Publications

Research group’s scientific (peer reviewed) publications and doctoral thesis
2007 –

2023

Yli-Pietilä, R., Pyhältö, K., Pietarinen, J., Toom, A., Kuusisto, A., & Soini, T. (2024, in press). Early career teachers’ professional agency in the classroom and socio-contextual burnout: A cross-country comparison. The International Journal on Studies in Education.

Yli-Pietilä, R., Soini, T., Pietarinen, J., & Pyhältö, K. (2023). How is students’ well-being related to their class teacher’s professional agency in primary school? European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00781-7

Yli-Pietilä, R., Soini, T., Pietarinen, J. & Pyhältö, K. (2023). Primary school teachers’ sense of professional agency and inadequacy in teacher–student interaction. Teacher Development. doi.org/10.1080/13664530.2023.2295414

Soini, T., Pietarinen, J., Ulmanen, S., Anttila, H. & Pyhältö, K. (2023). Primary and lower secondary students’ learning agency and social support. Frontline Learning Research, 11(2), 49-77,  https://doi.org/10.14786/flr.v11i2.983

Sullanmaa, J., Soini, T., Pietarinen, J. & Pyhältö, K. (2023). The Interrelation between teachers’ sense of professional agency and perceived professional recognition: five-year follow-up study of Finnish teachers. Teachers and Teaching. Theory and Practice.  https://doi.org/10.1080/13540602.2023.2284411

Sullanmaa, J. Tikkanen, L. Soini, T., Pietarinen, J. & Pyhältö, K. (2023). Building shared and coherent theory of change: Lessons learned from Finnish core curriculum reform. In: Trifonas, P.P., Jagger, S. (eds.) Handbook of Curriculum Theory and Research. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-82976-6_20-1

Salonen-Hakomäki, S-M. & Soini, T. (2023). Participation in national curriculum reform – coherence from complexity. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2023.2256388.

Ulmanen, S., Rautanen, P., Soini, T., Pietarinen, J. & Pyhältö, K. (2023). How do teacher support trajectories influence primary and lower-secondary school students’ study well-being. Frontiers of Psychology.  Section Educational Psychology.  vol 14. https://doi.org/10.3389/fpsyg.2023.1142469

Nilivaara, P. & Soini, T. (2023). Alternative futures of Finnish comprehensive school.  Policy Futures in Education. DOI:10.1177/14782103231173615

Yli-Pietilä, R., Soini, T., Pietarinen, J., & Pyhältö, K. (2023). Profiles of teacher’s professional agency in the classroom across time. Scandinavian Journal of Educational Research. DOI: 10.1080/00313831.2023.2196536

Sullanmaa, J., Pyhältö, K., Pietarinen, J. & Soini, T. (2023). Teacher agency in the professional community and association with burnout: a longitudinal person-centred approach, Research Papers in Education. DOI: 10.1080/02671522.2023.2178028

Ulmanen, S., Soini, T., Pietarinen, J., & Pyhältö, K. (2023). Alakoulun oppilaiden sosiaalisen tuen profiilien kehitys ja yhteys opiskeluhyvinvointiin ja koulumenestykseen [Development of students’ social support profiles and their association with students’ study wellbeing and grades]. Psykologia, 58(1).

2022

Rautanen, P., Soini, T., Pietarinen, J., & Pyhälto, K. (2022). Dynamics between perceived social support and study engagement among primary school students: A three-year longitudinal survey. Social Psychology of Education. https://doi.org/10.1007/s11218-022-09734-2

Räsänen, K., Pietarinen, Väisänen, P., J. Pyhältö, K. & Soini, T. (2022, AHEAD-OF-PRINT). Experienced burnout and teacher–working environment fit: A comparison of teacher cohorts with or without persistent turnover intentions. Research Papers in Education. https://doi.org/10.1080/02671522.2022.2125054.

Tikkanen, L., Anttila, H., Pyhältö, K., Soini, T. & Pietarinen, J. (2022). The role of empathy between peers in upper secondary students’ study engagement and burnout. Frontiers in Psychology (section Educational Psychology). 13:978546. doi: 10.3389/fpsyg.2022.978546.

