排序方式： 共有64条查询结果，搜索用时 15 毫秒
41.
Ioannis Votsis 《Metascience》2014,23(1):149-152
42.
Giannakas Filippos Troussas Christos Krouska Akrivi Sgouropoulou Cleo Voyiatzis Ioannis 《Education and Information Technologies》2022,27(6):8461-8487
Education and Information Technologies - Working in groups is an important collaboration activity in the educational context, where a variety of factors can influence the prediction of the... 相似文献
43.
Kaimara Polyxeni Fokides Emmanuel Oikonomou Andreas Deliyannis Ioannis 《Education and Information Technologies》2022,27(4):5397-5416
Education and Information Technologies - Digital educational games (DEGs) constitute an effective teaching approach, particularly when they are used in combination with collaborative learning... 相似文献
44.
The present study explored the perceptions of Greek general and special primary teachers regarding the role and the professional characteristics of special needs coordinators (SENCOs). According to the responses of the 466 participants, each school should have a fulltime SENCO, who should have both teaching experience in general schools and specialization in teaching students with SEN, and also be able to deal with all types of SEN. SENCOs’ responsibilities include evaluating and directly teaching students, counselling teachers and parents, contributing to in-service training of staff, and undertaking initiatives for program enrichment and knowledge dissemination. 相似文献
45.
Ioannis Kazanidis Nikolaos Pellas Panagiotis Fotaris Avgoustos Tsinakos 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):2014-2027
While “flipping” a classroom has gained attention in K-12 and Secondary school programs, there has been relatively no explicit focus on its effectiveness as a teaching method for instructional media design courses in Higher Education. The purpose of this quasi-experimental study was to determine the effectiveness of the flipped classroom approach to teaching instructional media design subjects by comparing students’ academic performance and training satisfaction in traditional lecture-based instruction with those in a flipped classroom. A total of 128 undergraduate students participated voluntarily and were divided into a control (n = 62) and an experimental (n = 66) group, respectively. The study findings indicated substantial differences in both academic performance and training satisfaction between the two groups, with the students in the experimental group performing significantly better. Specifically, the results showed some determining factors associated with training satisfaction that explain why students in flipped classes achieved notably higher mastery in the learning objectives than their control group peers. This study adds to the literature by providing evidence on how a flipped classroom can potentially benefit students’ academic performance, leading to higher training satisfaction and deeper disciplinary understanding in instructional media design courses. 相似文献
46.
The present study explored typically developing children’s understanding of, and attitudes towards, the inclusion of children with physical disabilities (PD) in mainstream settings. The 60 children who participated in the study attended sixth grade in two mainstream primary schools (30 in contact with a child with PD and 30 without such contact). They filled in a questionnaire to measure understanding of disabilities and one to explore attitudes towards inclusion. Analyses revealed that children in contact with a child with PD had a better understanding of the emotional and social problems associated with the presence of PD than the comparison group. Moreover, children in contact with a child with PD expressed more positive attitudes towards the inclusion of children with PD in relation to children without such contact. Results are discussed in terms of the importance of contact in the formation of more positive attitudes towards the inclusion of children with PD. 相似文献
47.
Anastasia G Beneka Paraskevi K Malliou Victoria Missailidou Athanasios Chatzinikolaou Ioannis Fatouros Vassilios Gourgoulis 《Journal of sports sciences》2013,31(3):335-343
Abstract To determine the time course of performance responses after an acute bout of plyometric exercise combined with high and low intensity weight training, a 3-group (including a control group), repeated-measures design was employed. Changes in performance were monitored through jumping ability by measuring countermovement and squat jumping, and strength performance assessment through isometric and isokinetic testing of knee extensors (at two different velocities). Participants in both experimental groups performed a plyometric protocol consisting of 50 jumps over 50 cm hurdles and 50 drop jumps from a 50 cm plyometric box. Additionally, each group performed two basic weight exercises consisting of leg presses and leg extensions at 90–95% of maximum muscle strength for the high intensity group and 60% of maximum muscle strength for the low intensity group. The results of the study suggest that an acute bout of intense plyometric exercise combined with weight exercise induces time-dependent changes in performance, which are also dependent on the nature of exercise protocol and testing procedures. In conclusion, acute plyometric exercise with weight exercise may induce a substantial decline in jumping performance for as long as 72 hours but not in other forms of muscle strength. 相似文献
48.
Georgiou Konstantina Nikolaou Ioannis 《International Journal for Educational and Vocational Guidance》2019,19(3):391-409
International Journal for Educational and Vocational Guidance - Past research shows Psychological Capital (PsyCap) to be associated with behaviors and performance at work, but few studies link... 相似文献
49.
Maria Platsidou Ioannis Agaliotis 《International Journal of Disability, Development & Education》2017,64(1):57-75
The role of empathy in the teaching profession has been vastly investigated in relation to its effect on students, but research on how teachers’ empathy affects their own well-being at work is limited. This study investigated empathy and instructional assignment-related stress factors of primary school teachers serving in general or special education; moreover, it investigated if empathy predicted instructional assignment-related stress. Data were collected from 190 primary school teachers using the Interpersonal Reactivity Index and the Inventory of Job-related Stress Factors. Teachers reported moderately high levels of perspective-taking and empathic concern and lower levels of fantasising and personal distress. Also, they reported moderate to low levels of stress regarding instructional assignment-related factors. General and special education teachers did not differ in their reported scores on empathy or stress-related factors. Finally, it was found that instructional assignment-related stress factors can be predicted by personal distress and fantasising; however, the core empathy skills (empathic concern and perspective taking) were not found to be strong predictors of the stress factors tested. 相似文献
50.
Reading and Writing - The purpose of this 3-year longitudinal study was to examine the role of three morphological awareness (MA) aspects (inflectional, derivational, and lexical compounding) in... 相似文献