Editorial     

Efklides  Anastasia 《Metacognition and Learning》2020,15(1):1-2

Metacognition and Learning -  相似文献   

Show and tell those theories!     

Anastasia P. Samaras Ph.D. 《Early Childhood Education Journal》1994,22(1):21-23

Working with parents in cooperative nursery schools can be challenging as teacher and parents sort out their roles in implementing an appropriate curriculum. However, many of the problems that arise can be prevented by mutually sharing educational theories and how they promote young children's learning.  相似文献   

Individual differences in school mathematics performance and feelings of difficulty: The effects of cognitive ability, affect, age, and gender     

Anastasia Efklides  Maria Papadaki  Georgia Papantoniou  Gregoris Kiosseoglou 《European Journal of Psychology of Education - EJPE》1999,14(1):57-69

The aim of the study was to identify possible individual differences effects on school mathematics performance and feelings of difficulty (FOD). Cognitive ability (general and domain-specific), affect (anxiety and achievement need), age, and gender were considered the main sources of individual differences. The effect of the testing experience (i.e., the repeated exposure to the testing situation) was also taken into account. Two hundred forty three subjects, of both genders, from 13 to 15 years of age were tested with three task batteries: the cognitive ability, the affective battery and the school mathematics battery. Ratings of the difficulty of each of the mathematics items were also collected. A second testing of the affective battery, mathematical tasks and FOD was effected one year after the first. A series of path analyses and ANOVAs were performed on the data. It was found that ability directly influenced performance whereas both ability and affect influenced FOD. Feelings of difficulty were also influenced by performance. Age differentiated FOD only at the 2nd testing. Gender interacted with both person and task characteristics and had an effect on FOD but not on performance.  相似文献   

Comparing Teacher Assessment and Standard Task Results in England: the relationship between pupil characteristics and attainment     

Sally Thomas  Rebecca Smees  George F. Madaus  Anastasia E. Raczek 《Assessment in Education: Principles, Policy & Practice》1998,5(2):213-246

This study examines the 1992 National Curriculum assessment data from one large LEA in England in order to address the issue of equity. For comparison purposes we also present additional data obtained front the same sample of pupils on an NFER standardised word recognition test. The report focuses on the relative performance of gender, low income, linguistic, and special needs groups on a standardised reading test and the teacher (TA) and standard task (ST) performance assessments administered in 1992 to 7‐year‐olds as part of the national curriculum (NC) in England and Wales. The impact of schools and teacher effectiveness on student attainments scores is also examined and discussed. Briefly, the findings show that irrespective of the method of assessment, differences in attainment were found between most pupil groups investigated. However, importantly, only very modest evidence was found that particular methods of assessment appeared either to reduce or increase the differences in attainment and overall no clear patterns emerged. The findings are discussed in the context of various factors that may have an impact on the assessment of student attainment.  相似文献   

Defining educational environments: the case of the Athens Technological Educational Institute (TEI)     

Thalia Dragonas  Anastasia Kostakis 《Higher Education》1986,15(6):651-665

The Athens Technological Educational Institute (TEI) as a new organization confronts problems of institutional identity and legitimation. Within this context the present study attempts to define the educational environment of the TEI by assessing expectations of incoming students and evaluations of graduating students (N = 1,213). Student concerns were focused on teacher effectiveness, instructional quality and the need for information on occupations. Personal motivation, attitudes toward future occupation and school affiliation were found to predict both expectations and evaluations. Educational and social background characteristics were mostly insignificant. The implications of the findings for policy formulation are discussed.  相似文献   

‘Old Wine in Even Newer Bottles’: the uneasy relationship between web 2.0 technologies and European school collaboration     

Anastasia Gouseti 《European Journal of Education》2013,48(4):570-585

The idea of using digital technologies and in particular web 2.0 tools to enhance school collaboration has recently been received with great enthusiasm and a range of new collaborative initiatives has emerged. Through a comparative qualitative case study of four schools in the UK and Greece, this article analyses how online tools are supporting and facilitating school collaboration within the ‘eTwinning’ programme — an EU initiative that seeks to promote web-based learning and collaboration between schools across Europe. In particular, it examines teachers' and students' compromised experiences of the tech-based eTwinning projects and highlights the factors that seemed to be undermining collaboration. It analyses whether the implementation of digital technologies for school collaboration has the potential to transform classroom practices or whether existing habits and ‘ways of doing’ are brought into new contexts — leading to another case of ‘the old wine in new bottles’ syndrome often attributed to the use of digital technology in education.  相似文献   

��Romantic��, ��Classic�� and ��Baroque�� Views of Nature: An Analysis of Pictures About the Environment in Greek Primary School Textbooks��Diachronic Considerations     

Rea Lemoni  Anastasia G. Stamou  George P. Stamou 《Research in Science Education》2011,41(5):811-832

Taking the view that pictures are not a transparent but rather a deforming mirror of reality, shaping representations of the world bound up with the interests of the social institutions within which pictures are circulated and read, our aim is to explore what view of nature and of the human-nature relationship is built in Greek natural science school textbooks. The particular textbooks analysed have been recently introduced (in 2006 and 2007) into Greek education. The pictorial analysis suggests that a ??baroque?? view of nature and of the human-nature relationship predominantly emerges, according to which nature is constantly in motion, and therefore random and unpredictable natural change could be ??normal??. Natural environments are viewed in materialistic terms, being transformed by humans and serving as a resource. A comparison with our analysis of the older textbooks written in the early 1980s (Korfiatis et al. 2004) seems to indicate important conceptual differences between the two series of textbooks. The ??romantic?? and ??classic?? views of nature in the old textbooks could express the vigour, the optimism and the innocence characterising industrial societies (or in the process of industrialisation) about human interventions in the environment. Conversely, the ??baroque?? view found in the new textbooks probably marks the scepticism of post-industrial societies about natural phenomena.  相似文献   

Metacognitive Experiences: The Missing Link in the Self-Regulated Learning Process     

Anastasia Efklides 《Educational Psychology Review》2006,18(3):287-291

The measurement of online self-regulation processes is a very important issue and in this rejoinder to Ainley and Patrick (this issue) I am arguing that including measures of metacognitive experiences, in conjunction with measures of other affective experiences, in various phases of task processing can increase the reliability and validity of online measures and our understanding of the self-regulation process. Furthermore, behavioral and performance measures as well as thinking aloud protocols can enrich not only the reliability and validity of our measures but also our awareness of the factors involved in the formation of the various facets of subjective experiences, be it affective or metacognitive.

Anastasia EfklidesEmail: Phone: +30-2310-997374Fax: +30-2310-997384

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Self‐regulation of student epistemic thinking in science: the role of metacognitive prompts     

Erin E. Peters  Anastasia Kitsantas 《教育心理学》2010,30(1):27-52

The purpose of the present study is to examine the effectiveness of a metacognitive prompts intervention‐science (MPI‐S), which is based on the nature of science with 162 eighth‐grade science students. It was hypothesised that students exposed to the intervention will show higher levels of content knowledge and knowledge about the nature of science than students in a comparison group. Attempts were also made to determine what cognitive processes are triggered during the use of metacognitive prompts. Findings showed significant improvements in students’ content knowledge and nature of science. In addition, qualitative findings revealed that the experimental group made choices based on evidence in the inquiry unit whereas the comparison group made decisions based on authority. Educational implications for practice into the classroom are discussed.  相似文献   

Promoting social inclusion: a structured intervention for enhancing interpersonal problem‐solving skills in children with mild intellectual disabilities     

Anastasia Vlachou  Panayiota Stavroussi 《Support for Learning》2016,31(1):27-45

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