Anttila, H., Tikkanen, L., Pyhältö, K. Pietarinen, J. & Soini, T. (2022). The emotional landscape of curriculum making. The Curriculum Journal. https://doi.org/10.1002/curj.172

Ulmanen, S., Soini, T., Pietarinen, J., & Pyhältö, K. (2022). Development of students’ social support profiles and their association with students’ study wellbeing. Developmental Psychology. Advance online publication. https://doi.org/10.1037/dev0001439

Liyuan E., Toom, A., Sullanmaa, J., Pietarinen, J., Soini, T. & Pyhältö, K. (2022). How does teachers’ professional agency in the classroom change in the professional transition from early career teachers to more experienced ones? Learning: Research and Practice. https://doi.org/10.1080/23735082.2022.2076148

Tikkanen, L., Haverinen, K., Pyhältö, K., Pietarinen, J., & Soini, T. (2022). Differences in Teacher Burnout Between Schools: Exploring the Effect of Proactive Strategies on Burnout Trajectories. Frontiers in Psychology, 7:858896. doi: 10.3389/feduc.2022.858896

Soini, T., Pyhältö, K., Haverinen, K., Sullanmaa, J. Leskinen, E. & Pietarinen, J. (2022). Building coherence and impact: differences in Finnish school level curriculum making. Curriculum Perspectives. DOI: 10.1007/s41297-022-00165-9.

Nilivaara, P. & Soini, T. (2022). Laaja-alainen osaaminen opetussuunnitelman perusteissa. Teoksessa N. Hienonen, P. Nilivaara, M. Saarnio & M-P. Vainikainen, Laaja-alainen osaaminen koulussa. Ajattelijana ja oppijana kehittyminen. Gaudeamus. ISBN 9789523457423.

Nilivaara, P., Vainikainen, M-P., Soini, T. & Oinas, S. (2022). Tulevaisuuden koulu oppijuuden kontekstina. Teoksessa N. Hienonen, P. Nilivaara, M. Saarnio & M-P. Vainikainen, Laaja-alainen osaaminen koulussa. Ajattelijana ja oppijana kehittyminen. Gaudeamus. ISBN 9789523457423.

Sullanmaa, J., Lipponen, L., Soini, T., Pietarinen, J. & Pyhältö, K. (2022). The Interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: a person-centered approach. European Early Childhood Education Research Journal. DOI: 10.1080/1350293X.2022.2046830

Ulmanen, S., Soini, T., Pietarinen, J., Pyhältö, K. & Rautanen, P. (2022). Primary and Lower Secondary School Students’ Social Support Profiles and Study Wellbeing. The Journal of Early Adolescence, 42(5). DOI: 10.1177/02724316211058061

Räsänen, K., Pietarinen, J., Soini, T., Väisänen, P. & Pyhältö, K. (2022). Experienced risk of burnout among teachers with persistent turnover intentions. Teacher Development. doi.org/10.1080/13664530.2022.2055629

2021

Priestley, M., Alvunger, D., Philippou, S. & Soini, T. (2021). Curriculum making and teacher agency. International Encyclopedia of Education. https://doi.org/10.1016/B978-0-12-818630-5.03030-X

Ahola, R., Soini, T., Pietarinen, J. & Pyhältö, K. (2021). Social support experiences by pupils in Finnish secondary school. International Journal of Adolescence and Youth, 26(1), 471-486, DOI: 10.1080/02673843.2021.1991403.

