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41.
Vasilis Grammatikopoulos Nikolaos Tsigilis Athanasios Gregoriadis Konstantinos Bikos 《Studies in Educational Evaluation》2013
This study is about the evaluation of an induction training program for Greek teachers. The program was evaluated by adopting an adjusted level model approach. Qualitative and quantitative data collection procedures were applied in order to assess the value of the training. The induction training was provided to Greek teachers who are appointed as permanent public employees at the beginning of each academic year. The results were encouraging for the applicability of the level model based evaluation in educational settings. The sequential hierarchy of the model was also tested and supported for the levels that were assessed quantitatively. Further evidence is needed in order to support the integration of methods and the sequential order of the level model approach. 相似文献
42.
Athanasios Mogias Theodora Boubonari Angelos Markos 《The Journal of environmental education》2013,44(4):251-270
Greek pre-service teachers’ level of ocean literacy was assessed using a revised questionnaire concerning ocean content knowledge and an instrument about ocean stewardship. Rasch analyses showed that the items of both measures were well targeted to the sample. Pre-service teachers possessed a moderate knowledge of ocean sciences issues and positive attitudes toward ocean stewardship; they obtained most information on ocean content from the Internet and mass media and less from formal education, nongovernmental organizations, books, and out-of-school settings. Students who mostly preferred the Internet and mass media scored significantly higher on the knowledge questionnaire. The results could contribute to the enhancement of teachers’ ocean literacy. 相似文献
43.
The study models the development of students’ multiple-representation flexibility and the use of problem-solving strategies and representations in fraction addition. A test administered three times, with breaks of 3–4?months between successive measurements to 108 students at a transition within primary school (Grade 5–6), 132 students at a transition from primary to secondary education (Grade 6–7) and 148 students at a transition within secondary school (Grade 7–8). Multivariate analysis of variance for repeated measures and dynamic structural equation modelling were carried out in order to analyse the data. Findings suggested that students’ performance improve through measurements. Dynamic modelling provided evidence for the strong interrelation between representational flexibility and problem solving at the three measurements. The results indicated the students’ established pre-existent knowledge and the important role the initial state of the aforementioned cognitive parameters plays on their advancement. Didactical implications are discussed. 相似文献
44.
Cognitive development of any concept is related with affective development. The present study investigates students’ beliefs about the use of different types of representation in understanding the concept of fractions and their self‐efficacy beliefs about their ability to transfer information between different types of representation, in relation to their performance on understanding the concept. Data were collected from 1701 students in Grade Five to Grade Eight. Results revealed that multiple‐representation flexibility, ability on solving problems with various modes of representation, beliefs about the use of representations and self‐efficacy beliefs about using them constructed an integrated model with strong interrelations in the different educational levels. Confirmatory factor analysis affirmed the existence of differential effects of multiple‐representation flexibility and problem‐solving ability in respect to cognitive performance and the existence of general beliefs and self‐efficacy beliefs about the use and the role of representations. Results suggested the invariance of this structure across primary (Grades Five and Six) and secondary education (Grades Seven and Eight). However, there are interesting differences concerning the interrelations among those cognitive and affective factors between primary and secondary education. 相似文献
45.
Athanasios A. Pantelous Grigoris I. Kalogeropoulos 《Journal of The Franklin Institute》2009,346(7):691-704
In this paper, the class of linear generalized neutral differential delay systems with time-invariant coefficients is studied. These kinds of systems are inherent in many physical and engineering phenomena. Using the matrix pencil theory, we decompose it into five subsystems, whose solutions are obtained. Moreover, the form of the initial function is given, so the corresponding initial value problem is uniquely solvable. 相似文献
46.
Linda D. Breeman Pol A. C. van Lier Theo Wubbels Frank C. Verhulst Jan van der Ende Athanasios Maras 《Exceptionality》2018,26(4):230-244
The aim of this study was to examine developmental links between disobedience and teacher-child closeness in a sample of boys with psychiatric disorders (i.e., emotional and behavioral disorders (EBD) and autism spectrum disorders (ASD)) and special educational needs who are placed in special education. More specifically, this study examined whether developmental links were different between boys with EBD (n = 150) versus boys with ASD (n = 122). Developmental links between disobedience and teacher-child closeness were investigated by incorporating a multi-informant perspective using teacher, child, and peer ratings and analyzed using autoregressive cross-lagged models across three waves within one school year. Results showed that in general, developmental links between teacher-child closeness and disobedience were stronger for boys with EBD than for boys with ASD. Specifically, boys with EBD experiencing less teacher-child closeness showed more disobedience, which in turn negatively affected their relationship development according to teacher ratings. Surprisingly, for boys with ASD, higher levels of disobedience predicted higher levels of teacher-rated teacher-child closeness during the school year. Our results offer more insight into the differential impact of teacher-child closeness on the behavioral problems for children with EBD and ASD. 相似文献
47.
