This page includes an updated list of all the publications produced by our research group and partners in collaboration.


Health and healthy life styles are something that we all would like to induce in our youths and children. This book provides a new perspective for health education. It represents Finnish ideas and solutions of health education and provides analyses of health promotion. In today’s world, health education is expected to offer holistic information and increase understanding about the communal and environmental health issues along with individual choices and concern over fellow humans. This book presents a multidimensional analysis starting from the history of health education to the most current innovative health concepts. The book also includes hands-on examples of health promotion at various education levels.

Further information and orders: Click here.



How to study childhood? What is child research like? And what makes it so special? Adjunct professor Satu Uusiautti and Professor Kaarina Määttä’s new international book How to Study Children? Methodological Solutions of Childhood Research introduces educational-psychological child research.

The purpose of the book is to analyze the essence of childhood and ethical demands of child research. The book introduces the core methods of child research in the light of example studies.

Narrative research, phenomenographic approach, and discourse analysis focus on children’s talk and descriptions. Articles in which children describe ideal fathers, learning to read, or peace to learn exemplify these methods.

When studying children’s action, action research or ethnographic research can be suitable methodological approaches. This book introduces for example a teacher-researcher’s action in the classroom together with children or student teachers, and the nature of play among children with autism. An ethnographic research at primary education brought out ten theses of the joy of learning.

The book leans on a child-centered ideology as it considers children as active and capable research partners.

The editors of the book represent educational psychological research at the Faculty of Education, University of Lapland. The book is compiled of peer-reviewed scientific articles written by authors who have graduated from the University of Lapland—most of them as doctors. The book is in English and contains 305 pages.

The book presents child research in a practical manner. The purpose of the book is to serve students at Master’s and post-graduate studies at different faculties, but especially those working with anthropology. The example studies selected in the book are hoped to be an inspiration to educators, students, and researchers in the fields of child research.

Lapland University Press published the book.

Sales: Lapland University Press



 Doctor Pigga Keskitalo, Professor Kaarina Määttä, and Doctor Satu Uusiautti have published a book about Sámi education and its special features in English. They discuss Sámi pedagogy, and the development and challenges of Sámi education based on their research collaboration.   Find more information about the book at:

Background of the Book

Indigenous peoples’ education has aroused wide international interest. This new book is aimed at international audience and contributes to the research on indigenous and multicultural education and their special features by introducing the educational position and developmental challenges of teaching among the Sámi, the only indigenous people of the European Union. How to secure educational equality of indigenous students and those speaking minority languages? How to organize teaching so that it strengthens and ensures the future of the Sámi language and culture? How to communally support teachers’, educators’, and teacher educators’ work in the multicultural situations of the North? These are among those questions Keskitalo, Määttä, and Uusiautti discuss in their book. During the last few years, they have collaborated and published numerous research articles about Sámi pedagogy.

Content of the Book

The book is divided into five main chapters. The first chapter introduces the history of Sámi education. It has been burdened with colonization and otherness, and the purpose has been to assimilate the Sámi culturally and linguistically into the mainstream culture. In addition, the book introduces Sámi research and methods, especially ethical questions of school research. The essential contents of the book are also the cultural and linguistic special features of Sámi education, and teaching models that are based on these premises. Moreover, tools for changing and developing teaching are covered in the book. The authors bring out how the Sámi language can form the core of teaching, as educational development from this point of view still seems to be in its infancy in Finland. The fifth chapter discusses the model of the future Sámi education – a dream school that corresponds to experts’ and professionals’ perceptions of the recognized position of multicultural Sámi education.

Significance of the Book

Keskitalo, Määttä, and Uusiautti’s book “Sámi Education” is a national and international pioneering work. It contributes to the development of the current school in a way that appreciates Sámi pedagogy also in practical educational solutions all the way from early education to adult education. Authors want to start discussing about the position of Sámi pupils and Sámi education, have influence on educational decision making, strengthen the research on Sámi pedagogy, and further active listening of the active providers of Sámi education. The collaboration of organizers, developers, researchers, and decision-makers of education has to be improved in Finland: it is especially topical now when the new reform of core curriculum is prepared in 2016.

This book is aimed for everyone interested in indigenous education.

“Sami Education” is published by Peter Lang.

