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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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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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   

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   

The Assessment of Mathematics and Science Teacher Quality     

Patricia S. Moyer-Packenham  Johnna J. Bolyard  Anastasia Kitsantas  Hana Oh 《Peabody Journal of Education》2013,88(4):562-591

The purpose of this study was to examine the types of instruments being used to document mathematics and science teacher quality characteristics in 48 nationally funded mathematics and science education awards. Each of the 48 projects operationalized teacher quality and determined how to assess it. The main research questions examined the instruments awardees used to gather data on mathematics and science teacher quality, and the main characteristics of teachers examined by awardees. Results showed that awardees most frequently used surveys or questionnaires to assess characteristics of mathematics and science teacher quality. The most common teacher characteristics examined by awardees' included teacher behaviors, practices, and beliefs, followed by the assessment of subject and pedagogical knowledge, and the documentation of mathematics and science teachers' certification. A few new instruments were under development and in use to assess characteristics of teacher quality. Detailed information on the development and psychometric properties of the instruments used for these examinations was not available from the reports. Because awardees were at different stages in their funded activities and data collection efforts were ongoing at the time of this analysis, this study offers a preliminary and formative review of the use of assessments to document mathematics and science teacher quality characteristics among these awards.  相似文献   

Self-regulated learning and performance calibration among elementary physical education students     

Athanasios Kolovelonis  Marios Goudas  Irini Dermitzaki  Anastasia Kitsantas 《European Journal of Psychology of Education - EJPE》2013,28(3):685-701

This study examined the effectiveness of a social-cognitive training model of self-regulation on students’ dribbling performance, calibration accuracy, and motivational beliefs. Participants were 120 fifth and sixth graders. Students who sequentially experienced emulative and self-control practice setting either process or performance goals at the emulation or at the self-control level improved their dribbling performance and motivational beliefs from pre- to post-test. Students overestimated their performance except for those in the process goal condition who underestimated it. These findings support the effectiveness of this training model and are discussed with reference to the self-regulation and performance calibration development in physical education.  相似文献   

A special teacher for a special child? (Re)considering the role of the special education teacher within the context of an inclusive education reform agenda     

Anastasia Liasidou  Androniki Antoniou 《欧洲特需教育杂志》2013,28(4):494-506

Notwithstanding the recent signing and ratification by Cyprus of another International Convention on the rights of students designated as having special educational needs and/or disabilities to attend mainstream schools on an equal basis with their peers, local policy and practice promote an ‘exclusionary inclusion’ that draws a discernible line between general and special education. This paper concentrates on exploring the role of special education teachers in Cyprus in the light of policy concerns about providing the ‘least restrictive’ learning environment for this group of students and enabling them ‘to reach their full potential’. It is suggested that the role of special education teachers embodies and reflects reductionist forms of inclusion informed by deficit-oriented and assimilationist special education perspectives, while there is also evidence of a lack of professionalism and accountability. The paper draws on head teachers’ and special education teachers’ interviews in order to portray the ways in which they view and experience the role of special education teachers in mainstream schools in Cyprus. New objectives and future directions are identified and discussed.  相似文献   

Special educational needs: a public issue     

Anastasia Liasidou 《International Studies in Sociology of Education》2013,23(3):225-239

This article explores the contribution of sociological scholarship to understanding and analysing the notions of ‘special educational needs’ and ‘disability’ and the ways in which the two notions have been reconfigured and theorised as ‘public issues’ rather than ‘personal troubles’. Barton's contribution is signified both in terms of his contribution to the evolution of the ‘sociological imagination’ – as a powerful theoretical tool for unravelling the highly political and contested nature of disability and special educational needs – and also in terms of his analysis of the emergence and development of sociological theorising in the field. The parochial obsession with deficit and medical‐oriented approaches to dealing with ‘difference’ and ‘need’ have been significantly challenged through the ‘sociological imagination’ aimed at pointing up the highly political and complex nature of disability and ‘special educational needs’. Times have changed and sociological theorising has evolved, but presumed ‘personal troubles’ are still not unequivocally conceptualised as being intertwined with, resting upon and emanating from ‘public issues’ embedded in the social, cultural and political edifice of educational, social and national communities. The ‘sociological imagination’ should be constantly invoked and deployed in order to expose and challenge the sophisticated ways in which individual pathology accounts and special educational imperatives re‐invent themselves through more inclusive linguistic veneers.  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   

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