assessment of children with special educational needs as well as in the remediation when designing training regimens and interventions for children with special educational needs in general, and children at risk for mathematic learning difficulties in particular. It was also highlighted that in remediation, the role of the teacher as a mediator of metacognition and complex executive function seems vital.

  • 3.
    Partanen, Petri
    Mid Sweden University, Faculty of Human Sciences, Department of Social Sciences.
    Att utveckla elevhälsa2012Book (Other (popular science, discussion, etc.))
  • 4.
    Partanen, Petri
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology and Social Work.
    Att utveckla förmågor på vetenskaplig grund i skolan2019 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 5. Partanen, Petri
    Creating Zones of Change: Consultation based on Vygotskian Theory1999In: Proceeding of the VI European Congress of Psychology, EFPA , 1999Conference paper (Refereed)
  • 6.
    Partanen, Petri
    Mid Sweden University, Faculty of Human Sciences, Department of Social Sciences.
    Dynamisk Utredning2009In: Psykolog i skolan / [ed] Elinor Schad, Studentlitteratur AB, 2009, p. 251-264Chapter in book (Other academic)
  • 7.
    Partanen, Petri
    Mid Sweden University, Faculty of Human Sciences, Department of Social Sciences.
    Educational Assessment as a Learning Process2011In: With a Different Glance: Dynamic Assessment of Functioning of Children Oriented at Development & Inclusive Learning / [ed] Jo Lebeer, Adelinda Candeias & Luísa Grácio, Garant, 2011, p. 147-151Chapter in book (Other academic)
  • 8.
    Partanen, Petri
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology.
    From working memory training to metacognitive interventions in an educational setting2013Conference paper (Refereed)
  • 9. Partanen, Petri
    Från Vygotskij till lärande samtal2007Book (Other (popular science, discussion, etc.))
  • 10.
    Partanen, Petri
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology and Social Work.
    Hälsa för lärande - lärande för hälsa2019Report (Other academic)
    Abstract [sv]

    Forskning visar entydigt att det finns ett starkt dubbelriktat samband mellan studieresultat och hälsa. Goda resultat leder till bättre hälsa samti-digt som god hälsa ger bättre förutsättningar att nå kunskapsmålen. Vad innebär detta samband mellan hälsa och lärande för undervisningen, för en förskolas eller skolas samlade hälsofrämjande och förebyggande arbete, för utformande av lärmiljöer, för rektorns roll i ledarskapet och för personal som möter barn och unga i vardagen? Vilka frisk- eller skyddsfaktorer kan förskolan och skolan främja och hur kan förekomsten av olika riskfaktorer minskas genom förebyggande arbete?

    Syftet med Hälsa för lärande – lärande för hälsa är att inspirera till diskussion och egen fördjupning kring hur hälsa och välbefinnande kan främjas och hur problem och svårigheter kan förebyggas av alla som arbetar i skola och förskola.

  • 11.
    Partanen, Petri
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology.
    Jansson, Billy
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology.
    Lisspers, Jan
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology.
    Sundin, Örjan
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology.
    Metacognitive Strategy Training Adds to the Effects of Working Memory Training in Children with Special Educational Needs2015In: International Journal of Psychological Studies, ISSN 1918-7211, E-ISSN 1918-722X, Vol. 7, no 3, p. 130-140Article in journal (Refereed)
    Abstract [en]

    The effects of computer-based Working Memory (WM) training using two training procedures were examined among sixty-four primary-school children with Special Educational Needs (SEN). Measures of general cognitive ability, auditory and visuospatial working memory, arithmetic ability, and reading and writing skills were gathered and analysed. The referred group of SEN children predominantly had lower performance in auditory WM, arithmetics and reading and writing skills. The SEN children within respective school were randomized into either an active WM training group or a control group and ten schools participating in the WM training study were randomized into one of two different training conditions. At five schools the SEN children received regular WM training and at the other five schools the children received WM training with the addition of metacognitive strategy training. Results showed a significant difference in WM performance during training in favor of the metacognitive intervention. Furthermore, transfer effects occurred on visuospatial WM measures at posttest and at 6-month follow-up. Post-hoc tests showed that the effects pertained only to the metacognitive intervention. No transfer to arithmetic or reading and writing skills occurred after training in the two training conditions. Results were discussed in terms of metacognitive factors being important in optimizing performance in WM training, and that such factors should be taken into consideration when designing interventions for children with SEN. It is also suggested that in referral of children with SEN to remediation with WM training the WM profiles should be taken into consideration to a greater degree. 

  • 12.
    Partanen, Petri
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology.
    Jansson, Billy
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology.
    Sundin, Örjan
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology.
    Exploring the relation between working memory and national curriculum performance in mathematics in children with special educational needsArticle in journal (Refereed)
  • 13.
    Partanen, Petri
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology.
    Jansson, Billy
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology.
    Sundin, Örjan
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology.
    The role of working memory and complex executive function in assessment of risk for mathematical learning difficulties in children with special educational needsArticle in journal (Refereed)
  • 14.
    Partanen, Petri
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology.
    Jansson, Billy
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology.
    Sundin, Örjan
    Mid Sweden University, Faculty of Human Sciences, Department of Psychology.
    The role of Working Memory, complex Executive Function and Metacognitive Strategy Training in Assessment and Intervention for Children with Special Educational Needs2015Conference paper (Refereed)
  • 15. Partanen, Petri
    et al.
    Wiström, Carl
    Promoting Student Learning by Consultee-Centered Consultation2004In: Consultee-centered consultation: improving the quality of professional services in schools and community organizations / [ed] Nadine M. Lambert, Ingrid Hylander & Jonathan H Sandoval, Lawrence Erlbaum Associates, 2004, p. 313-322Chapter in book (Other academic)
1 - 15 of 15
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