Further information:

1st amanuensis, Dr. Pigga Keskitalo, Sámi allaskuvla – Sámi University College tel. + 358 40 419 7175, pigga.keskitalo [at]

Professor Kaarina Määttä, University of Lapland, tel. +358 400 696 480. Kaarina.Maatta [at]

Specialist, Dr. Satu Uusiautti, University of Lapland, tel. +358 40 484 4167; satu [at]


New book from Kaarina Määttä and Satu Uusiautti (2013): Many Faces of Love, published by Sense Publishers, Rotterdam. Click here for further information

Professori Kaarina Määttä’s and specialist Satu Uusiautti’s new book Many Faces of Love provides plenty of information about a human being as a loving creature.

Many Faces of Love goes down into the ever-fascinating romantic love and along with it, into many other forms of love. Among the themes covered in the book, the authors discuss what kinds of opportunities of promoting and developing human well-being love offers. The theme is widely studied internationally, and this book brings together research results around the phenomenon.
The book consists of four main themes. The first one focuses on the phases of romantic love from the first fascination of falling in love all the way to the mature love in senior age. The second chapter analyzes love and education: what is parental love, what does pedagogical love contribute to a teacher’s work, and how to strengthen the ability to love. The third chapter views love in relation to its neighboring phenomena: what is similar to love and friendship, creativity, or success at work, and how could love for work enhance well-being? The fourth chapter introduces the dark sides of love, such as morbid love, love addictions, and the pain of a divorce.

The book is suitable for research and teaching purposes. It functions as a text book in psychology, educational sciences, social work, and health sciences, and in other human sciences. In addition, the authors wish that the book will ignite new scientific research and encourage especially Finnish researchers to seize international research on the phenomenon. The Northern Lights in the cover of the book symbolize the multiformity of the phenomenon and the University of Lapland as an inspiring and encouraging research environment.

The book is a part of the strategic lead project of the University of Lapland: Love-based Leadership – An Interdisciplinary Approach. Professor Määttä is the scientific leader of the project and Dr. Uusiautti the post-doc researcher/coordinator.

The book has 246 pages. It contains a 37-page-long reference list. The publisher of the book, Sense Publishers, has its main offices in Rotterdam, Holland, and in Boston, USA.

Background of the research

The publication is a result of a long-term and wide-span research work. Prof. Kaarina Määttä started researching love at the University of Lapland at the beginning of the 1990s. After having published several scientific publications and text books on this research theme, Kaarina Määttä expanded her research into international fields through research collaboration with Dr. Satu Uusiautti. Uusiautti graduated as the doctor of education (PhD) from the University of Lapland in 2008 and has researched especially love ofr work and the connection between love and human well-being since her graduation.

By the time of the publication of this book, the authors have published altogether 41 articles about love and presented their research results in numerous international conferences. Moreover, both of them are active members of editorial boards in several international peer-reviewed journals. In addition, they are members of an international Love Research Network.

Further information about the book and orders:
Contact information:
Professor, vice-chancellor Kaarina Määttä
Tel. +358 400 696 480
Specialist Satu Uusiautti
Tel. +358 40 484 4167

Publications in peer-reviewed, scientific journals:

FitzSimmons, R., & Uusiautti, S. (2013). Critical Revolutionary Pedagogy Spiced by Pedagogical Love. Journal for Critical Education Policy Studies, 11(3), 230-243.

FitzSimmons, R., Uusiautti, S.,  & Suoranta, J. (2013). An action-oriented critical pedagogical theory. Journal of Studies in Education, 3(2), 21-35.

Happo, I. & Määttä, K. (2011). Expertise of early childhood educators.  International Education Studies, 4 (3), 91-99.

Happo, I., Määttä, K., & Uusiautti, S. (2012). Experts or Good Educators – or Both? The Development of Early Childhood Educators’ Expertise in Finland. Early Child Development and Care, 182(3-4),

Happo, I., Määttä, K., & Uusiautti, S. (2012). How do Early Childhood Education Teachers Perceive Their Expertise? A Qualitative Study of Child Care Providers in Lapland, Finland. Early Childhood Education Journal, iFirst.

Heikkilä, V., Uusiautti, S., & Määttä, K. (2012). Teacher students’ school memories as a part of the development of their professional identity. Journal of Studies in Education, 2(2), 215-229.

Hietanen, R., Määttä, K., & Uusiautti, S. (2013). ‘Virtuoso ideal daddy’: Finnish children’s perceptions of good fatherhood. Early Child Development and Care, onlineFirst.

