Learning from WebQuests     

Martonia Gaskill  Anastasia McNulty  David W. Brooks 《Journal of Science Education and Technology》2006,15(2):133-136

WebQuests are activities in which students use Web resources to learn about school topics. WebQuests are advocated as constructivist activities and ones generally well regarded by students. Two experiments were conducted in school settings to compare learning using WebQuests versus conventional instruction. Students and teachers both enjoyed WebQuest instruction and spoke highly of it. In one experiment, however, conventional instruction led to significantly greater student learning. In the other, there were no significant differences in the learning outcomes between conventional versus WebQuest-based instruction.  相似文献   

Vocational and academic secondary education in Greece: Public and private costs compared     

Anastasia Kostakis 《Economics of Education Review》1990,9(4)

Much of the debate on the relative merits of vocational and academic education has focused on the costs of such schooling. The issue has usually been argued in terms of the public costs involved while the private costs have been ignored. This article compares both the public and private costs of technical-vocational and of academic upper secondary education in Greece. For the Greek case, the private costs of education are much higher for academic than for vocational education while the public costs are similar. The implications of this observation for educational policy are discussed.  相似文献   

Temporal specificity in patterning of the rabbit nictitating membrane response     

Gabrielle Weidemann  Anastasia Georgilas  E. James Kehoe 《Learning & behavior》1999,27(1):99-107

Rabbits were trained in either positive patterning (AX+, A−, X−) or negative patterning (A+, X+, AX−) using one of four intervals between the onset of A and the onset of X on AX trials. These intervals were 0, 800, 2,400, and 5,600 msec. In each task, all groups acquired an appropriate pattern of discriminative responding. Following acquisition, all rabbits were tested with the four different A-X intervals. All positive patterning groups showed an excitatory gradient, in which the highest level of responding occurred at the interval used in training. Conversely, all but one of the negative patterning groups showed an inhibitory gradient, in which the lowest level of responding occurred at the interval used in training. The one exception was the negative patterning group trained with simultaneous AX stimuli (0 msec), which showed a low, broad gradient, indicating transfer of inhibition across all the intervals. The results are discussed with respect to temporal encoding mechanisms and accounts of conditional discriminations.  相似文献   

Review 3     

Anastasia Liasidou 《欧洲特需教育杂志》2017,32(2):291-294

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Defining Opportunity to Learn for English Language Learners: Linguistic and Cultural Dimensions of ELLs' Instructional Contexts     

Zenaida Aguirre-Muñoz  Anastasia A. Amabisca 《Journal of Education for Students Placed at Risk》2013,18(3):259-278

Past research demonstrates the critical role of the context of learning in the achievement of students. This body of work justifies research and development of more contextualized opportunity to learn (OTL) models. We expound on an OTL framework that represents contextual features that can enrich or constrain opportunities for English language learners (ELLs). Specifically, we aim to broaden the conception of OTL beyond exposure to content and begin to define the types of affordances ELLs should be provided to achieve content standards. A central argument is the integration of academic language instruction as an OTL component for examining ELL achievement.  相似文献   

Politics of inclusive education policy‐making: the case of Cyprus 4784 (excluding references)     

Anastasia Liasidou 《International Journal of Inclusive Education》2013,17(3):229-241

ABSTRACT

There has been little empirical study within low- and middle-income countries on how to effectively prepare teachers to educate children with disabilities. This paper reports on the impact of an intervention designed to increase teaching self-efficacy, improve inclusive beliefs, attitudes and practices, and reduce concerns around the inclusion of children with disabilities within the Lakes region of Kenya. A longitudinal survey was conducted with in-service teachers (matched N?=?123) before and after they had participated in a comprehensive intervention programme, delivered in the field by Leonard Cheshire Disability. Results showed that the intervention increased teaching self-efficacy, produced more favourable cognitive and affective attitudes toward inclusive education, and reduced teacher concerns. However, there was little evidence regarding the impact on inclusive classroom practices. The increase in teaching self-efficacy over the intervention period was also found to predict concerns over time. Results are discussed in terms of implications for international efforts, as well as national efforts within Kenya to promote inclusive education.  相似文献   

Applied Gamification: Reframing Evaluation in Post-Secondary Classrooms     

Anastasia Kulpa 《College Teaching》2017,65(2):58-68

This piece reports on an early attempt at gamification (reframing post-secondary classrooms drawing on the structure of games). The attempt began in the 2011–2012 academic year and is structured to allow students substantial autonomy in determining which assignments, and how many of them, to complete over the course of the semester. Initial results show small increases in overall student achievement and suggest students may take greater risks in their learning in gamified classrooms. Themes in student responses to gamified classrooms are reported, challenges for both faculty and students in employing such an approach (e.g., pacing student work, confronting assumptions about the nature of academic work, and communicating the nature of the system) are discussed, along with strategies that can help address them.  相似文献   

Predicting high school student use of learning strategies: the role of preferred learning styles and classroom climate     

Jehanzeb Cheema  Anastasia Kitsantas 《教育心理学》2016,36(5):845-862

This study investigated the predictiveness of preferred learning styles (competitive and cooperative) and classroom climate (teacher support and disciplinary climate) on learning strategy use in mathematics. The student survey part of the Programme for International Student Assessment 2003 comprising of 4633 US observations was used in a weighted ordinary least squares multiple regression framework to predict learning strategy from preferred learning styles and classroom climate while controlling for self-efficacy and demographic variables. The results showed that preferred learning styles were the most important predictors of learning strategies used in mathematics. Educational implications were discussed.  相似文献   

Disabling discourses and human rights law: a case study based on the implementation of the UN Convention on the Rights of People with Disabilities     

Anastasia Liasidou 《Discourse: Studies in the Cultural Politics of Education》2016,37(1):149-162

This article examines the symbolic power of language to construct and convey disabling discourses, albeit ample rhetoric, on the need to reinstate and safeguard disabled people's human rights and entitlements. The role of language and its discursive ramifications need to be explored and problematized in the light of legal mandates and antidiscrimination legislation to abolish stigmatizing and exclusionary regimes on the grounds of disability. Such a critical engagement necessitates a reflective knowledge and constant interrogation of the ways in which language is implicated in power interplays to construct meanings and to legitimize/conceal existing power inequities. The article uses critical discourse analysis in order to discuss the role of language in the construction, sustenance, and dissemination of disabling discourses, taking as an example the First Report of Cyprus on the Implementation of the UN Convention on the Rights of People with Disabilities.  相似文献   

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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