BOOKS

sense2013_kansiTirri, K. & Kuusisto, E. (2013) (Eds.), Interaction in Educational Domains. Rotterdam: Sense Publisers.

In this volume, we take a holistic approach to education, viewing human beings as lifelong learners who need interaction in all educational domains – cognitive, affective, psychomotor – to actualize their full potential. The chapters are based on presentations given at the 2012 conference of the Finnish Educational Research Association (FERA), whose theme was Interaction in Educational Research.

 

Kirsi_Measuring multipleTirri, K., & Nokelainen, P. (2011). Measuring multiple intelligences and moral sensitivities in education. Rotterdam: Sense Publishers.

In this book, we introduce several sensitivity measures in educational contexts that can be used in research, education and self-evaluations: Chapter 1 “Multiple Intelligences Profiling Questionnaire”; Chapter 2 “the Spiritual Sensitivity Scale”; Chapter 3 “Environmental Sensitivity Scale”; Chapter 4 “Ethical Sensitivity Scale”; Chapter 5 “Emotional Leadership Questionnaire”; Chapter 6 “Intercultural and Interreligious Sensitivity Scales”.

 

Kirsi_high abilityTirri, K. (Ed.) (2010). Special Issue on Motivation and Giftedness. High Ability Studies, 21(2).

Motivation within the DMGT 2.0 framework (F. Gagné); Role of motivation in the moral and religious judgment of mathematically gifted adolescents (P. Nokelainen & K. Tirri); Changing the world: tolerance and creativity aspirations among American youth (S. Moran); Purpose in life among high ability adolescents (K. Bronk, W. Finch & T. Talib); Implicit personality theories on the modifiability and stability of the action repertoire as a meaningful framework for individual motivation: a cross-cultural study (A. Ziegler, M. Fidelman, M. Reutlinger, W. Vialle & H. Stoeger); Reading competence, interest, and reading goals in three gifted young adolescent readers (E. Fox, D. Dinsmore & P. Alexander).

Kirsi_high ability2Tirri, K. (Ed.) (2009). Special Issue on Character Education and Giftedness. High Ability Studies, 20(2).

Ethics and giftedness (R. Sternberg); Character education and gifted children (M. Berkowitz & M. Hoppe); Purpose: giftedness in intrapersonal intelligence (S. Moran); Talent, purpose, and goal orientations: case studies of talented adolescents (T. Reilly); The distinction between moral judgment development and verbal ability: some relevant data using socio-political outcome variables (S. Thoma, P. Derryberry & D. Narvaez); Relationship of gender and academic achievement to Finnish students’ intercultural sensitivity (K. Holm, P. Nokelainen & K. Tirri).

 

Kirsi_emptheolvan der Zee, T., & Tirri, K. (Eds.) (2009). Research on Religious and Spiritual Education. Special issue of Journal of Empirical Theology, 22(1).

In this special issue, three research groups in Europe introduce their current research on religious and spiritual education and point to the considerable volume of work that remains to be done. Special attention is paid to demonstrate how quantitative and qualitative research methods can support each other. The countries represented in this volume include Finland, Germany and Netherlands.

 

Kirsi_sensibilitiesTirri, K. (Ed.) (2008). Educating Moral Sensibilities in Urban Schools. Rotterdam: Sense Publishers.

This book brings together recent work by international researchers from nine countries in the fields of moral development and citizenship education. It can be used as a textbook in a moral and citizenship education or as an updated research report on international research on moral sensibilities.

 

 

 

Tirri, K., & Nokelainen, P. (Eds.) (2007). Current Research on Giftedness: International perspectives. Special issue of Educational Research and Evaluation, 13(6).

This special issue focuses on current international research on giftedness. In these articles, the emphasis is on academic talent, which is the easiest type of giftedness to measure with empirical approaches. The countries represented in this volume include Finland, Germany, Netherlands, U.S., and Australia.

 

Kirsi_studiaTirri, K., & Ubani, M. (Eds.) (2007). Policies and programs in gifted education. Helsinki: Department of Applied Sciences of Education, University of Helsinki.

This book is the third publication from the 10th ECHA Conference. Its aim is to strengthen the scientific profile profile of the European Council for High Ability and promote interest in this field. Furthermore, the book is intended to serve as a text and up-to-date research report on policies and programs for gifted education in Europe.