Sullanmaa, J., Pyhältö, K., Pietarinen, J., & Soini, T. (2021). Relationships between change management, knowledge sharing, curriculum coherence and school impact in national curriculum reform: A longitudinal approach. International Journal of Leadership in Education, DOI: 10.1080/13603124.2021.1972165

Palmgren, M., Pyhältö, K., Pietarinen, J. & Soini, T. (2021). Emotionally Engaged or Feeling Anxious and Cynical? School experiences and Links to School Achievement among Finland-Swedish General and Special Education Students’. Social Psychology of Education, DOI:10.1007/s11218-021-09664-5

Toom, A., Pyhältö, K., Pietarinen, J. & Soini, T. (2021). Professional agency for learning as a key for developing teachers’ competencies? Education Sciences 11. DOI:10.3390/educsci11070324

Pietarinen, J., Pyhältö, K., Soini, T., Haverinen, K. & Leskinen, E. (2021). Is individual- and school-level teacher burnout reduced by proactive. strategies? International Journal of School & Educational Psychology, (9)4, 340-355. DOI:10.1080/21683603.2021.1942344

Tikkanen, L., Pyhältö, K., Pietarinen, J. & Soini, T. (2021). Crossover of burnout in the classroom—is teacher exhaustion transmitted to students? International Journal of School & Educational Psychology. 9(4), 326-339. DOI:10.1080/21683603.2021.1942343

Patojoki, K., Soini, T., Pietarinen, J. & Pyhältö, K. (2021). Principals as leading learners in the Finnish curriculum reform. International Studies in Educational Administration, 49(2), 28-49.

Soini, T., Pietarinen, J. & Pyhältö, K. (2021). Learning in school development – shared sense-making and agency in Finnish school reforms. Oxford Research Encyclopedia of Education: Oxford Encyclopedia of School Reform.

Priestley, M., Alvunger, D., Philippou & Soini, T. (Eds.) (2021). Curriculum making in Europe. Policy and practice within and across diverse contexts. Emerald. https://books.emeraldinsight.com/page/detail/Curriculum-Making-in-Europe/?k=9781838677381

Soini, T., Pyhältö, K., & Pietarinen, J. (2021). Shared sense-making as key for large scale curriculum reform in Finland. In Priestley, M., Alvunger, D., Philippou & Soini, T. Curriculum making in Europe. Policy and practice within and across diverse contexts. Emerald.

2020

Siurua, L.-E., Pyhältö, K., Pietarinen, J., Sullanmaa, J., & Soini, T. (2020). Kohti uutta perusopetuksen opetussuunnitelmaa – opetussuunnitelmatyö paikallisten toimijoiden kokemana. Hallinnon Tutkimus, 39(2).

Pyhältö, K. Pietarinen, J., Haverinen, K., Tikkanen, L. & Soini, T. (2020). Teacher burnout profiles and proactive strategies.  European Journal of Psychology of Education. https://doi.org/10.1007/s10212-020-00465-6

Heikonen, L., Toom, A., Pyhältö, K., Pietarinen, J. & Soini, T. (2020).  The development of student teachers’ sense of professional agency in the classroom during teacher education. Learning: Research and Practice. https://doi.org/10.1080/23735082.2020.1725603

Rautanen, P., Soini, T., Pietarinen, J. & Pyhältö, K. (2020).  Primary school students’ perceived social support in relation to study engagement. European journal of Psychology of Education. https://link.springer.com/article/10.1007/s10212-020-00492-3

Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T. & Väisänen, P. (2020).Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions. Social Psychology of Education. https://doi.org/10.1007/s11218-020-09567-x

Saariaho, E. (2020). Exploring active and skilful student teacher learning : Self-regulated and co-regulated learning in primary teacher education. Helsinki Studies in Education, 91. University of Helsinki, Faculty of Educational Sciences.

Heikonen, L. (2020). Early-career teachers’ professional agency in the classroom. Helsinki Studies in Education, 95. University of Helsinki, Faculty of Educational Sciences.

Sullanmaa, J. (2020). Coherence making in large-scale curriculum reform: How do educational stakeholders perceive curriculum coherence and why does it matter? Doctoral dissertation. Helsinki Studies in Education, 72. University of Helsinki, Faculty of Educational Sciences.

Tikkanen, L. (2020). Yhteisöllistä oppimista ja jaksamista tukevan koulun kehittämisen anatomia. Väitöskirja. Kasvatustieteellisiä julkaisuja 73. Kasvatustieteellinen tiedekunta, Helsingin yliopisto.

2019

Palomäki, A., Soini, T., Pietarinen, J. & Pyhältö, K. (2019). Reaching for a new culture of learning in schools – District-level work on the curriculum reform in Finland. European Journal of Curriculum Studies, 5(2), 916-935 .

