Koulutuksen teemat ovat tutkitusti tärkeitä

Myönteinen ilmapiiri ja opettajan sensitiivisyys

Hamre, B. K., & Pianta, R. C. (2001). Early Teacher-Child Relationships and the Trajectory of Children’s School Outcomes Through Eighth Grade. Child Development, 72(2), 625–638.
Pöysä, S., Vasalampi, K., Muotka, J., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2019). Teacher-student interaction and lower secondary school students’ situational engagement. The British Journal of Educational Psychology, 89(2), 374–392. https://doi.org/10.1111/bjep.12244

Palaute

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Ketonen, L., Nieminen, P., & Hähkiöniemi, M. (2020). The development of secondary students’ feedback literacy: Peer assessment as an intervention. The Journal of Educational Research, 113(6), 407–417. https://doi.org/10.1080/00220671.2020.1835794

Dialogisuus

Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605–631. https://doi.org/10.1002/sce.20131
Lehesvuori, S., Viiri, J., Rasku-Puttonen, H. (2013). Dialoginen vuorovaikutus luonnontieteissä. Kasvatus, 44, 381–393.