Hoisko, S., Uusiautti, S., & Määttä, K. (2012). How to overcome bullying at school? – The adult survivors’ perspective. International Journal of Academic Research in Business and Social Sciences, 2(11), 58-72.

Huhtala, E., Uusiautti, S., & Määttä, K. (2012). See-sawing between work and home. Shift-working mothers’ perceptions on work/family balance. International Journal of Research Studies in Education, 1(2), 31-42.

Hyry-Honka, O., & Määttä, K. (2011). Health capital in the opinions of the young in a school community in Finland. International Review of Social Sciences and Humanities, 2(1), 134-151.

Hyry-Honka, O., Määttä, K., & Uusiautti, S. (2012). The role of health capital in      health promotion. International      Journal of Health Promotion and Education, 1-10.

Junttila, M., Lassila, L., Määttä, K., & Uusiautti, S. (2013). Narratives about immigrant children learning to read in the Finnish language. Journal of Research in Social Sciences, 1(2), 12-32.

Kangas, S., Määttä, K., & Uusiautti, S. (2012). Alone and in a group: ethnographic research on autistic children’s play. International Journal of Play, 1(1), 37-50.

Karjalainen, S., Nyrhilä, A.-M., Määttä, K., & Uusiautti,
S. (2013). Going to school with narcolepsy – perceptions of families and teachers of children with narcolepsy. Early Child Development
and Care
, iFirst 14 Aug 2013.

Keskitalo, P. & Määttä, K. (2011). Sámegielat álgooahpahusa gielalaš iešvuođat [Linguistic features in Sami instruction at first grades]. Sámi dieđalaš áigečála, 1, 67-95.

Keskitalo, P. & Määttä, K. (2011). The basics of Sámi Pedagogy / Saamelaispedagogiikan perusteet. Rovaniemi: Lapin yliopistokustannus.

Keskitalo, P., & Määttä, K. (2011). How do the Sámi culture and school culture converge—or do they? The Australian Journal of Indigenous Education, 40, 112-119.

Keskitalo, P., & Määttä, K. (2012). The linguistic special features of the Sámi education.Indian Journal of Applied Linguistic, 37(2), 5-26.

Keskitalo, P., Määttä, K., & Uusiautti, S. (2011). Toward the practical framework of Sámi education. British Journal of Educational Research, 1 (2), 84-106.

Keskitalo, P., Määttä, K. & Uusiautti, S. (2011). The prospects of ethnography at the Sámi school. Journal of Studies in Education, 1(1).

Keskitalo, P., Määttä, K., & Uusiautti, S. (2011). How to develop indigenous peoples’ education? Issues and solutions of Sámi education.  Problems of Education in the 21st Century, 34(34), 34-49.

Keskitalo, P., Uusiautti, S., & Määttä, K. (2012). In the name of cultural sensitivity – A view on Sámi language teaching. Academic Journal of Social Sciences, 1(1), 1-9.

Keskitalo, P., Määttä, K., & Uusiautti, S. (2012). Perspectives on Sámi      School Research. International Journal of Education, 4(4), 267-283.

Keskitalo, P., Määttä, K., & Uusiautti, S. (2012). Re-thinking Sámi education. Linguistics, Culture & Education, 1(1), 12-41.

Keskitalo, P., Määttä, K., & Uusiautti, S. (2012). Sámi education in Finland. Early Child Development and Care, 182(3-4), 329-343.

Keskitalo, P., Määttä, K., & Uusiautti, S. (2013). Saamelaispedagogiikan aika. Yhteiskuntapolitiikka, 78(1), 99-104.

Kiiski, J., Määttä, K., & Uusiautti, S. (2013). “For better and for worse, or until…”: On divorce and guilt. Journal of Divorce & Remarriage, 54(7),

Kilpimaa, M., Määttä, K., & Uusiautti, S. (2012). What is the future of village schools? A case study on the life cycle of a school in Northern Finland. Review of European Studies, 4(1), 125-137.

Koskela, T., Määttä, K., & Uusiautti, S. (2012). Pupil welfare in Finnish schools – communal or falling apart? Early Child Development and Care, iFirst.

Kyrönlampi-Kylmänen, T. &  Määttä, K. (2011). Using children as research subjects: How to interview a child ages 5 to 7. Educational Research and Reviews, 6 (1), 87-93.äättä.pdf

Kyrönlampi-Kylmänen, T. & Määttä K. (2011). What do the children really think about a day-care centre – The 5 to 7-years-old Finnish children speak out. Early Child Development and Care, 182 (5), 505-520.

