Julkaisut

Abdulhamed, R., Motti-Stefanidi, F., Hietajärvi, L., Salmela-Aro, K., Klemetti, R., & Lonka, K. (2026). Mental health and school adaptation among immigrant, refugee, and non-immigrant adolescents. Journal of Applied Developmental Psychology, 104, 101954.

Allemand, L. (2026). Parental involvement in education within a Finnish school context. Helsingin yliopisto (väitöstutkimus).

Bin Qushem, U. (2026). “Personalizing K–12 STEM Education through Technology-Enhanced Learning and Learning Analytics” Turun yliopisto (väitöstutkimus).

Channa, F. (2026). Temporal and sequential dynamics of socially shared regulation in collaborative learning among pre- and in-service teachers. Jyväskylän yliopisto (väitöstutkimus).

Fonsén, E., Carpelan, R., Heikka, J., & Hanhimäki, E. (2026). Educational leadership students’ perspectives on pedagogical leadership. Educational Management Administration & Leadership, 0(0).

Fonsén, E., Viljamaa, E. Pihlaja, P. (2026). Inkluusio varhaiskasvatuksessa kuntapäättäjien kertomana. Focus Localis, 2026/4 (tulossa).

Goldman, N., Alemdar, M., Megges, H., Matsumoto, N., Schoenmakers, E., van den Berg, P., Lasgaard, M., Christiansen, J., Junttila, N., Goldman, A., Draxl, D., El-Osta, A. & Qualter, P. (2026). National policy responses to address loneliness: A global scoping review of 194 WHO member states. Health Policy, 165.

Hartio, S., Hakkarainen, K., Juuti, K., & Sormunen, K. (2026). “As Long as You Have Your Smartphone, You’re Connected with Friends”: Lower Secondary Students’ Perceptions of Smartphones’ Role in Social Relationships at School. Youth & Society, 0(0).

Heikkinen, K-M. (2026). Early Childhood Education and Care Centre Leadership Through the Lens of Complexity : From Wicked Problems to Integrated Resources. Helsingin yliopisto (väitöstutkimus).

Heikkinen, K-M, Heikonen, L., Fonsén, E., Kallioniemi, A. & Carpelan, R. (2026). Opettajasta johtajaksi? Kertomuksia päiväkodin johtajien ja perusopetuksen rehtorien ammatti-identiteettien rakentumisesta. Aikuiskasvatus [Adult Education], 46(1), 22-34.

Heikonen, L., Fonsén, E., Pihlaja, P., & Viljamaa, E. (2026). Inclusive leadership in Finnish early childhood education centres - leading pedagogy, professional development and the community. International Journal of Educational Management. 40(8), 179-193.

Heinimäki, O-P., Toyama, H., Upadyaya, K. & Salmela-Aro, K. (2026). Satisfied or frustrated? Basic psychological needs profiles and their associations with work-related outcomes among teachers. Teaching and Teacher Education. Volume 170, February 2026.

Hristov, M., Yada, T., Fagerlund, J., Näykki, P., & Häkkinen, P. (2026). Understanding the Relationships Among ICT Use, Self-Efficacy, and Achievement in PISA 2022: A Multigroup Analysis Featuring Gender and Immigrant Status. Computers and Education, 244, Article 105539

Huang, H. (2026). Promoting and Sustaining Adolescents' Curiosity in Learning : Needs, Sources, and Contexts. University of Helsinki.(Väitöstutkimus)

Izadi, R., Sarvimäki, M. (2026). Learning to Experiment: Practical Lessons from Finland's Two-Year Preschool Experiment. Nordic Economic Policy Review, 2026 (1) 

Kalmbach, A., Karhunen, H., Sarvimäki, M., Silliman, M., Suhonen, T. & Virtanen, H. (2026). Koulutuksen hyödyt ulottuvat laajalle. Osa tutkimuskoosteesta Koulutus on kasvua. Opetusalan ammattijärjestö OAJ.

