The impact of the instructional planning self-reflective tool on preservice teacher performance, disposition, and self-efficacy beliefs regarding systematic instructional planning   总被引：1，自引：0，他引：1  

Anastasia Kitsantas  Amy Baylor 《Educational technology research and development : ETR & D》2001,49(4):97-106

This study investigated the impact of a self-regulatory tool, the Instructional Planning Self-Reflective Tool (IPSRT), on preservice teachers' performance, disposition, and self-efficacy beliefs regarding systematic instructional planning. Participants enrolled in an introductory educational technology course were taught how to develop an instructional plan as part of the course. An experimental group was provided with instruction on how to use the IPSRT while engaging in instructional planning. Results indicated that the experimental group demonstrated greater skill acquisition, showed more positive disposition, and reported higher perceived instrumentality of instructional planning. In terms of self-efficacy, no significant differences were found between the two groups. However, further analyses revealed that participants who were initially high in self-efficacy reported significantly lower self-efficacy following the tool intervention; in contrast, participants initially low in self-efficacy showed significantly higher self-efficacy following the tool intervention. Findings are discussed from a social-cognitive perspective.  相似文献   

Collaborating Through Movement Across Disciplines and Schools     

Anastasia P. Samaras  Sue A. Straits  Suzzane S. Patrick 《Teaching Education》2013,24(2):11-20

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Read on—Fantasy Fiction: Reading Lists for Every Taste and Read On—Horror Fiction     

Anastasia Diamond-Ortiz 《资料收集管理》2013,38(4):319-320

The effect of the Copyright Revision Act on a large academic Reserve Rending Room's service to users, budget expenditures, and office procedures is described. How the library dealt with the key areas of "fair use" and the "spirit and intent" of the Law are discussed. Some solutions, such as purchasing back issues, reprints or additional copies of books, and more fully taking advantage of the Universal Serials and Book Exchange, are discussed. Issues regarding the Copyright Law and Reserve Rooms that need resolution are suggested.  相似文献   

Critical discourse analysis and inclusive educational policies: the power to exclude     

Anastasia Liasidou 《教育政策杂志》2013,28(5):483-500

The legislative shift towards an inclusive education policy in Cyprus has allegedly been fragmented and contradictory. The textual hybridity of the ostensibly more inclusive policy documents prevents the realization of an inclusive discourse. Critical discourse analysis (CDA) is proposed as an emancipatory research tool that has the potential to destabilize the authoritarian discourses entrenched in educational policy agendas, thereby facilitating the linguistic and, by implication, conceptual reinstatement of inclusion as a notion that unequivocally advocates the protection of the human rights of children with special educational needs (SEN). In the first section, the article concentrates on the theoretical perspectives of CDA within the context of inclusive education policymaking. For illustration purposes, CDA is used here to expose the power/knowledge grid and its subjugating attributes, enshrined in two official legislative documents. The aim is to answer the following questions: (1) In what ways does the legislative document construct and sustain asymmetrical power relations? (2) In what ways are children with SEN constructed and positioned? and (3) In what ways are children’s human rights silenced? The next section is given over to the criticisms of CDA, whilst the final section raises some issues and identifies some problems in relation to the value of CDA as an emancipatory research tool.  相似文献   

Individual differences in feelings of difficulty: The case of school mathematics     

Anastasia Efklides  Maria Papadaki  Georgia Papantoniou  Gregoris Kiosseoglou 《European Journal of Psychology of Education - EJPE》1998,13(2):207-226

Feelings of difficulty, or subjective estimation of task difficulty, are on-line metacognitive experiences, which arise as response to the difficulty of the tasks processed by the person. They are related to performance, but little is known about their nature and the factors that influence them. This study aimed to delimit the possible individual differences effects on feelings of difficulty experienced in relation to school mathematics. General and domain-specific cognitive ability, affect, gender and expertise were the individual differences factors studied. The subjects were 299 students of 7th, 8th, & 9th grade and they were tested with mathematical tasks of three levels of difficulty. Upon completion of each task subjects rated its difficulty on a 4-point scale, ranging from 1: not difficult at all to 4: very difficult. Testing was repeated one year later. Path analysis showed that feelings of difficulty form a system of their own, which is mainly influenced by performance and cognitive ability rather than affective factors. Only anxiety state had a direct effect on feelings of difficulty. Expertise did not differentiate feelings of difficulty in the 1st testing, but it did so in the second. Gender interacted with both personal and task characteristics, the girls being more atypical in their responses than boys. The educational implications of these results are discussed.  相似文献   

Evaluating the Effectiveness of a Curriculum‐based Anti‐bullying Intervention Program in Greek Primary Schools     