Kyrönlampi-Kylmänen, T. & Määttä K. (2011). What is it like to be at home – The experiences of  5 to 7-year old Finnish children. Early Child Development and Care, 182 (1), 71-86

Kyrönlampi-Kylmänen, T. & Määttä, K. (2012). Children’s and Parent’s experiences on everay life and home/work balance in Finland. International Journal of Child, Youth and Family studies, 3 (19), 46-64.

Kyrö-Ämmälä, O. & Määttä, K. (2011). Towards practical framework of remediation of cognitive skills at primary level. World Journal of Education, 1 (1), 28-39.

Lakkala, I.-K., Määttä, K., Uusiautti, S. (2013). Boarding schools as means to educate children from remote districts in Finland: A micro-historical study of the operation of
the student hall of  residence in Sodankylä, 1943–1972. History of
Education and Children’s Literature, 8
(1), 597-618.

Lakkala, S. & Määttä, K. (2011). Towards a theoretical model of inclusive teaching strategies – An action research in an inclusive elementary class. Global Journal of Human Social Science,  1  (8),  31-40.

Maijala, E.-L., Uusiautti, S., & Määttä, K. (2012). Grandparental love: a challenge or richness?, Early Child Development and Care,

Mikkola, M., Salonen, R., Määttä, K., & Uusiautti, S. (2013). Workplace romances on the example of partner selection among teacher-couples – Student teachers’ perceptions. Journal of Social Science Studies, 1(1), 1-16.

Mäensivu, K., Uusiautti, S. & Määttä, K. (2012). Special Needs Assistants – The special characteristic and strength of the School System of Finland. European Journal of Educational Research, 1(1), 23-36.

Määttä, K. (2010). How to learn to guide the young to love. Educational Sciences and Psychology, 2 (17), 47-53.

Määttä, K. (2011). Opettajatuutori yliopisto-opiskelun tukena. Rovaniemi: Lapin yliopisto.

Määttä, K. (2011). The dissertation process described by doctoral students in Finland. E-International Journal of Educational Research, 2 (1), 66-80.

Määttä, K. (2011). The fascination of love never fades – How do the elderly describe their experiences of falling in love? International Review of Social Sciences and Humanities, 2 (1).

Määttä, K. (2011). The sweet poison of love in adolescence and early adulthood. Elixir Pscyhology, 37, 3836-3843.

Määttä, K. (2011). The throes and relief of divorce. Journal of Divorce and Remarriage, 52 (6), 1-20. doi: 10.1080/10502556.2011.592425.

Määttä, K. (Ed.) (2012). Obsessed with the Doctoral Theses. What is the Supervision and Support Doctorates Tell to Need in the Phases of Dissertation Process? Rotterdam: Sense Publishers.

Määttä, K. (2012). The pedagogy of supervising doctoral theses. In K. Määttä (ed.), Obsessed with Docotral Theses (pp. 143-160). Rotterdam: Sense Publishers.

Määttä, K. (2012). The unspoken personal matter of the doctoral thesis. In K. Määttä (ed.), Obsessed with Docotral Theses (pp. ix-xi). Rotterdam: Sense Publishers.

Määttä, K. & Paksuniemi, M. (2011). At the roots of the pedagogy of Finnish teacher training – Practicum as a core of teacher training in teacher college in Tornio in the 1920s.  International Journal of Educational Administration and Policy Studies, 3 (8), 121-128.äättä%20and%20Paksuniemi.pdf

Määttä, K. & Uusiautti, S. (2011). How to enhance the smoothness of university students’ study paths? International Journal of Research Studies in Education, 1(1), 47-60.

Määttä, K., & Uusiautti, S. (2011). Love and Creativity-Paradoxal but Important Human Virtues. International Journal of Psychological Studies, 3(2), 266-275.

Määttä, K. & Uusiautti, S. (2011). Love and play: Are they the same? Current Research Journal of Social Sciences, 3 (6), 471-476.

Määttä, K. & Uusiautti, S. (2011). Pedagogical love and good teacherhood. in Education, 17(2).