Kalmbach, A., Karhunen, H., Sarvimäki, M., Silliman, M., Suhonen, T. & Virtanen, H. (2026). Koulujen resurssit ja opetusjärjestelyt vaikuttavat oppimiseen. Osa tutkimuskoosteesta Koulutus on kasvua. Opetusalan ammattijärjestö OAJ.

Kalmbach, A., Karhunen, H., Sarvimäki, M., Silliman, M., Suhonen, T. & Virtanen, H. (2026). Koulutuspolitiikka on kasvupolitiikkaa. Osa tutkimuskoosteesta Koulutus on kasvua. Opetusalan ammattijärjestö OAJ.

Karhunen, H., Kuuppelomäki, T., Sarvimäki, M., Suhonen, T. & Uusitalo, R. (2026). Perusopetuksen oppimistulokset ja mahdollisuuksien tasa-arvo. Eduskunnan tarkastusvaliokunnan julkaisu 1 | 2026.

Koski, J. (2026). Knowledge production in Finnish teacher education: Mapping empirical teacher student and teacher educator research. Jyväskylän yliopisto (väitöstutkimus).

Kyynäräinen, R. (2006). Moments of Mistakes: Students’ Affective Responses in an Undergraduate Chemistry Laboratory Course. Turun yliopisto (väitöstutkimus).

Mäkinen J, Upadyaya K, Hietajärvi L (2026), "Social resources, work demands and workplace commitment among Finnish school principals and teachers". International Journal of Educational Management, Vol. 40 No. 8 pp. 58–74

Partio, J., Virtanen, T., Aunola, K., & Vasalampi, K. (2026). A four-year follow-up study on learning difficulties as predictors for not completing upper secondary education on targeted time. Scandinavian Journal of Educational Research, 1–21.

Roponen, H. M., Fonsén, E., Ukkonen-Mikkola, T., & Ahtiainen, R. (2026). Enhancing understanding of broad-based pedagogical leadership in Finnish early childhood education through cultural artifacts. Educational Management Administration & Leadership, 54(3), 1009-1031.

Salo, A., Heinimäki , O., & Lerkkanen, M. (2026). Laskevat oppimistulokset: Oppilaiden näkemyksiä laskun syistä ja ratkaisuista. Jyväskylän yliopisto.

Salo, A.-E., Upadyaya, K., Kalland, M., Hyttinen, S., Salmela-Aro, K. & Lerkkanen, M.-K. (2026). Teacher observations of loneliness and ostracism among five-year-olds: Associations with social–emotional functioning, vocabulary, and language background. Early Childhood Research Quarterly.

Sarvimäki, M. (ym.) (2026). Kaksivuotisen esiopetuksen kokeilu: Loppuraportti. Opetus- ja kulttuuriministeriön julkaisuja | 2026:2

Šumatić, M., Malmberg, L. E., Pakarinen, E., & Lerkkanen, M. K. (2026). Understanding dyadic student-teacher relationships from two perspectives and their association with self-concept of ability. Educational Psychology, 46(7), 932–957. https://doi.org/10.1080/01443410.2026.2662922

Tervahartiala, K., Kataja, E.-L., Perasto, L, Junttila, N., Pajulo, M., Karlsson, H., Kiuru, N., Nolvi, S., Karlsson, L. & Korja, R. (2026). Associations Between Maternal Cumulative Psychological Distress and Child Subsequent Social Competence: The Role of Early Childhood Education and Care and Social Networks. Scandinavian Journal of Psychology 1–16.

Toivanen, T., Seppänen, S., Pöysä, S., Pakarinen, E., & Lerkkanen, M. K. (2026). Teacher nonverbal immediacy: a validation study of the TeNOI observation scale. Scandinavian Journal of Educational Research, 70(5), 1098–1111. https://doi.org/10.1080/00313831.2025.2550273

Towns, M., Sortheix, F., Upadyaya, K. et al. The association between social factors and reading performance among the majority population and immigrant-origin adolescents in Finland. Eur J Psychol Educ 41, 72 (2026).