Tikkanen, L., Pyhältö, K., Pietarinen, J. & Soini, T. (2019). Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress. Journal of Educational Change. DOI: 10.1007/s10833-019-09363-1.

Sullanmaa, J., Pyhältö, K., Soini, T. & Pietarinen, J. (2019). Trajectories of teachers’ perceived curriculum coherence  in the context of Finnish core curriculum reform. Curriculum and Teaching, 34(1), 27-49(23).

Saariaho, E., Toom, A., Soini, T. Pietarinen, J. & Pyhältö, K. (2019). Student-teachers’ and pupils’ co-regulated learning behaviours in authentic classroom situations in teaching practicums. Teaching and Teacher Education, 85, 92-104. DOI: 10.1016/j.tate.2019.06.003.

Madureira Ferreira, J., Soini, T., Kupiainen, R. & Salum A.C. (2019). What is learning for secondary-school students? Social Psychology of Education, DOI: 10.1007/s11218-019-09479-5

Sullanmaa, J., Pyhältö, K., Pietarinen, J. & Soini, T. (2019). Differences in state- and district-level stakeholders’ perceptions of curriculum coherence and school impact in national curriculum reform. Journal of Educational Administration, 57(3), 210-226. DOI: 10.1108/JEA-08-2018-0153

Soini, T., Pietarinen, J., Pyhältö, K., Haverinen, K., Jindal-Snape, D. & Kontu, E. (2019). Special education teachers’ experienced burnout and perceived fit with the professional community: A 5‐year follow‐up study. British Educational Research Journal. DOI: 10.1002/berj.3516.

Sullanmaa, J., Pyhältö, K., Pietarinen, J. & Soini, T. (2019). Curriculum coherence as perceived by district-level stageholders in large-scale national Curriculum reform in Finland. The Curriculum Journal.  DOI: 10.1080/09585176.2019.1607512

Anttila, H. (2019). How does it feel at school and in teacher education? Doctoral dissertation. University of Helsinki, Faculty of Educational Sciences.

2018

Kivioja, A., Soini, T., Pietarinen, J. & Pyhältö, K. (2018). Mikä on keskeistä hyvässä opetussuunnitelmaprosessissa? Kasvatus, 49(4).

Saariaho, E., Anttila, H.,Pyhältö, K., Pietarinen, J. & Soini, T. (2018). Student teachers’ emotional landscapes in self- and co-regulated learning. Teachers and Teaching, 24(5).

Ahonen, E. (2018). Miten ja mitä opettaja oppii? Aktiivinen oppiminen opettajan pedagogisen ajattelun osana ja rakentajana. Doctoral dissertation. University of Helsinki, Faculty of Educational Sciences

Pyhältö, K., Pietarinen, J. & Soini, T. (2018). Dynamic and shared sense-making in large-scale curriculum reform in school districts. The Curriculum Journal, 29(2).  DOI:10.1080/09585176.2018.1447306

Anttila, H., Pyhältö, K., Pietarinen, J. & Soini, K. (2018). Socially embedded academic emotions in school. Journal of Education and Learning 7(3), 87-101.

Väisänen, S., Pietarinen, J., Pyhältö K., Tom, A. & Soini, T. (2018). Student teachers’ proactive strategies for avoiding study-related burnout during teacher education. European Journal of Teacher Education, (3)41, 301-317.

Väisänen S., Pietarinen, J. Pyhältö, K., Toom, A. & Soini, T. (2018). Student teachers’ proactive strategies and experienced learning environment for reducing study-related burnout. Journal of Education and Learning, 7(1), DOI:10.5539/jel.v7n1p208.

2017

Anttila, H. , Pyhältö, K., Pietarinen, J. & Soini, T. (2017). From anxiety to enthusiasm: emotional patterns among student teachers. European Journal of Teacher Education, 40, 447-464.