Nikolaos Tsigilis Athanasios Gregoriadis Nicholas D. Theodorakis Christina Evaggelinou 《Education 3-13》2019,47(1):64-73
The present study was set out to investigate the association between teachers’ perception of the quality of their relationships with their students’ and teachers’ professional self-efficacy. Fifty public school teachers were asked: (a) to assess their perceived levels of efficacy and (b) to randomly select eight students from their classrooms (4 males and 4 females) for whom (n?=?395) to evaluate the quality of their relationships. The two administered instruments were the Teachers’ Sense of Efficacy Scale [Tschannen-Moran and Hoy. 2001. “Teacher Efficacy: Capturing an Elusive Construct.” Teaching and Teacher Education 17 (7): 783–805] and the Teacher–Student Relationship Inventory (TSRI; Ang. 2005. “Development and Validation of the Teacher–Student Relationship Inventory Using Exploratory and Confirmatory Factor Analysis.” The Journal of Experimental Education 74 (1): 55–74). Initially, the psychometric properties of the TSRI were examined. Confirmatory factor analysis showed that the Greek version of TSRI has the same three-factor structure reported in other cultures. Multilevel analysis revealed that teachers’ beliefs were not related to any of the TSRI dimensions. Teachers’ and students’ gender seem to affect teachers’ perceptions of their relationships with their students. 相似文献
48.
Athanasios Christopoulos Nikolaos Pellas Justyna Kurczaba Robert Macredie 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(2):307-325
Practitioner notes
What is already known about this topic- Several studies have applied various Augmented Reality (AR) applications across different learning disciplines.
- The effects of AR on students' perceptions and achievements in higher education contexts is well-documented.
- Despite the increasing use of AR-instruction in Medical Education (ME), there has been no explicit focus on AR's effects on students' academic performance and satisfaction.
- This quasi-experimental study compares the academic performance and training satisfaction of students in an experimental group (AR) and a control group (handout notes).
- This study provides instructional insights into, and recommendations that may help students achieve better academic performance in AR-supported ME courses.
- The experimental group reported greater training satisfaction than their counterparts.
- Students who followed the AR-supported instruction achieved better academic performance that those in the control group.
- AR-supported interventions encourage active learning and lead to significant performance improvement.
- The experimental group outperformed the control group in academic performance and training satisfaction measurements, despite the lower experimental group's lower pre-test performance scores.
49.
George Malandrakis Penelope Papadopoulou Costas Gavrilakis Athanasios Mogias 《The Journal of environmental education》2019,50(1):23-36
A scale was developed to assess primary school Teachers’ Self-Efficacy on Education for Sustainable Development (TSESESD). It includes four domains of competences: values and ethics, systems thinking, emotions and feelings, and actions. The scale development is consistent with key principles of educational and social psychology research. Nine hundred twenty-four (924) primary education student teachers and 88 in-service primary teachers participated in the study. Findings demonstrated that TSESESD has good psychometric properties, strong validity and reliability scores, adequate internal consistency (Cronbach α?=?0.97), and satisfactory mean inter-correlation of items within domains (M?=?0.78). TSESESD is considered a reliable instrument for teacher preparation programs aiming to develop primary school teachers’ self-efficacy in ESD. 相似文献
50.
Two studies were conducted to investigate the construct validity of a measure of teachers’ achievement goals. The first study involved 143 teachers. Factor analysis of responses to the measure revealed three factors assessing mastery, performance approach, and performance avoidance goals. In the second study, a nationally representative sample of 430 Greek teachers completed the goals instrument and a measure of job satisfaction. Confirmatory factor analysis established the three‐factor structure of the goals measure. All scales had acceptable reliabilities. Job satisfaction was positively related to mastery goals, unrelated to performance approach goals, and negatively related to performance avoidance goals. Teachers of mathematics had lower scores on the performance avoidance scales than other teachers. These findings provide initial support for the construct validity of the teachers’ achievement goals measure. 相似文献