Applied Gamification: Reframing Evaluation in Post-Secondary Classrooms     

Anastasia Kulpa 《College Teaching》2017,65(2):58-68

This piece reports on an early attempt at gamification (reframing post-secondary classrooms drawing on the structure of games). The attempt began in the 2011–2012 academic year and is structured to allow students substantial autonomy in determining which assignments, and how many of them, to complete over the course of the semester. Initial results show small increases in overall student achievement and suggest students may take greater risks in their learning in gamified classrooms. Themes in student responses to gamified classrooms are reported, challenges for both faculty and students in employing such an approach (e.g., pacing student work, confronting assumptions about the nature of academic work, and communicating the nature of the system) are discussed, along with strategies that can help address them.  相似文献   

Experiences and Perspectives of Greek Higher Education Students with Disabilities     

Anastasia Vlachou  Ioanna Papananou 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):206-221

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Two tools to facilitate pre-service teachers’ self-regulation during instructional planning     

Amy?L.?BaylorEmail author  Anastasia?Kitsantas  Haihong?Hu 《TechTrends》2003,47(2):45-49

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The impact of national educational policies on student achievement: a European study     

Leonidas Kyriakides  Maria P. Georgiou  Bert P. M. Creemers  Anastasia Panayiotou  David Reynolds 《School Effectiveness & School Improvement》2018,29(2):171-203

This paper investigates the impact of national policies for improving teaching and the school learning environment (SLE) on student achievement. In each participating country (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland, and Slovenia), a sample of at least 50 schools was drawn and tests in mathematics and science were administered to all Grade 4 students (N = 10,742) at the beginning and end of school year 2010–2011. National policies were measured through (a) content analysis of policy documents, (b) interviews with policymakers, and (c) head-teacher questionnaires. Multilevel analyses revealed that most aspects of national policies for teaching and SLE were associated with student achievement in each subject irrespective of the source of data used to measure them. Implications are, finally, drawn.  相似文献   

A Collective Self-Study to Improve Program Coherence of Clinical Experiences     

Anastasia P. Samaras  Toya Jones Frank  Monique Apollon Williams  Emily Christopher  William Harry Rodick III 《Studying Teacher Education》2016,12(2):170-187

Student feedback collected through program evaluation of secondary education licensure and Master’s program clinical experiences prompted us to conduct a collective self-study. We used a reflective framework for analysis and discussion of the shifts students in our courses made as they progressed from observers to practicing teachers. Along with our graduate students, we collected and shared data and analysis from two courses – an introductory mathematics course for pre-service teachers and a capstone self-study teacher research course for in-service teachers. Data included students’ reflective accounts of their clinical experiences, dialogue with peers in response memos and focus groups, and our meta-conversation about and interpretations of data captured in meeting notes, audio recordings of meetings, email exchanges, and video conferencing over a two-month period. Analysis resulted in reframed thinking about our teaching and implications for program coherence, including provision of meaningful participant observations in diverse settings, design of dialogic platforms for students to make connections, and support of a critical level of reflection to inform teacher professional practice. The results are informative to teacher educators and programs seeking to better understand their roles in designing dialogic spaces for students to think deeply about the connections of their courses to clinical experiences and in supporting ongoing teacher professional development. The study highlights the benefits of faculty collective self-studies and contributes to the literature on self-study for program development.  相似文献   

Defining Opportunity to Learn for English Language Learners: Linguistic and Cultural Dimensions of ELLs' Instructional Contexts     

Zenaida Aguirre-Muñoz  Anastasia A. Amabisca 《Journal of Education for Students Placed at Risk》2013,18(3):259-278

Past research demonstrates the critical role of the context of learning in the achievement of students. This body of work justifies research and development of more contextualized opportunity to learn (OTL) models. We expound on an OTL framework that represents contextual features that can enrich or constrain opportunities for English language learners (ELLs). Specifically, we aim to broaden the conception of OTL beyond exposure to content and begin to define the types of affordances ELLs should be provided to achieve content standards. A central argument is the integration of academic language instruction as an OTL component for examining ELL achievement.  相似文献   

Combined in situ micro-XRF,LIBS and SEM-EDS analysis of base metal and corrosion products for Islamic copper alloyed artefacts from Umm Qais museum,Jordan     

Abeer Arafat  Maram Na’es  Vicky Kantarelou  Naseem Haddad  Anastasia Giakoumaki  Vasilike Argyropoulos  Demetrios Anglos  Andreas-Germanos Karydas 《Journal of Cultural Heritage》2013,14(3):261-269

Selected copper alloy artefacts from the collection of the Umm Qais museum at Irbid, Jordan, were studied by SEM-EDS analysis, while in situ analyses were performed by means of portable μ-XRF and LIBS spectrometers. Analysis and characterization of base metal and corrosion products of the copper alloyed artefacts were performed in relation to the environmental conditions of the display and as part of the overall assessment of the museum environment. Findings of this study are directed towards guiding a preventive conservation strategy for the copper alloyed artefacts at the Umm Qais museum.  相似文献   

Early childhood teachers' understanding of inclusive education and associated practices: reflections from Greece     

Aristea Fyssa  Anastasia Vlachou  Elias Avramidis 《International Journal of Early Years Education》2014,22(2):223-237

This paper focuses on Greek regular and special preschool teachers' understanding of inclusion; their views about the engagement of children with disabilities in typical day routines/activities; and their preferred strategies for facilitating children's engagement in classroom activities. Data were gathered through semi-structured interviews with 77 teachers (45 regular and 32 special educators) drawn from 47 preschool mainstream settings in Greece. The analysis revealed that teachers hold conflicting and restrictive beliefs about inclusive education. Further, the teachers' accounts indicated that most of the children with disabilities were experiencing significant difficulties in their engagement during free-play as well as structured/semi-structured activities. Lastly, teachers identified a range of strategies that they deployed for promoting children's involvement in classroom activities. The paper concludes by highlighting the need to shift away from a narrow individualistic-deficit assumption of disability towards a socio-constructivist conceptualisation of ‘diversity’ and the establishment of genuinely inclusive school cultures.  相似文献   

Disabling discourses and human rights law: a case study based on the implementation of the UN Convention on the Rights of People with Disabilities     

Anastasia Liasidou 《Discourse: Studies in the Cultural Politics of Education》2016,37(1):149-162

This article examines the symbolic power of language to construct and convey disabling discourses, albeit ample rhetoric, on the need to reinstate and safeguard disabled people's human rights and entitlements. The role of language and its discursive ramifications need to be explored and problematized in the light of legal mandates and antidiscrimination legislation to abolish stigmatizing and exclusionary regimes on the grounds of disability. Such a critical engagement necessitates a reflective knowledge and constant interrogation of the ways in which language is implicated in power interplays to construct meanings and to legitimize/conceal existing power inequities. The article uses critical discourse analysis in order to discuss the role of language in the construction, sustenance, and dissemination of disabling discourses, taking as an example the First Report of Cyprus on the Implementation of the UN Convention on the Rights of People with Disabilities.  相似文献   

Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning   总被引：2，自引：0，他引：2  

Nada Dabbagh  Anastasia Kitsantas 《The Internet and Higher Education》2012,15(1):3-8

A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection between PLE, social media, and self-regulated learning, and (c) provide a three-level pedagogical framework for using social media to create PLEs that support student self-regulated learning. Implications for future research in this area are provided.  相似文献