Soini, T., Pietarinen, J. & Pyhältö, K. (2017). Shared sense making strategies in curriculum reform: District level perspective.  Improving Schools. DOI: 10.1177/1365480217744290

Pietarinen, J. Pyhältö, K. & Soini, T. (2017).  Shared sense-making in curriculum reform – orchestrating the local curriculum work. Scandinavian Journal of Educational Research. DOI: 10.1080/00313831.2017.1402367.

Tikkanen, L., Pyhältö, T., Soini, T. & Pietarinen, J. (2017). Primary determinants of a large-scale curriculum reform – National board administrators’ perspectives, Journal of Educational Administration, 55(6), 702-716, DOI: 10.1108/JEA-10-2016-0119.

Heikonen, L., Toom, A., Pyhältö, K., Pietarinen, J. & Soini, T. (2017). Student teachers’ strategies in classroom interaction in the context of the teaching practicum. Journal of Education for Teaching, 10.1080/02607476.2017.1355080.

Soini, T., Kinossalo, M., Pietarinen, J. & Pyhältö, K. (2017). Osallistamista oppimassa. Kohti yhtenäistä ja ymmärrettävää perusopetuksen opetussuunnitelmaa. Teoksessa Kehittämisen palat, yhteisöjen salat – Näkökulmia koulutukseen ja kasvatukseen. V. Korhonen, J. Annala & P. Kulju (toim.). Tampere University Press, 35-57.

Westling, SK., Pyhältö, K., Pietarinen, J. & Soini, T. (2017). Intensive studying or restlessness in the classroom: Does the quality of control matter? Teaching and Teacher Education, 67, 361-369.

Palmgren, M., Pyhältö, K. M., Pietarinen, J. & Soini, T. (2017). Students’ engaging school experiences: A precondition for functional inclusive practice. International Journal of Whole Schooling, 13(1).

Tikkanen, L., Pyhältö, K., Pietarinen, J. & Soini, T. (2017). Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies. Journal of Social Psychology of Education. DOI:10.1007/s11218-017-9379-9

Toom, A., Pietarinen, J., Soini, T. & Pyhältö, K. (2017). How does the learning environment in teacher education cultivate first year student teachers’ sense of professional agency in the professional community? Teaching and Teacher Education, 63. 126-136. DOI: 10.1016/j.tate.2016.12.013.

Ulmanen, S. (2017). Miten kiinnittyä kouluun? Oppilaiden näkökulma koulutyöhön kiinnittymisen haasteisiin. Doctoral dissertation. University of Tampere, Faculty of Education.

2016

Ulmanen, S. Soini, T., Pietarinen, J. & Pyhältö, K. (2016). Students’ experiences of the development of emotional engagement. International Journal of Educational Research, 76, 86-96.

Soini, T., Pietarinen, J. & Pyhältö, K. (2016). Leading a school through change – principals’ hands-on leadership strategies in school reform. School Leadership & Management. DOI: 10.1080/13632434.2016.1209179

Pietarinen, J. Pyhältö, K. & Soini, T. (2016). Teacher’s professional agency – a relational approach to teacher learning. Learning: Research and Practice. DOI: 10.1080/23735082.2016.1181196

Ulmanen, S., Soini, T., Pietarinen, J. & Pyhältö, K. (2016). The anatomy of adolescents’ emotional engagement in schoolwork. Social Psychology of Education: An International Journal. DOI: 10.1007/s11218-016-9343-0.

Heikonen, L., Pietarinen, J., Pyhältö, K., Toom, A. & Soini, T. (2016). Early career teachers’ sense of professional agency in the classroom: Associations with turnover intentions and perceived inadequacy in teacher-student interaction. Asia-Pasific Journal of Teacher Education.  DOI: 10.1080/1359866X.2016.1169505

Anttila, H., Pyhältö, K. Soini, T. & Pietarinen, J. (2016). How does studying in teacher education feel like? Student teachers’ academic emotions in collaborative and individual activities of teacher education. Social Psychology of Education: An International Journal. DOI:10.1007/s11218-016-9335-0

Pietarinen, J., Pyhältö, K. & Soini, T. (2016). Large-scale curriculum reform in Finland – exploring the interrelation between implementation strategy, the function of the reform, and curriculum coherence. The Curriculum Journal, 28, 22-40. DOI:10.1080/09585176.2016.1179205