Viljamaa, E., Pihlaja, P., Fonsén, E.  Kumpulainen, K.  (2026). Kohti kaikille hyvää varhaiskasvatusta. Inklusiiviseen varhaiskasvatuksen monipositioista visiointia. Kasvatus [Education], 57(1), 5-23.

Abdulhamed, Rekar (2025). Mental Health Disparities Among Children and Adolescents of Immigrant Origin in Finland (väitöskirja)

Ahlström, E., De Sanctis, F., Nousiainen, T., & Näykki, P. (2025). Human-Ai-Human Collaboration: Learning About Climate Change in Virtual Reality. In Oshima, J., Chen, B., Vogel, F., & Järvelä, J. (Eds.), Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning - CSCL 2025 (pp. 690-692). International Society of the Learning Sciences.

Ahola et al., (2025). Kaupunkipolitiikan arviointineuvoston raportti 1: Yhdenvertaisen varhaiskasvatuksen ja koulun perusta rakennetaan tiedon varaan. [Urban Policy Council Evaluation Report 1: The foundation of equitable early childhood education and schooling is built on knowledge]. Helsinki.

Alho, J., Hanhimäki, E., & Eskelä-Haapanen, S. (2025). Employing relational leadership in teacher education to enhance student teachers’ leadership competency. Journal of Education, 0(0).

Channa, F., Näykki, P., & Häkkinen, P. (2025). Participatory Roles and Regulation Strategies in Groups Encountering Challenges. Small Group Research, 0(0).

Davolyte, Justina (2025). Teachers’ and Parents’ Support in Primary School and Children’s Task Persistence (väitöskirja)

Elomaa, M., Toyama, H., Upadyaya, K., & Salmela-Aro, K. (2025). Crisis-resilient school leadership and the role of job crafting: Insights from Finnish principals. Educational Management Administration & Leadership.

Fang, Y., Yu, J., Toyama, H., & Salmela-Aro, K. (2025). School principals’ job burnout and job satisfaction in Finland: The impact of work–family conflict, role conflict, and sense of community. Educational Management Administration & Leadership.

Fonsén, E., Modise, M., Mikayilova, U., Heikkinen, K. M., Matjokana, T., Turani, D., & Roponen, H. (2025). The project on Early Childhood Development leadership training in rural area of South Africa. Educational Studies, 1–20.

Harju, K., Sandberg, R., Lerkkanen , M., & Laakso, M. (2025). Oppilasarvioinnin palaute ja sen hyödyntäminen: Kaksivuotisen esiopetuksen kokeilun ensimmäisen luokan oppilasarviointien palaute opettajille ja rehtoreille. Jyväskylän yliopisto.

Harju, K., Jyväskylän yliopisto, & Jyväskylän yliopisto. Kasvatustieteiden ja psykologian tiedekunta. (2025). Tracing children’s transitions in early childhood education and care: A relational-spatial perspective. University of Jyväskylä (väitöskirja).

Heinimäki, OP., Kajamies, A., Tiilikainen, M. et al. The role of teachers in guiding student peer interactions: conceptions of pre-service teachers. Soc Psychol Educ 28, 133 (2025).

Hongisto, P. Kalalahti, M. Varjo, J. (2025). Etäopetus perusopetuksen järjestämisessä. Kunnallisalan kehittämissäätiö.

Häkkinen, P., Ilen, E., Näykki, P., Lehtinen, A., Lieska, A., Lerkkanen, M-K (2025). Digitalisaation vaikutukset oppimiseen, osaamiseen ja hyvinvointiin. Tutkimuskatsaus suomalaiseen varhaiskasvatukseen, esi- ja perusopetukseen sekä vapaaseen sivistystyöhön. Opetushallitus.