Kaarina Määttä & Satu Uusiautti (2012): Changing Identities: Finnish Divorcees’ Perceptions of a New Marriage. Journal of Divorce & Remarriage, 53(7),

Määttä, K., & Uusiautti, S. (2012). Editorial: How Do the Finnish Family Policy and Early Education System Support the Well-Being, Happiness, and Success of Families and Children? Early Child Development and Care, 182(3-4), 291-298.

Määttä, K., & Uusiautti, S. (2012). How to Learn to Enjoy Sexuality – The Resources of Human Sexuality. Advances in Psychology Studies, 1(1), 8-13.

Määttä, K., & Uusiautti, S. (2012). How to raise children to be good people? Analytic Teaching and Philosophical Praxis, 33(1), 83-91.

Määttä, K. & Uusiautti, S. (2012). Love does not retire – not even after a half century of marriage. Journal of Educational and Social Research, 2(1), 23-39.

Määttä, K. & Uusiautti, S. (2012). Mission impossible? A scientific comparison between the overlapping and diverging phenomena of friendship and love. International Journal of Asian Social Sciences, 2 (4), 530-543.

Määttä, K., & Uusiautti, S. (2012). Parental love –Irreplaceable for children’s well-being. Global Journal of Human Social Sciences, 12(10), 1-8.

Määttä, K. & Uusiautti, S. (2012). The four-leaf clover of human resources. Research Journal in Organizational Psychology & Educational Studies, 1(1), 37-42.

Määttä,  K. & Uusiautti, S. (2012). Pedagogical authority and pedagogical love – connected or incompatible?  International Journal of Whole Schooling, 8(1), 21-39.

Määttä, K. & Uusiautti, S. (2012). Pedagoginen auktoriteetti ja pedagoginen rakkaus – Yhdessä vai vastakkain? International Journal of Whole Schooling, 8(1), 21-39.

Määttä, K. & Uusiautti, S. (2012). Seven Rules on Having a Happy Marriage Along with Work. The Family Journal iFirst.

Määttä, K., & Uusiautti, S. (2012). Who is the one? The difficulty in selecting the partner. International Review of Business and Social Sciences, 1(6),  67-88.

Määttä, K., & Uusiautti, S. (2013). Silence is not golden: review of studies of couple interaction. Communication Studies, 64(1), 33-48.

Määttä, K., & Uusiautti, S. (2013). The framework of teacherhood in art education. World Journal of  Education, 3(2), 38-49.

Määttä, M., Uusiautti, S., & Määttä,  K. (2012). An intimate relationship in the shadow of narcissism: What is it like to live with a narcissistic spouse? International Journal of Research Studies in Psychology, 1(1), 37-50.

Oinas, O. & Määttä, K. (2011), Emerging adulthood in the historical life-story of Finnish writer Arvi Järventaus in Lapland. Review of European Studies, 3(1), 35-42.

Paldanius, A. & Määttä, K. (2011). What are students’ views of (loving) caring in nursing education in Finland? International Journal of Caring Sciences, 4 (2), 81-89.

Paloste, A., Uusiautti, S., & Määttä, K. (2011). Through education and work experience toward professional competence – A phenomenographic study on some Finnish nurses’ and midwives’ perceptions. Journal of Studies in Education 1(1), 1-12.

Peltokorpi, E.-L. & Määttä, K. (2010).The pupils’ emotional coping in the mathematics lessons in the primary school. Cypriot Journal of Educational Sciences, 5 (4), 282-295.

Peltokorpi, E.-L. & Määttä, K.  (2011). How does the pupils’ emotinal coping develop within learning situations during primary school years? Europe´s Journal of Psychology, 7 (2), 295-322.’-emotional-coping-develop-within-learning-situations.pdf

Peltokorpi, E.-L., Määttä, K., & Uusiautti, S. (2011). Children as teacher-researcher´s research partners – Action research in the classroom. British Journal of Educational Research, 1 (1), 18-35.

Peltokorpi, E.-L., Määttä, K., & Uusiautti, S. (2011). When a child’s emotional coping fails. Problems of Education in the 21st Century, 36, 37-50.

Peltokorpi, E.-L., Määttä, K., & Uusiautti, S. (2012). How to ensure ethicality of action research in the classroom? World Journal of Education, 2(3), 32-42.

Piippo-Näätänen, K., Uusiautti, S., & Määttä, K. (2012). Parents’  Perceptions of Multiprofessional Collaboration during Their Children’s with Special Needs Transition to School in Finland. International Journal of  Academic Research in Progressive Education and Development, 1(4), 295-308.

