| Figures | ||
| 1.1 | Fundamental and transversal characteristics of good teachers. | 6 |
| 3.1 | The role and personal characteristics of teachers’ moral authenticity. | 62 |
| 7.1 | Emerging professionalism through value learning trajectories (Lamminmäki-Vartia et al., 2020, on the basis of Kuusisto & Gearon, 2017a). | 132 |
| 13.1 | Theoretical competence model for intrapreneurship (cognition). | 264 |
| 13.2 | Example task from dimension I: Creating a GANTT-Chart (observation). | 266 |
| 13.3 | Example task from dimension II: Perspective Taking and Reasoning (observation). | 270 |
| 13.4 | Empirical IP competence model (Wright-map) (interpretation). | 271 |
| Tables | ||
| 1.1 | Characteristics of good teachers and good teaching. | 2 |
| 6.1 | Total distribution in categories of conceptions of the sacred (adapted from Ranta et al., 2016). | 117 |
| 7.1 | Selection of empirical studies used in the present examination. | 134 |
| 10.1 | Educational trends and gifted education in Finland. | 197 |
| 10.2 | A summary of the critical factors of talent development identified in Finnish empirical studies. | 204 |
| 11.1 | Gifted kindergarten EL students observed in each class of two schools (N = 8). | 225 |
| 11.2 | Student motivation levels in regular and after-school Project BRIDGE’s math classes. | 226 |
| 11.3 | Comparison of motivation levels in students with different levels of English proficiency and math ability, pre- and post-implementation of the BRIDGE math program. | 226 |
| 11.4 | Observation scale of teachers’ instructional strategies for teaching math. | 229 |
| 11.5 | Mean and standard deviation of frequency of strategies and math open-response scores. | 231 |
| 11.6 | Two-level hierarchical linear modeling of Open-response assessment scores with Talk Moves and pre-test scores. | 232 |
| 11.7 | Effects of teachers’ use of instructional strategies on students’ Open-response assessment scores. | 233 |
| 12.1 | Goal orientation items. | 246 |
| 12.2 | Metacognitive and resource management strategy items. | 247 |
| 12.3 | Bivariate correlations between goal orientations and metacognitive and resource management strategies (N = 137). | 248 |
| 12.4 | Association of achievement goal orientations with WorldSkills competition success. | 250 |
| 12.5 | Association of metacognition and self-regulation with WorldSkills competition success. | 250 |
| 14.1 | Concepts as used in this chapter and their descriptions. | 284 |
| 16.1 | Key similarities and differences between the acoustic signals and expressive features of speech and music. | 316 |
Figures and Tables
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Elina Kuusisto
Elina Kuusisto
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Martin Ubani
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Petri Nokelainen
Petri Nokelainen
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Auli Toom
Auli Toom
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