Salonen-Hakomäki, SM., Soini, T., Pietarinen, J. & Pyhältö, K. (2016).   The way ahead for Finnish comprehensive school? Examining state-level school administrators’ theory of change. Journal of Curriculum Studies. 10.1080/00220272.2016.1143530

Soini, T., Pietarinen, J. & Pyhältö, K. (2016). What if teachers learn in the classroom? Teacher Development, 20(3), DOI:10.1080/13664530.2016.1149511

Väisänen, S., Pietarinen, J., Pyhältö, K. Soini, T. & Toom, A. (2016). Social support as a contributor of student teachers’ experienced well-being. Research Papers in Education, http://dx.doi.org/10.1080/02671522.2015.1129643

2015

Pyhältö, K., Pietarinen, J. & Soini, T. (2015). When teaching gets tough. Improving Schools, 18(3) 263–276.

Soini, T., Pietarinen, J., Toom, A. & Pyhältö, K. (2015). What contributes to first year student teacher’s sense of professional agency in the classroom? Teachers and Teaching: Theory and Practice. DOI:10.1080/13540602.2015.1044326

Pyhältö, K. Pietarinen, K. & Soini, T. (2015). Teachers’ professional agency and learning – from adaption to active modification in the teacher community. Teachers and teaching: Theory and Practice. DOI:10.1080/13540602.2014.995483

Ahonen Elsi, Pyhältö Kirsi, Pietarinen Janne, Soini Tiina. (2015). Student teachers’ key learning experiences – mapping the steps for becoming a professional teacher. International Journal of Higher Education, 4(1), 151–165.

2014

Pietarinen, J., Pyhältö, K. & Soini, T. (2014). Student’s emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40-51.

Ahonen, E., Pyhältö, K. Pietarinen, J. Soini, T. (2014). Teachers’ professional beliefs about their and pupil’s roles in the school. Teacher Development. DOI: 10.1080/13664530.2014.900818

Pyhältö, K., Pietarinen, J. & Soini, T. (2014). Comprehensive school teachers’ professional agency in large-scale educational change. Journal of Educational Change. DOI 10.1007/s10833-013-9215-8.

Ulmanen, S., Soini, T., Pietarinen, J. & Pyhältö, K. (2014). Strategies for academic engagement perceived by Finnish sixth and eighth graders. Cambridge Journal of Education, 44(3), 425–443.

Soini, T., Pietarinen, J., Pyhältö, K. & Tirri, K. (2014). The education context: strategies for promoting well-being and ethically sustainable problem solving in teacher pupil interactions. In D. Jindal-Snape & E. Hannah (eds.) Exploring the dynamics of ethics in practice: Personal, professional and interprofessional dilemmas. Bristol: Policy Press.

2013

Pietarinen, J., Pyhältö, K., Soini, T. & Salmela-Aro, K. (2013) Reducing teacher burnout: A socio-contextual approach. Teaching and Teacher Education, 35, 62–72.

Soini, T., Pietarinen J. & Pyhältö, K. (2013). Design research approach in the large scale educational innovations. In Ian R. Haslam, Myint Swe Khine and Issa M. Saleh (Eds.) Large scale reform and social capital building: The professional development imperative. London and New York: Routledge.

Westling, SK., Pyhältö, K. Pietarinen, J. & Soini, T. (2013). How do ninth-graders perceive their involvement in the most meaningful episodes of their school career? International Journal of Educational Research.

Pietarinen, J., Pyhältö, K., Soini, T. & Salmela-Aro, K. (2013) Validity and Reliability of the Socio-Contextual Teacher Burnout Inventory (STBI). Psychology, 4 (1).

2012

Pyhältö, K., Soini, T. & Pietarinen, J. (2012). Do comprehensive school teachers perceive themselves as active agents in school reforms? Journal of Educational Change, 13 (1), 95 –116.