Jantunen, A. (2025). Principals' Views about Diversity in Finnish Schools (väitöskirja)

Junttila, J. (2025). Oppivelvollisuusiän korotuksen vaikutuksista. Datahuone-raportti 5/2025. Valtion taloudellinen tutkimuskeskus VATT.

Junttila, J. (2025). Compulsory Schooling in the 21st Century: Short-Term Effects of Finland’s 2020 Act on Compulsory Education. Helsinki GSE / Discussion Paper 50.

Kalalahti, M., Minkkinen, L., Saarinen, T., Tyni, K., Vaara, E., Ala-Vähälä, T., Häkkinen, P., Jänkälä, J-P., Pitkänen, H., Pöysä-Tarhonen, J., Tarnanen, M. (2025). Perusopetuksen tilannekuva erilaistuvissa kunnissa : Manner-Suomen kuntien tarkastelu. Jyväskylän yliopisto.

Kilpi, N., Ouakrim-Soivio, N., Minkkinen, L. & Söyrinki, S. (2025). Oppimistuloskehitys ja koulutuspoliittiset toimet Pohjoismaissa ja Virossa 2010-luvulta 2020-luvun alkuun. Koulutuksen tutkimuslaitos, Raportteja ja työpapereita. 13. Jyväskylän yliopisto, Koulutuksen tutkimuslaitos. DOI: https://doi.org/10.17011/ktl-rt/13

Kola-Torvinen, P., Rinkinen, A,. Carpelan, R., & Varjo, J. (2025). Sivistystoimen johdon näkemyksiä johtamisesta systeemiajattelun viitekehyksessä. Hallinnon Tutkimus 4/2025.

Korkalainen, M., Fonsén, E. & Tarnanen, M. (2025). Pedagoginen johtaminen lukion rehtoreiden kokemana. Aikuiskasvatus, 45(2),76–89.

Kostiainen, E., Nousiainen, T., & Näykki, P. (2025). From a bitter start to meaningful learning in online teacher education. Scandinavian Journal of Educational Research, 1–18.

Kuusiholma-Linnamäki, J. (2025). Children’s Care Arrangements by Age Four and Contextual Factors in the Crosscurrents of Finland’s Childcare Policies. Jyväskylän yliopisto (väitöstutkimus).

Kyynäräinen, R., Holopainen, S., Metsämuuronen, J., Bin Qushem, U., Laakso, M-J., Alanko, K. (2025). Beyond performance: Emotions before and after semi-high-stakes mathematics testing among school-aged students. British Journal of Educational Psychology.

Latva-aho, J., Vuopala, E., Pijeira-Díaz, H. J., Mänty, K., & Näykki, P. (2025). Computer-Supported Regulation of Learning for Primary School Students in a Collaborative STEAM Module. In Oshima, J., Chen, B., Vogel, F., & Järvelä, J. (Eds.), Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning - CSCL 2025 (pp. 574-576). International Society of the Learning Sciences.

Lehtinen, A., Kostiainen, E., Näykki, P. (2025). Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality. Learning, Culture and Social Interaction, Volume 50, 2025, 100880, ISSN 2210-6561.

Lehtinen, A. (2025). Crossing boundaries - becoming critical, dialogical, and collaborative teachers. (väitöskirja)

Lenard, M. A., & Silliman, M. (2025). Informal social interactions, academic achievement and behavior : Evidence from peers on the school bus. Economic Journal, 135(671), 2359-2373.

Lerkkanen, M.-K., Salmela-Aro, K. & Vauras, M. (toim.) (2025). Koulun resilienssi. Santalahti-kustannus.

Li, S., Hautala, J., Pöysä-Tarhonen, J., Otieno-Leppänen, S., Häkkinen, P., & Leppänen, P. H. T. (2025). Exploring How Cognitive and Reading Skills Contribute to Collaborative Problem Solving. The Journal of Experimental Education, 1–22.