Purtilo-Nieminen, S. & Määttä, K. (2011). Admission to university – Narratives of Finnish Open University students. International Journal of Continuing Education and Lifelong Learning, 3 (2), 43-55.

Rantala, T., &  Määttä, K. (2011). Ten thesis of the joy of learning at primary schools. Early Child Development and Care, iFirst. doi: 10.1090/03004430.2010.545124.

Rask, M., Määttä, K., & Uusiautti, S. (2013). The challenges of health education: Finnish students’ perceptions of how to cherish health. Problems of Education in the 21st Century, 51(51), 91-103.

Salmela, M., & Uusiautti, S. (2013). Finnish straight-A graduates’ perceptions of the smoothness of their study paths. Journal of Studies in Education, 3(4), 21-41.

Sarivaara, E., Uusiautti, S., & Määttä, K. (2013). Critical Sámi research as the means of finding ways of seeing. International Journal of Social Science Research, 2(1), 1-18.

Sarivaara, E., Uusiautti, S., & Määttä, K. (2013). How to revitalize an indigenous language? Adults’ experiences of the revitalization of the Sámi language. Cross-Cultural Communication, 9(1), 13-21.

Sarivaara, E., Uusiautti, S., & Määttä, K. (2013). The Position and Identification of the Non-Status Sámi in the Marginal of Indigeneity. Global Journal of Human and
Social Sciences, 13
(1), 23-33.

Sarivaara, E. & Uusiautti, S. (2013). Taking care of the ancestral language: the language revitalization of Non-Status Sámi in Finnish Sápmi. International Journal of Critical Indigenous Studies, 6(1), 1-16.

Saurén, K.-M., & Määttä, K. (2011). Leaning web-tool to convivial sociaty.
Ethos: Dialogues in Philopshy and Social Sciences, 4 (2), 1-13.

Saurén, K.-M. & Määttä, K. (2011). New educational society – The Illich´s
Utophy. Revista Pulso, 34,  11-42.

Saurén, K.-M., & MÄättä, K. (2013). The Ritualization of Progress—the Schooled Imagination. Journal for Critical Education Policy Studies, 11(3), 326-337.

Savukoski, M., Määttä, K., & Uusiautti, S. (2011). The Other Side of Well-being-What Makes a Young Woman become an Anorectic? International Journal of Psychological Studies, 3(2), 76-86.

Savukoski, M., Määttä, K., & Uusiautti, S. (2012). Back to Life: How to Use Positive Psychology to Beat Anorexia. International Research Studies in Psychology, 1(2), 39-51.

Savukoski, M., Uusiautti, S., & Määttä, K. (2012). Ex-anorectics’ Perceptions on Treatments: Less Weighing, More Talking. Addictive Disorders & Their Treatment, in press.

Savukoski, M., Uusiautti, S., & Määttä, K. (2012). From fear of eating to appetite for life: food and eating in anorectic mind. International Journal of Adolescent and Youth, iFirst.

Sipilä, A.-K. & Määttä, K. (2011). Can facilitated communication method support autistic people according to the facilitators’ opinions? Psychology of Language and Communication, 15 (1), 1-26. doi: 10.2478/v10057-011-0001-5.

Sipilä, A.-K., Uusiautti, S., & Määttä, K. (2013). The significance of physical aid in facilitated communication according to the facilitators’ opinions. International journal of Science Commerce and Humanities, 1(2), 116-129.

Tervonen, K., Uusiautti, S., & Määttä, K. (2013). Transitions in school life – teachers’ experiences of pupil’s middle-of-the-school-year transitions. International Journal of Academic Research in Business and Social Sciences, 3(5), 570-582.

Turunen, T., &  Määttä, K.  (2012). What constitutes the pre-school curricula? Discourses of core curricula for pre-school education in Finland in 1972-2000. European Early Childhood Education Research Journal, 20 (2), 205-215.

Turunen, T., Määttä, K., & Uusiautti, S. (2012). Forty Years of
Finnish Pre-school Education: The Development of Practices and Curricula
between 1966 and 2001. Curriculum Journal, iFirst.  

Turunen, T., Uusiautti, S., & Määttä, K. (2013). Changing voices in early years curricula. An example from Finnish pre-school education, Early Child Development and Care,

Uusiautti, S. (2012). Going with the research flow from master’s thesis to doctoral thesis and beyond. In K. Määttä (ed.), Obsessed with Docotral Theses (pp. 161-168). Rotterdam: Sense Publishers.