 

 

Kirsi_valuesTirri, K. (Ed.) (2007). Values and Foundations in Gifted Education. Bern: Peter Lang.

Researchers and educators are challenged to identify the values and foundations underlying their practice. This book brings together recent work by leading international researchers in the fields of education, philosophy and psychology. It consists of thirteen chosen articles from the 10th Conference of the European Council for High Ability. The book is divided into four parts. While the first part deals with the values, virtues and gifts, the second part contains empirical studies on giftedness in the life-span. The third part is about science and high ability students. The fourth part discusses holistic education for high ability students.

 

Kirsi_holisticTirri, K., & Ubani, M. (Eds.) (2007). Holistic Education and Giftedness. Helsinki: Department of Practical Theology, University of Helsinki.

This book brings together the recent international research on the diverse forms of giftedness in classrooms. The book consists of six parts which relate to the recent topics in discussion: MI theory, the spiritual and religious domains, the moral domains, the inter and intrapersonal domains and on the issues of special education and diversity.

 

 

Kirsi_religion spiritTirri, K. (Ed.) (2006). Religion, Spirituality and Identity. Bern: Peter Lang.

Spirituality and holistic education have been very popular themes in the current education research and literature. Researchers and educators are challenged to clarify what spirituality means in the context of religion and education. This book brings together recent work by leading international researchers in the fields of theology and education. The book is divided into three parts. While the first part deals with the theoretical framework, the second part contains empirical studies on religion and spirituality. The third part is about teaching religion. The book presents an updated overview of research on spirituality.

 

Kirsi_nordicTirri, K. (Ed.) (2006). Nordic Perspectives on Religion, Spirituality and Identity. Helsinki: Department of Practical Theology, University of Helsinki.

This book brings together recent work by Nordic researchers in the fields of theology and education. The book is divided into three chapters according to their methodological approach. While the first chapter deals with historical perspectives on spirituality, religion and identity, the second chapter contains empirical studies with both quantitative and qualitative approaches. The third part is about practical implications.

 

Kirsi_crossCampbell, J.R., Tirri, K., Ruohotie, P., & Walberg, H. (Eds.) (2004). Cross-cultural Research: Basic Issues, Dilemmas, and Strategies. Hämeenlinna, Finland : RCVE.

Cross-cultural Research: Basic Issues, Dilemmas, and Strategies provide a comprehensive view on the basic issues, dilemmas, and strategies used in current cross-cultural research. The book discusses these themes with concrete examples from the ongoing ”Academic Olympians”-research project.

 

 

Kirsi_anneNevgi, A., & Tirri, K. (2003). Hyvää verkko-opetusta etsimässä. Kasvatusalan tutkimuksia no. 14.

 

 

 

 

 

 

Kirsi_ed evaSpecial Issue of Educational Research and Evaluation, 9(1), 2003.

Contents:
Kirsi Tirri and Pertti Kansanen: Introduction.

Pertti Kansanen: Pedagogical Ethics in Educational Research.
Elizabeth Campbell: Moral Lessons: The Ethical Role of Teachers.
Klaas van Veen, Mariëlle Theunissen, Theo Bergen, Peter Sleegers, Cees Klaassen and Chris Hermans: Relations Between Teachers’ Professional and Religious Orientations and Their Behavior During Morally Critical Incidents.

Wiel Veugelers and Ewoud de Kat: Moral Task of the Teacher According to Students, Parents and Teachers.
Kirsi Tirri: The Moral Concerns and Orientations of Sixth- and Ninth-Grade Students.
Nava Maslovaty: The Placement of Moral Contents: Priorities and Structures of the Belief System of Teachers and High School Students.

 

Kirsi_kansanenKansanen, P., Tirri, K., Meri, M., Krokfors, L., Husu, J., & Jyrhämä, R. 2000. Teachers’ pedagogical thinking: Theoretical landscapes, practical challenges. American University Studies XIV: Education. New York: Peter Lang.

 

 

 

 

 

Kirsi_ammetiikkaTirri, K. 1999. Opettajan ammattietiikka. Juva: WSOY.

 

 

 

 

 

 

Kirsi_uskontoTirri, K., & Kesola, A. 1998. Uskonto ala-asteen arjessa ja juhlassa. Helsinki: Lastenkeskus