Li, S., Pöysä-Tarhonen, J., & Häkkinen, P. (2025). Paired Students’ Sequential Actions Related to Their Productivity in a Computer-Based Collaborative Problem Solving Task. In Oshima, J., Chen, B., Vogel, F., & Järvelä, J. (Eds.), Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning - CSCL 2025 (pp. 545-547). International Society of the Learning Sciences.

Mankki, V., Koski, J., Stenberg, K., & Poikkeus, A.-M. (2025). Teaching practicum research in Finland : a scoping review. Educational Review, Early online.

Muhonen, H., Pakarinen, E. & Lerkkanen, M.-K. (2025). Is teachers' professional vision visible in the classroom? Exploring the links between teachers’ knowledge-based reasoning and observed classroom interactions. Learning and Instruction.

Nousiainen, T., Ahlström, E., De Sanctis, F., Hankala, M., Kauppinen, M., & Näykki, P. (2025). Student Perspectives to Virtual Ai Characters in Teacher Education. In Oshima, J., Chen, B., Vogel, F., & Järvelä, J. (Eds.), Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning - CSCL 2025 (pp. 669-671). International Society of the Learning Sciences.

Oppi, P., Hietajärvi, L., Toyama, H., Carpelan, R., Eisenschmidt, E., Huotilainen, M., Upadyaya, K., & Salmela-Aro, K. (2025). Educational leaders’ well-being: Estonian and Finnish comparative perspectives. International Journal of Leadership in Education. 

Pitkänen, H., & Rontu, E. (2025). The making of the standard pupil through national final assessment criteria?. Journal of Education Policy, 40(5), 761-784.

Pöysä‐Tarhonen, J., Li, S., Hautala, J., Awwal, N., & Häkkinen, P. (2025). Making the Invisible Visible: Exploring Joint Attention Behaviour in Remote Collaborative Problem‐Solving. Journal of Computer Assisted Learning, 41(4), e70068.

Read, S., Kiuru, N., Helenius, J., Junttila, N., & Salmela-Aro, K. (2025). Is social connectedness still in decline? Cohort trends in secondary school students in Finland between 2017 and 2023. BMC Psychology, 13: 1071.

Roponen, H., Fonsén, E., Ukkonen-Mikkola, T. & Carpelan, R. (2025). Cultural frames of early childhood education leadership. Journal of Early Childhood Education Research 14(1), 196–229.

Salminen, J., Kallio, H., Laasanen, M. (2025). Supporting Children’s Health and Well-Being Through Interprofessional Collaboration: A Scoping Review of Educational Collaboration Between Health Sciences, Social Sciences and Teacher Training. Health and Social Care in the Community.

Salo, A.-E., Heinimäki, O.-P., Eskola, A. L., Tiilikainen, M., & Kajamies, A. (2025). Viestejä lasten neuvottelukunnalta: Miten lasten osallisuutta voidaan vahvistaa kouluyhteisössä? Kasvun tuki -aikakauslehti, 5(1).

Sarvimäki, Matti (2025). Taloustieteilijät EDUCA-lippulaivassa. Kansantaloudellinen aikakauskirja – 121. vsk. – 2/2025

Szecsi, T., Rodriguez-Meehan, M., Essary, J., Hanhimäki, E., Carpelan, R., Dall’Asta, J.C., Fernandez, I. & Fonsén, E. (2025). Ethical Leadership in Early Childhood Center Directors’ Perspectives and Practices in Migrant Community. Journal of Childhood, Education & Society 6(2), 334-346.

Tarnanen, M., Kaukko, M., Repo, E., Kallio, I., Petäjäniemi, M., Virtanen, T., Kopra, E., Jaatinen, R., Schauman, B., Aalto, E., Mård-Miettinen, K., Harju-Autti, R., & Kalalahti, M. (2025). Valmistavasta perusopetukseen siirtyvän oppilaan integraatio ja tukeminen : taidot, kiinnittyminen sekä koulun toimintakulttuuri. Opetus- ja kulttuuriministeriö. Opetus- ja kulttuuriministeriön julkaisuja, 2025:25. 