Elenia Andreou  Eleni Didaskalou  Anastasia Vlachou 《教育心理学》2007,27(5):693-711

The present study reports the short‐ and long‐term effects of an anti‐bullying intervention program based on a particular set of curricular activities that aimed to create classroom opportunities for awareness raising, self‐reflection, and problem‐solving situations relevant to bullying. The core of the intervention was a four‐week period during which a series of activities were organised in each individual class. An experimental pre‐test/post‐test design with a control group was used. The sample consisted of 454 pupils (206 control: 123 boys and 83 girls; and 248 experimental: 126 boys and 122 girls) drawn from the fourth‐ to sixth‐grade classrooms of 10 primary schools in central Greece (mean age = 10.23, SD = .84). Data were collected using self‐report measures, before the intervention (December 2003), immediately after the intervention, at the end of the same school year (May 2004), and six months afterwards (November 2004). The results indicated that the program contributed to a positive reduction in outsider behaviour (children remaining uninvolved and thus silently allowing bullying to continue) and enhanced students’ self‐efficacy beliefs for both assertion and intervening in bully/victim incidents. However, the long‐term effectiveness of the program was limited. These findings have important implications for interventions to tackle the negative effects associated with bullying in schools.  相似文献   

Preservice Elementary Teachers’ Voices Describe How Their Teacher Motivated Them to do Mathematics     

Shelly Sheats Harkness  Beatriz D&#;ambrosio  Anastasia S. Morrone 《Educational Studies in Mathematics》2007,65(2):235-254

In this study, data in the form of (preservice teacher) student voices taken from mathematical autobiographies, written at the beginning of the semester, and end-of-semester reflections, were analyzed in order to examine why preservice elementary school teachers were highly motivated in a social constructivist mathematics course in which the teacher emphasized mastery goals. The findings suggest that students entered the course with a wide variety of feelings about mathematics and their own mathematical ability. At the end of the semester, students wrote about aspects of the course that “led to their growth as a mathematical thinker and as a mathematics teacher…” Student responses were coded within themes that emerged from the data: Struggle; Construction of meaning [mathematical language; mathematical understanding]; Grouping [working in groups]; Change [self-efficacy; math self-concept]; and the Teacher’s Role. These themes are described using student voices and within a motivation goal theory framework. The role of struggle, in relation to motivation, is discussed.  相似文献   

Patterns of Instructional Discourse that Promote the Perception of Mastery Goals in a Social Constructivist Mathematics Course     

Anastasia Steffen Morrone  Shelly S. Harkness  Beatriz D'Ambrosio  Richard Caulfield 《Educational Studies in Mathematics》2004,56(1):19-38

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‘Inclusion in Practice’: Programme Practices in Mainstream Preschool Classrooms and Associations with Context and Teacher Characteristics     

Anastasia Vlachou 《International Journal of Disability, Development & Education》2016,63(5):529-544

This study observed the extent to which teachers supported the inclusion of children with disabilities into mainstream classrooms and involved monitoring 52 mainstream preschool settings in Greece. The association between programme quality, context and teacher characteristics was also tested. Findings showed that the quality of inclusion ranged from ‘low’ to ‘minimal’, with teachers more frequently implementing practices that only partially promoted participation for children with disabilities in academic and social classroom activities. The analysis also revealed that the quality of programming was not influenced by the model of special education provision, the group size, the number of children with disabilities, the training teachers had in special education or their teaching experience. The results are discussed both at a national and international level, revealing areas that need further examination into preschool inclusion quality.  相似文献   

Pre-adolescents’ representations of multiple attachment relationships: the role of perceived teacher interpersonal behaviour     

Kyriakos Charalampous  Constantinos M. Kokkinos  Ekaterini Apota  Anastasia Iliadou  Maria Iosifidou  Sofia Moysidou  Ekaterini Vriza 《Learning Environments Research》2016,19(1):63-86

Attachment theory proposes that early parent–child relationships provide the basis for all future close relationships of the individual, through childhood and adolescence into later life. The purpose of the present study was to examine the relationship between parental attachment, peer attachment and students’ perceptions of their teacher’s interpersonal behaviour, in order to shed light on the channels through which these constructs relate. In doing so, we examined three proposed theoretical schemes of pre-adolescents’ representations of multiple relationships. As a side-goal, the psychometric properties of the Greek translations of the Revised Inventory of Parental and Peer Attachment (IPPA-R) and the Questionnaire on Teacher Interaction (QTI-G) were investigated. Two independent samples comprising 270 and 306 pre-adolescents (grades 5–7), respectively participated in the study. Results supported a four-factor structure of the IPPA-R and an elliptical shape for the Interpersonal Teacher Circle measured by the QTI-G. The integrative scheme regarding pre-adolescents’ multiple adult relationships was supported by the data. Parental attachment relationships were found to be an important determinant of students’ perceptions of their teacher interpersonal behaviour, which in turn mediated the relationship between parental and peer attachment relationships. Results are discussed in terms of their theoretical and practical implications.  相似文献