排序方式： 共有18条查询结果，搜索用时 31 毫秒
1.
Antonis Chorianopoulos Socrates Kabouropoulos Christophoros Vernardakis Yiannis Papamichail Myrsini Zorba 《Publishing Research Quarterly》2000,16(2):52-59
The National Book Centre of Greece has conducted a quantitative research in November 1998–January 1999 that covered the whole
country of Greece, with sample size of 3.807 Greek citizens, aged 15 years old and over. The aim of this research was to answer
questions such as how much do Greeks read, what kind of books do they prefer, what are their main representations about book
reading, what are the main reasons for not reading and, in general, to define the population of readers in Greece and analyze
their reading practices using both quantitative and qualitative criteria. We also tried to examine the relation of book reading
with other cultural and leisure time activities. 相似文献
2.
Papanikolaou Vaia Roussakis Yiannis Tzionas Panagiotis 《Tertiary Education and Management》2021,27(1):17-46
Tertiary Education and Management - This paper proposes the establishment of a systematic framework for measuring dimensions of democracy within a university. It is shown that certain indicators... 相似文献
3.
Understanding Assessment in the Classroom: phases of the assessment process — the assessment episode
Many studies have shown that assessment in the classroom is a very complex procedure. As the first part of this paper explains, it is developed in four consecutive phases. That is, evidence collection, interpretation of this evidence, the teacher's responses and, finally, the impact of teacher's responses on children. Together these phases form the assessment episode framework. The second part of the paper illustrates the use of this framework in practice by exploring how Greek primary school teachers were carrying out assessments in the classroom, and considers the impact of these practices on children's learning. The paper draws upon evidence gathered by questionnaire and classroom observations of Greek primary school teachers. In order to clarify the complex issues of classroom assessment this article explores them in the light of the four developmental phases of the assessment episode. The quality of teacher comments, the assessment language used, the role of grading, and the relationship between policy and practice are also examined. The findings emphasise the importance of teachers being aware of the potential effects of assessment and the consequent need to use it properly for the benefit of teaching and learning. 相似文献
4.
This study examines antecedents and trajectories of advanced manufacturing technology (AMT) adoption in three categories: stand-alone, intermediate, and integrated technologies. Antecedents of adoption include prior investments in AMT, developments in firms’ manufacturing capabilities, technology strategy, absorptive capacity, and environmental pressures. Based on a sample of 87 Greek manufacturing SMEs, we find that AMT adoption follows an incremental, piecemeal progression from the least complicated through intermediate to integrated technologies. It is found that an increase in the firms’ quality and flexibility capabilities induces them to adopt further AMT, whereas advances in low-cost, innovation, and delivery capabilities appear negatively related to further AMT adoption. Absorptive capacity, technology strategy and environmental pressures play a central role in decisions for additional investments in AMT. In the context of a catching-up economy, these results support the notion of a ‘stepwise’ technology accumulation process as well as ‘satisficing’ technological change. 相似文献
5.
This study investigated the contribution of a location-based augmented reality (AR) inquiry-learning environment in developing 3rd grade students’ historical empathy and conceptual understanding. Historical empathy is an important element of historical thinking, which is considered to improve conceptual understanding and support the development of democratic citizens by helping students interpret, understand and connect patterns of human activity across time. Fifty-three 3rd grade students, grouped in two research conditions, participated in this study. Students visited an archaeological site with and without the support of an AR learning environment on mobile tablet devices. Data from all students were collected following a pre- and post-test design. Twelve students from the AR condition participated in individual interviews and all AR students took a delayed post-test. The results showed that students’ conceptual understanding and historical empathy increased from pre to post for both conditions. Statistically significant differences were found between the AR field trip and the traditional field trip students in the development of empathy and conceptual understanding. These results add to the literature by supporting the potential of AR technologies for the development of students’ historical empathy; several design implications are also discussed. 相似文献
6.
7.