Uusiautti, S. (2013). An action-oriented perspective on caring leadership: a qualitative study of higher education administrators’ positive leadership experiences. International Journal of Leadership in Education: Theory and Practice, online firts 6 March 2013.

Uusiautti, S. (2013). On the positive connection between success and happiness. International Journal of Research Studies in Psychology, 3(1), 1-11.

Uusiautti, S. & Määttä, K. (2011). Love for work as the way towards well-being. Global Journal of Human Social Science, 11(9), 63-68.

Uusiautti, S. & Määttä, K. (2011). The ability to love – a virtue-based approach. British Journal of Educational Research, 2 (1), 1-19.

Uusiautti, S. & Määttä, K. (2011). The process of becoming a top worker. International Education Studies, 4(4), 69-79.

Uusiautti, S. & Määttä, K. (2011). Top workers virtues and strengths. GJES: Education Sciences and Psychology, 2(19), 46-56.

Uusiautti, S. & Määttä, K. (2011). What kind of employees become awarded of the Year in Finland? Enterprise and Work Innovation Studies, 6, 53-73.

Uusiautti, S. & Määttä, K. (2012). Can teachers teach children how to be moral? British Journal of Education, Society & Behavioural Science, 2(3), 260-270.

Uusiautti, S. & Määttä, K. (2012). The successful combination of work and family in Finland: The ability to compromise as the key factor. Journal of Comparative Family Studies, 43(2), 151-163.

Uusiautti,      S., &      Määttä, K. (2013). Does success at work produce well-being and happiness      or vice versa? The International  Journal of Interdisciplinary Organizational Studies, 7(3), 11-25.

Uusiautti,      S., &      Määttä, K. (2013). Brisk attitude and optimism – Top workers’ childhood      experiences forming the basis of success at work. European Journal of Educational Research, 2(2), 69-82.

Uusiautti, S., & Määttä, K. (2013). Dimensions of child research – a review. Journal of Research in Social Sciences, 1(2), 91-112.

Uusiautti, S., & Määttä, K. (2013). Good teachers and good teacher educators: a glance at the current teacher education in Finland. Asian Journal of Education and e-Learning, 1(1), 1-6.

Uusiautti, S., & Määttä, K. (2013). How to train good teachers in Finnish universities? Student teachers’ study process and teacher educators’ role in it. European Journal of Educational Research, 1(4), 339-352.

Uusiautti,      S., &  Määttä, K. (2013). How to promote the healthy development of human  resources in children and youngsters? European Journal of Academic Research, 1(5), 212-221.

Uusiautti, S., & Määttä, K. (2013). Love-based leadership in early childhood education. The Journal of Education Culture and Society, 1/2013, 109-120.

Uusiautti, S., &  Määttä, K. (2013). Significant trends in the development of Finnish      teacher training education programs (1860-2010). Education Policy Analysis Archives, 21(59):

Uusiautti, S., & Määttä, K. (2013). Enhancing university students’ study success      through caring leadership. The European Scientific Journal, Special Edition 2/2013.

Uusiautti, S., Määttä, K., & Määttä, M. (2013). Love-based practice in education. In M. A. Villas-Boas, R. Marques, & P. Silva (Eds.), Families, schools, and communities: new trends for a future with equity (pp. 309-330). Porto:  Caminhos Romanos.

Uusiautti, S., Paksuniemi, M., & Määttä, K. (2013). Elementary Education and Children’s Lives during The Second World War in Finland. Journal of Studies in Education, 3(1), 84-102.

Uusiautti, S., Syväjärvi, A., Stenvall, J., Perttula, J., & Määttä, K. (2012). “It’s More Like a Growth Process than a Bunch of Answers” University Leaders Describe Themselves as Leaders. Procedia – Social and Behavioral Sciences, 69, 828-837.

Vaarala,      M., Uusiautti, S., & Määttä, K. (2013). College students’ experiences of and coping with loneliness – possibilities of peer support. International Journal of Research Studies in Education, 2(4), 13-28.

Ylitapio-Mäntylä, O., Uusiautti, S., & Määttä, K. (2012). Critical viewpoint to early childhood education teachers’ well-being at work. International Journal of Human Sciences, 9(1), 458-483.



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