Soini, T., Pietarinen, J., Pyhältö, K., Westling, SK., Ahonen, E. & Järvinen, S. (2012). Mitä jos opettaja etääntyy työstään? Näkökulmia opettajan työhön kiinnittymiseen. Nuorisotutkimus, 30 (2), 5–20.

2011

Pyhältö, K., Soini, T. & Pietarinen, J. (2011). A systemic perspective on school reform – Principals’ and chief education officers’ perspectives on school development. Journal of Educational Administration, 49(1), 46–61.

Pyhältö, K., Ahonen, E., Pietarinen, J. & Soini, T. (2011). Comprehensive school teachers’ perceptions of the pupil’s role in the school community. M. A. Meyer & B. Hudson (Eds.) Beyond fragmentation: Didactics, learning and teaching. Barbara Budrich Publishers.

2010

Pyhältö, K., Soini, T., & Pietarinen, J. (2010). Pupils’ pedagogical well-being in comprehensive school – Significant positive and negative school experiences of Finnish nine graders’. European Journal of Psychology of Education, 24, 447–463.

Pyhältö, K., Pietarinen, J. Soini, T. & Westling S-K. (2010). Pedagogisen hyvinvoinnin aarteita ja sudenkuoppia peruskoulupolulla –Yhdeksäsluokkalaisten merkittävät positiiviset ja negatiiviset koulukokemukset. Teoksessa R. Rinne, J. Tähtinen, A.Jauhiainen & M. Broberg (toim.) Koulutuspolitiikan käytännöt kansallisessa ja kansainvälisessä kehyksessä. Kasvatusalan tutkimuksia 54. Jyväskylä: Suomen Kasvatustieteellinen Seura.

Pyhältö, K., Soini, T., Pietarinen, J. & Havu-Nuutinen S. (2010). Pedagogista hyvinvointia rakentamassa päiväkodin ja peruskoulun rajapinnalla. Teoksessa A. Kallioniemi, M. Ubani & J. Luodeslampi. (toim). Lapsen oikeus kokonaisvaltaiseen kasvuun ja uskontoon, 188–206, Helsinki: Lasten keskus.

Pietarinen, J., Pyhältö, K. & Soini, T. (2010). A Horizontal Approach to School Transitions: a Lesson Learned from the Finnish 15-year-olds. Cambridge Journal of Education, 40, 229–245.

Pietarinen, J. Soini, T. & Pyhältö, K. (2010). Learning and well-being in transitions – how to promote pupils’ active learning agency? D. Jindal-Snape (Ed.) Educational transition: Moving stories from around the world. (143-160) Routledge Education Francis & Taylor.

Soini, T., Pyhältö, K. & Pietarinen, J. (2010). Pedagogical well-being: Reflecting learning and well-being in teachers’ work. Teaching and teachers: theory and practice, 16, 735–751.

2009

Soini, T., Pyhältö, K., Pietarinen, J. Huusko, J. (2009). Rakenteet ja pedagogiikka koulun kehittämisessä – Vuoropuhelua vai kaksintaistelua? Hallinnon tutkimus, 28, (4) 27–42.

2008

Pyhältö, K., Pietarinen, J., Soini, T & Huusko, J. (2008). Luokan-, aineen ja erityisopettajat yhtenäisen perusopetuksen rakentajina. Kasvatus (3), 218–234.

Pietarinen, J., Soini, T. & Pyhältö, K. (2008). Pedagoginen hyvinvointi – uutta ja tuttua koulun arjessa. K. Lappalainen, M. Kuittinen & M. Meriläinen (toim.) Pedagoginen hyvinvointi. Suomen Kasvatustieteellisen seura. Kasvatus alan tutkimuksia, 53–74.

Soini, T., Pietarinen, J. & Pyhältö, K. (2008) Pedagoginen hyvinvointi peruskoulun opettajien työssä. Aikuiskasvatus (4), 245–257.

2007

Huusko, J. Pietarinen, J., Pyhältö, K & Soini, T. (2007). Yhtenäisyyttä rakentava peruskoulu. Yhtenäisen perusopetuksen ehdot ja mahdollisuudet. Kasvatusalan tutkimuksia 34. Turku: Suomen Kasvatustieteellinen seura.