Conducting Research into European Union Education and Training Policy: some theoretical and methodological considerations     

David Phillips  Anastasia Economou 《Compare》1999,29(3):303-316

This paper has several purposes. It introduces a new project funded by the European Commission within its Training and Mobility of Researchers (TMR) programme; it describes the research design of the Oxford part of that project, which is now beginning, and of a comparative study which was already being undertaken in Oxford on the implementation of the ‘European Dimension’ in education in England, Scotland and Wales; and it describes a number of theoretical and methodological problems we anticipate having to address as the studies proceed.  相似文献   

Commentary: How readily can findings from basic cognitive psychology research be applied in the classroom?     

Anastasia Efklides 《Learning and Instruction》2012,22(4):290-295

The commentary discusses phenomena highlighted in the studies of the special issue such as the hypercorrection effect, overconfidence, and the efficiency of interventions designed to increase monitoring accuracy. The discussion is based on a broader theoretical framework of self-regulation of learning that stresses the inferential character of metacognitive experiences, as posited by the cue utilization approach, the interrelations of metacognition with affect, and the influence of prior knowledge and individual differences factors on monitoring accuracy. The implications of the findings of the studies for learning in the classroom are also pointed out.  相似文献   

Bilingual and special educational needs in inclusive classrooms: some critical and pedagogical considerations     

Anastasia Liasidou 《Support for Learning》2013,28(1):11-16

In the light of educational reforms aimed at promoting greater inclusive policies and practices, it is important to put a more pronounced emphasis on the needs of English language learners (ELLs) with special educational needs and/or disabilities. Simultaneously, a focus should also be placed on understanding and dealing with the disproportional representation of English language learners in special education categories. This dual and arguably sometimes mutually reinforcing phenomenon, along with its potential implications for education policy and practice, needs to be discussed against a convergent analytical framework drawn from bilingual and special education. The cross‐fertilisation of these disciplinary fields can provide a multimodal and comprehensive approach to meeting the intersectional needs of culturally and linguistically diverse students with special educational needs. To this end, it is important that issues of culture and language should become indispensable aspects of the special education knowledge base in inclusive classrooms.  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   

Flexibility training in preadolescent female athletes: Acute and long-term effects of intermittent and continuous static stretching     

Οlyvia Donti  Konstantina Papia  Argyris Toubekis  Anastasia Donti  William A. Sands 《Journal of sports sciences》2018,36(13):1453-1460

This study compared the acute and long-term effects of intermittent and continuous static stretching training on straight leg raise range of motion (ROM). Seventy-seven preadolescent female gymnasts were divided into a stretching (n = 57), and a control group (n = 20). The stretching group performed static stretching of the hip extensors of both legs, three times per week for 15 weeks. One leg performed intermittent (3 × 30 s with 30 s rest) while the other leg performed continuous stretching (90 s). ROM pre- and post-stretching was measured at baseline, on weeks 3, 6, 9, 12, 15 and after 2 weeks of detraining. ROM was increased during both intermittent and continuous stretching training, but remained unchanged in the control group. Intermittent stretching conferred a larger improvement in ROM compared to both continuous stretching and control from week 3, until the end of training, and following detraining (p = 0.045 to 0.001 and d = 0.80 to 1.41). During detraining, ROM after the intermittent protocol decreased (p = 0.001), while it was maintained after the continuous protocol (p = 0.36). Acute increases in ROM following the intermittent stretching were also larger than in the continuous (p = 0.038). Intermittent stretching was more effective than continuous, for both long-term and acute ROM enhancement in preadolescent female athletes.  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   

An epidemiological study of number processing and mental calculation in Greek schoolchildren     

Koumoula A  Tsironi V  Stamouli V  Bardani I  Siapati S  Annika G  Kafantaris I  Charalambidou I  Dellatolas G  von Aster M 《Journal of learning disabilities》2004,37(5):377-388

The aim of this study was to validate and standardize an instrument for the diagnosis of developmental dyscalculia (mathematics disorder) in a Greek population and to obtain relevant epidemiological data. We used the Neuropsychological Test Battery for Number Processing and Calculation in Children (NUCALC) in a community sample of 240 students ages 7 to 11 years from urban and rural schools. There were no differences between genders in arithmetical performance; however, the effects of grade and socioeconomic level were significant. Prevalence was higher in the rural than in the urban area. A cross-cultural comparison of the Greek data with those obtained with the same instrument in other countries in schoolchildren of the same age was performed.  相似文献   

Sexual abuse prevention education for young children: A comparison of teachers and parents as instructors     

Sandy K. Wurtele  Laura C. Kast  Anastasia M. Melzer   《Child abuse & neglect》1992,16(6):865-876

The purpose of this study was to compare teachers and parents as instructors of a personal safety program. One hundred seventy-two Head Start preschoolers were randomly assigned to a personal safety program taught by their teachers, parents, both teachers and parents, or to a general safety control program. Following program participation, children taught the personal safety program by their teachers, parents, or both, demonstrated greater knowledge about sexual abuse and higher levels of personal safety skills compared with those in the control group. Gains in knowledge and skills were maintained at the 5-month follow up. Children taught by their parents showed greater improvements in recognizing inappropriate-touch requests and in their personal safety skills compared with children taught by their teachers, and children who received the program both at home and school were better able to recognize appropriate-touch requests and to demonstrate higher levels of personal safety skills compared with children taught only at school. The emotional costs associated with participating in the program were minimal, and both parents and children rated the program positively. The advantages of home-based instruction for young children are discussed and suggestions for future research are offered.  相似文献   

Polyvocal Play: A Poetic Bricolage of the Why of Our Transdisciplinary Self-Study Research     

Kathleen Pithouse-Morgan  Anastasia P. Samaras 《Studying Teacher Education》2019,15(1):4-18

ABSTRACT

We have come to conceptualize our transdisciplinary, transnational, and transcultural interaction and reciprocal learning through self-study research as polyvocal professional learning. Our conceptualization of polyvocality has made visible how dialogic encounters with diverse ways of seeing, knowing, and doing can deepen and extend professional learning in self-study research. For this collaborative self-study, we created a poetic bricolage composed of frequently used words in three of our published research poems as we asked, “Why? Why does our work together exist? And why should anyone care?” What emerged became an organic abstract of the impetus for our collaborative learning over time. Through inventing a poetic bricolage, we were able to make visible and available how our multiple interests, practices, and methods have come together to support fluid, dialogic co-learning, and re-learning. Discovering the why of our work included unearthing our gravitation toward transdisciplinary scholarship, which offers university faculty a wide range of possibilities for co-learning and co-creativity. Our demonstration of methodological inventiveness in action through poetic bricolage will be useful to others interested in exploring the promise and tensions of plurality, interaction and interdependence, and creative activity in self-study methodology.  相似文献   

School‐based support for GLBT students: A review of three levels of research     

Anastasia L. Hansen 《Psychology in the schools》2007,44(8):839-848

Gay, lesbian, bisexual, and transgender (GLBT) students experience harassment, alienation, and violence in schools. Several school‐based interventions have been suggested to provide a safe and effective learning environment for these students, but few have been evaluated or investigated experimentally. This review utilizes A.K. Ellis' (2001) model to review the research on school‐based interventions for GLBT youth at the levels of theory, applied investigation, and widespread implementation. Results suggest that, although the research base for psychological needs of GLBT youth is well established, applied investigation of small‐ and large‐scale implementation is in the early stages. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 839–848, 2007.  相似文献