Terveet tilat 2028: Yleissivistävän koulutuksen (perusopetuksen ja lukion) oppimisympäristöjen nykytilaselvitys 2023-24. Oppimaisema oy. (Opetushallitus 2025)

Tunkkari, M., Kiuru, N., Junttila, N., Paakkari L., & Lyyra, N. (2025). The Role of Loneliness and Ostracism in Adolescents’ Psychological Well-Being and Substance Use: Family and Teacher Support as Moderators. Journal of Adolescence.

Tunkkari, M., Virtanen, T., Kiuru, N., & Vasalampi, K. (2025). Outcomes of developmental trajectories of school absences among adolescents. International Journal of Behavioral Development.

Vinni-Laakso, Janica (2025). Development of students' science motivation in Finnish basic education (väitöskirja)

Yu, J., Janssen, T., Altikulaç, S., Nieuwenhuis, S., & van Atteveldt, N. (2025). Developmental changes in students’ mindset meaning systems: The role of perceived classroom goal structures. Contemporary Educational Psychology, 83, 1-13. Article 102417.

Ahtiainen, R., Hanhimäki, E., Leinonen, J., Risku, M., & Smeds-Nylund, A.-S. (Eds.) (2024). Leadership in educational contexts in Finland: Theoretical and empirical perspectives. (1 ed.) (Educational Governance Research; Vol. 23). Springer Nature Switzerland AG.

Alho, Janni (2024). Student teachers’ leadership development in a Finnish class teacher education-integrated study group (väitöskirja)

Alho, J., Hanhimäki, E., & Eskelä-Haapanen, S. (2024). Finnish Student Teachers’ Perceptions of Their Leadership Development in a Study Group Intervention to Enhance Their Teacher Leadership. Journal of Research on Leadership Education, 19(4), 414-432.

Boz, T., Hartikainen, V., Fagerlund, J., Ahlström, E., Nousiainen, T., & Näykki, P. (2024). Teaching Programming to Pre-service Teachers through Pair Programming. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 1075-1078). International Society of the Learning Sciences.

Elomaa, M., Eskelä-Haapanen, S., Pakarinen, E., Halttunen, L., & Lerkkanen, M.-K. (2024). Elementary school principals’ work from the ecological systems perspective : Evidence from Finland. Educational Management Administration and Leadership, 52(5), 1231-1251.

Fonsén, E., & Lahtero, T. (2024). The Theory of Pedagogical Leadership: Enhancing High-Quality Education. Teoksessa Ahtiainen, R., Hanhimäki, E., Leinonen, J., Risku, M., Smeds-Nylund, AS. (toim.) Leadership in Educational Contexts in Finland. Educational Governance Research, vol 23. Springer, Cham, 159-177.

Fonsén, E., Ruohola, V., Modise, M., Mampane, S., Phatudi, N., Kupila, P., Liinamaa, T. & H. Elhassan. (2024). Leadership Discourses in Early Childhood Education During the COVID -19 Pandemic in South Africa and Finland. South African Journal of Childhood Education, 14(1), a1456.

Hanhimäki, E., Alho, J., Nuora, P., Risku, M., Fonsén, E., Mäkiharju, A., Smeds-Nylund, A-S, Autio, P. & Korva, S. (2024). Towards a Multi-form Professional Development of Educational Leadership. Teoksessa Ahtiainen, R., Hanhimäki, E., Leinonen, J., Risku, M., Smeds-Nylund, AS. (toim.) Leadership in Educational Contexts in Finland. Educational Governance Research, vol 23. Springer, Cham, 61-80.

Heikkinen, K.-M., Ahtiainen, R., Kallioniemi, A., & Fonsén, E. (2024). “I am the pilot, but I need a committed crew”: Researching early childhood education and care leadership by using the actantial model of power. Australasian Journal of Early Childhood, 49(3), 207–220.

