Feeling of difficulty: An aspect of monitoring that influences control     

Anastasia Efklides  Akilina Samara  Marina Petropoulou 《European Journal of Psychology of Education - EJPE》1999,14(4):461-476

This study aimed at delimiting possible relations of feeling of difficulty (FOD) with control ideas pertaining to a particular task. Participants were 274 students of 7th, 8th, and 9th grade. They were tested with two mathematical tasks; they were also asked to give ratings of the feeling of difficulty at 4 phases: In advance of problem solving, during planning of the solution, after solution production, and an overall estimation. Participants also gave ratings for control ideas such as need to know the rule, to do the computations right, to have practice, to use one’s thinking and to have help from others. Path analysis and ANOVAs were used for the identification of the relations and differentiations of ratings in the four phases of problem solving. Results indicated that FOD varied from phase to phase and influenced ideas related to control. Feeling of difficulty in the main was only indirectly related to performance via control ideas.  相似文献   

How do admission committees select? Do applicants know how they select? Selection criteria and transparency at a Dutch University     

Kurysheva  Anastasia  van Rijen  Harold V. M.  Dilaver  Gönül 《Tertiary Education and Management》2019,25(4):367-388

Tertiary Education and Management - In this study, we investigated the currently applied selective admission criteria and tools of the two-year research master’s programs of both the Graduate...  相似文献   

College students’ homework and academic achievement: The mediating role of self-regulatory beliefs     

Anastasia Kitsantas  Barry J. Zimmerman 《Metacognition and Learning》2009,4(2):97-110

The influence of homework experiences on students’ academic grades was studied with 223 college students. Students’ self-efficacy for learning and perceived responsibility beliefs were included as mediating variables in this research. The students’ homework influenced their achievement indirectly via these two self-regulatory beliefs as well as directly. Self-efficacy for learning, although moderately correlated with perceptions of responsibility, predicted course grades more strongly than the latter variable. No gender differences were found for any of the variables, a finding that extends prior research based on high school girls. Educational implications about the importance of students’ homework completion and its relationship to college students’ development of self-regulation and positive self-efficacy beliefs is discussed from a social cognitive perspective.  相似文献   

The effect of nature documentaries on students’ environmental sensitivity: a case study     

Tasos A. Barbas  Stefanos Paraskevopoulos  Anastasia G. Stamou 《Learning, Media and Technology》2009,34(1):61-69

Despite the potential educational value of nature documentaries, the contribution of such films to environmental education is largely unknown. In the present study, we attempt to delineate the role of nature documentaries to the environmental sensitivity of students when the films are simply introduced to the class. More specifically, the present study experimentally checks whether students who have been exposed to a nature documentary on insects develop a greater level of environmental sensitivity towards those animals compared to students who have not. Moreover, we explore whether nature documentaries of a distinct type (i.e., verbal vs. non‐verbal) have a different effect on the students’ sensitivity. The results suggest that traditional nature documentaries have a positive effect on students’ sensitivity, while the non‐verbal, less conventional documentary is more effective in the development of environmental knowledge and feelings about insects. However, the non‐conventional approach is equally effective in the change in attitudes and beliefs as the verbal, ‘traditional’ one. Finally, the study discloses that students in general report more positive emotional reactions to insects than perceived knowledge and understanding. Although nature documentaries seem to improve all components of environmental sensitivity, they do not subvert the predominance of emotion over knowledge about insects.  相似文献   

Inclusive education twenty years after Salamanca     

Anastasia Liasidou 《欧洲特需教育杂志》2016,31(2):289-291

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Chasing Shadows: The Nixon Tapes,the Chennault Affair,and the Origins of Watergate Ken Hughes. Charlottesville: University of Virginia Press, 2014.          下载免费PDF全文

Anastasia Kucharski 《Journal of American culture (Malden, Mass. : 2003)》2016,39(3):357-358

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Critical disability studies and socially just change in higher education     

Anastasia Liasidou 《British Journal of Special Education》2014,41(2):120-135

Social justice is an ambiguous and contested term that is evoked in order to address issues of enhancing participation and eliminating discrimination across various markers of difference linked to race, social class, and so on. Historically, disability has been excluded from these analyses because it has been cast in the sphere of abnormality and individual pathology. Notwithstanding considerable progress in the widening participation of disabled individuals in higher education, there are still many issues that need to be addressed in order to remove barriers to inclusion and to eradicate discriminatory regimes. The article, by Anastasia Liasidou of the European University Cyprus, uses some insights from Critical Disability Studies in order to highlight the ways in which certain dimensions of a social justice discourse need to be incorporated into debates about widening participation in higher education on the grounds of disability. Considerable emphasis is placed on the importance of adopting the theoretical and pedagogical underpinnings of Universal Design for Learning (UDL) as a means to mobilising socially just changes in higher education.  相似文献   

Mother As Donor,Hero or Villain: New Sides of The Mother’s Image in Sergey Sedov’s “Fairy Tales About Mums”     

Anastasia N. Gubaidullina  Valentina N. Gorenintseva 《Children‘s Literature in Education》2017,48(3):201-213

A new model of society in post-Soviet Russia introduced novel family patterns to everyday life as well as to children’s literature, with traditional parent and children’s functions becoming subject to rethinking. The tendency to reconsider parental functions can be observed in texts from different genres, but it appears most overtly in modern fairy tales which, on the one hand, link modernity with the national folkloric code but, on the other, aim to overcome the code. Unlike many contemporary Russian authors for children, who leave little narrative space for parents, Sergey Sedov makes the mother central to his “Fairy Tales About Mums.” He describes various situations in which this figure regains the depth and comprehensiveness of a Jungian Great Mother Archetype. The author combines different fairy tales, cultural stereotypes and literary themes to create the image of a new mother who possesses various roles, some of which place her in opposition to the gender stereotype of patriarchal Russian folklore. This article uses structural, typological and motive methods of analysis to trace the transformation of the mother’s image from the traditional folktale canon to determine its activity-related and axiological aspects and to analyse various manifestations of the mother in terms of the tales’ semantic and aesthetic integrity.  相似文献   

Introduction     

Dimitris Koliopoulos  Anastasia Filippoupoliti 《Science & Education》2014,23(4):715-718

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Informal and Non-formal Education: An Outline of History of Science in Museums     

Anastasia Filippoupoliti  Dimitris Koliopoulos 《Science & Education》2014,23(4):781-791

Although a growing number of research articles in recent years have treated the role of informal settings in science learning, the subject of the history of science in museums and its relationship to informal and non-formal education remains less well explored. The aim of this review is to assemble the studies of history of science in science museums and explore the opportunities for the further use of the history of science in science museum education practice.  相似文献