Yiannis Roussakis 《欧洲教育》2018,50(2):119-133
This article attempts a reading of Andreas M. Kazamias’s work and method as a persistent and firmly grounded attempt to “go against the tide” of an empirical/instrumentalist comparative education and toward a “modernist episteme.” Kazamias has been explicitly critical of the social-scientific-cum-positivist comparative education, while at the same time acknowledging the limitations of the traditional historical-philosophical-humanistic approach. His “revisionist” comparative-historical analysis seeks to combine history with social science toward an “anthropocentric” comparative education, “concerned with the great problems—political, social but also ethical—which ‘mankind’ faces.” Consistent with his rejection of instrumental/“techno-scientific” approaches to comparative education, Kazamias argues for a promethean humanistic education (i.e., paideia, liberal education, culture générale, bildung) cultivating the soul and the mind, aiming at both the Platonic/Socratic psyche and the Aristotelian phronesis. 相似文献
8.
We assessed autonomic nervous system modulation through changes in heart rate variability during an archery competition as well as archery performance by comparing novice and experienced adolescent archers. Seven novice (age 14.0 ± 8.5 years, body mass index 22.9 ± 4.3 kg · m(-2), training experience 0.4 ± 0.3 years) and ten experienced archers (age 16.5 ± 10.3 years, body mass index 22.4 ± 3.1 kg · m(-2), training experience 4.1 ± 0.9 years) volunteered. Using beat-by-beat heart rate monitoring, heart rate variability was measured for 20 s before each arrow shot during two rounds of competition. We found that, compared with novices, experienced adolescent archers: (i) take more time per shot; (ii) have a higher low frequency band, square root of the mean of squared differences between successive R-R intervals (i.e. the time elapsing between two consecutive R waves in the electrocardiogram), and percentage of successive normal-to-normal intervals greater than 50 ms; and (iii) demonstrate an increase in parasympathetic nervous system activity compared with pre-competition values. We propose that these characteristics of experienced archers are appropriate for optimal performance during competition. 相似文献
9.
Stavros A. Kavouras Stavros E. Sarras Yiannis E. Tsekouras Labros S. Sidossis 《Journal of sports sciences》2013,31(9):959-966
Abstract The aim of this study was to evaluate the utility of the RT3 accelerometer in young children, compare its accuracy with heart rate monitoring, and develop an equation to predict energy expenditure from RT3 output. Forty-two volunteers (mean age 12.2 years, s = 1.1) exercised at two horizontal and graded walking speeds (4 and 6 km · h?1, 0% grade and 6% grade), and one horizontal running speed (8 km · h?1, 0% grade), on a treadmill. Energy expenditure and oxygen consumption ([Vdot]O2) served as the criterion measures. Comparison of RT3 estimates (counts and energy expenditure) demonstrated significant differences at 4, 6, and 8 km · h?1 on level ground (P < 0.01), while no significant differences were noted between horizontal and graded walking at 4 and 6 km · h?1. Correlation and regression analyses indicated no advantage of vector magnitude over the vertical plane (X) alone. A strong relationship between RT3 estimates and indirect calorimetry across all speeds was obtained (r = 0.633–0.850, P < 0.01). A child-specific prediction equation (adjusted R 2 = 0.753) was derived and cross-validated that offered a valid energy expenditure estimate for walking/running activities. Despite recognized limitations, the RT3 may be a useful tool for the assessment of children's physical activity during walking and running. 相似文献
10.
Andres E. Carrillo Vasilios X. Christodoulou Yiannis Koutedakis 《Journal of sports sciences》2013,31(9):913-917
Abstract We assessed autonomic nervous system modulation through changes in heart rate variability during an archery competition as well as archery performance by comparing novice and experienced adolescent archers. Seven novice (age 14.0 ± 8.5 years, body mass index 22.9 ± 4.3 kg · m?2, training experience 0.4 ± 0.3 years) and ten experienced archers (age 16.5 ± 10.3 years, body mass index 22.4 ± 3.1 kg · m?2, training experience 4.1 ± 0.9 years) volunteered. Using beat-by-beat heart rate monitoring, heart rate variability was measured for 20 s before each arrow shot during two rounds of competition. We found that, compared with novices, experienced adolescent archers: (i) take more time per shot; (ii) have a higher low frequency band, square root of the mean of squared differences between successive R-R intervals (i.e. the time elapsing between two consecutive R waves in the electrocardiogram), and percentage of successive normal-to-normal intervals greater than 50 ms; and (iii) demonstrate an increase in parasympathetic nervous system activity compared with pre-competition values. We propose that these characteristics of experienced archers are appropriate for optimal performance during competition. 相似文献