Heikkinen, K. M., Ahtiainen, R., Fonsén, E., & Kallioniemi, A. (2024). Leadership as a profession in early childhood education and care. Educational Research, 66(3), 347–363.

Heikonen, L., & Ahtiainen, R. (2024). Interrelations between teachers’ perceptions of school leadership group practices and collaborative school development in Finland. Educational Management Administration & Leadership.

Häkkinen, P., Näykki, P., Pijeira-Díaz, H., & Channa, F. (2024). Human-AI collaboration and the future of education. In Cambridge Generative AI in Education Conference 2024 : Booklet of Abstract (pp. 24). University of Cambridge.

Jantunen, A., Heikonen, L., Ahtiainen, R., Fonsén, E. & Kallioniemi, A. (2024). Conceptions of Diversity Among Finnish Principals. Teoksessa Ahtiainen, R., Hanhimäki, E., Leinonen, J., Risku, M., Smeds-Nylund, AS. (toim.) Leadership in Educational Contexts in Finland. Educational Governance Research, vol 23. Springer, Cham, 217-234.

Koski, J., Metsäpelto, R. L., Kyllönen, M., & Poikkeus, A. M. (2024). Finnish student teachers as a focus of teacher education research: a 10-Year scoping review of empirical research. Educational Review, 1–24. https://doi.org/10.1080/00131911.2024.2432256

Latva-aho, J. Näykki, P., Pyykkönen, S., Laitinen-Väänänen, S., Hirsto, L., Veermans, M. (2024). Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning. Teaching and Teacher Education, Volume 149, 2024, 104719, ISSN 0742-051X.

Lehtinen, A., Kostiainen, E., Martin, A., & Näykki, P. (2024). Pre-service teachers co-constructing narratives about the future of education. European Journal of Teacher Education, 1–23.

Lindfors, T., Ahtiainen, R., Heikonen, L., & Toom, A. (2024). Leading cooperative professional development in educational reform at school, local and regional levels. Research Papers in Education

Mankki, V., Heikkilä, M., Kemppinen, L., & Metsäpelto, R.-L. (2024). Teacher competencies in job advertisements for teachers. Nordic Journal of Comparative and International Education (NJCIE), 8(3). https://doi.org/10.7577/njcie.6031

Muhonen, H., Sulkanen, M., Alasuutari, M., & Lerkkanen, M. K. (2024). Empowered, Strained, or Stable: Teachers’ Experiences of Occupational Well-Being During the Two-Year Pre-Primary Education Trial in Finland. Early Education and Development, 36(2), 477–497.

Muhonen, H., Saranko, L., Alasuutari, M., Lerkkanen, M-K. (2024). Kaksivuotisen esiopetuksen kokeilun opettajien käsityksiä viisivuotiaiden lasten esiopetuksen ja varhaiskasvatuksen eroista.Journal of Early Childhood Education Research Volume 13, Issue 2, 2024, 215–246)

Nadon, L., Morin, A.J.S., Gilbert, W., Olivier, E., & Salmela-Aro, K. (2024). Developmental heterogeneity of school burnout across the transition from upper secondary school to higher education: A 9-year follow-up study Journal of School Psychology.

Näykki, P., Pyykkönen, S., Latva‐aho, J., Nousiainen, T., Ahlström, E. & Toivanen, T. (2024). Pre-service teachers' collaborative learning and role-based drama activity in a virtual reality environment. Journal of Computer Assisted Learning.

Rinta-Paavola, S.-K., Ahtiainen, R., Heikonen, L. & Fonsén, E. (2024). Varhaiskasvatuksen johtajien työssä jaksamista tukevat ja haastavat tekijät pandemia-aikana. Journal of Early Childhood Education Research.13(2), 187–214.

Roponen, H. M., Fonsén, E., Ukkonen-Mikkola, T., & Ahtiainen, R. (2024). Enhancing understanding of broad-based pedagogical leadership in Finnish early childhood education through cultural artifacts. Educational Management Administration & Leadership, 0(0).

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