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Vasilis Grammatikopoulos Athanasios Gregoriadis Michalis Linardakis 《Educational Measurement》2019,38(3):46-54
Self‐reported measures are an easy, time‐efficient, and low‐cost way to collect research data compared to other assessment methods. They are, however, characterized by several limitations regarding the quality and the clarity of the data they produce, especially when they are implemented in education. The main purpose of the current study was to use a method called discrete choice modeling (DCM) in education, in order to develop a self‐reported instrument that will reduce the bias for socially desirable responses and to assess teachers’ practices in physical activity. DCM method has the ability to overcome the respondents’ tendency to answer in a socially desirable way. A nationally representative sample of 531 Greek early educators participated in this study and were administered a self‐assessment questionnaire based on DCM. Results showed that the DCM based newly developed instrument manages to assess effectively educators’ practices and provided evidence of the applicability of the method in education. Further implications and future recommendations regarding the effective application of DCM in education are discussed. 相似文献
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Christos Giatsidis Giannis Nikolentzos Chenhui Zhang Jie Tang Michalis Vazirgiannis 《Journal of Informetrics》2019,13(2):757-768
Traditionally, citation count has served as the main evaluation measure for a paper's importance and influence. In turn, many evaluations of authors, institutions and journals are based on aggregations upon papers (e.g. h-index). In this work, we explore measures defined on the citation graph that offer a more intuitive insight into the impact of a paper than the superficial count of citations. Our main argument is focused on the identification of influence as an expression of the citation density in the subgraph of citations built for each paper. We propose two measures that capitalize on the notion of density providing researchers alternative evaluations of their work. While the general idea of impact for a paper can be viewed as how many researchers have shown interest to a piece of work, the proposed measures are based on the hypothesis that a piece of work may have influenced some papers even if they do not contain references to that piece of work. The proposed measures are also extended to researchers and journals. 相似文献
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Michalis Kontopodis 《Sport, Education and Society》2013,18(4):475-493
This study moves in the space between two fields: science and technology studies (STS) and childhood studies; it thus belongs to the broader STS literature that investigates everyday practices outside the laboratory. The interpretation of ethnographic and bibliographic data on contemporary cardiovascular and obesity prevention in German kindergartens makes evident that when knowledge travels from biomedical laboratories to the preschool, then psychology comes into play! Bodies of knowledge such as behavioural or cognitive theories shape prevention and intervention practices, which could be seen as originally resulting from biomedical findings and trends. Accompanying this development is a change in the primary sciences that deal with childhood: these are no longer pedagogy or developmental and educational psychology (at least in their traditional forms), but ‘developmental science’. All this shapes contemporary childhood in quite normative ways. It thus remains an open question what non- or less normative institutional practices and bodies of knowledge could look like. 相似文献
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Nikos V. Margaritelis Anastasios A. Theodorou Antonios Kyparos Michalis G. Nikolaidis Vassilis Paschalis 《Journal of sports sciences》2019,37(14):1630-1637
Underfat individuals have been neglected as a malnourished population in terms of redox homeostasis. The aim of the present study was to evaluate the effect of body composition on redox homeostasis at rest and in response to exercise. Underfat, lean and overfat women, classified according to their BMI and body fat percentage, participated in the study and were subjected to an acute session of eccentric exercise. With regard to muscle function and damage, a significant group × time interaction was found for range of motion (P < .01), isometric peak torque at 90° (P < .01), delayed onset muscle soreness (P < .01) and creatine kinase (P < .05), with the lean group generally exhibiting faster recovery compared to the underfat and overfat groups. With regard to redox homeostasis, a significant group × time interaction was found for F2-isoprostanes, protein carbonyls and glutathione (P < .01 for all biomarkers), with the underfat and overfat groups exhibiting increased resting oxidative stress levels and lower exercise-induced reactive species production . In conclusively, our data underline the importance of normal body composition for redox homeostasis, since underfat and overfat women demonstrate a similar pattern of redox disturbances both at rest and in response to exercise. 相似文献
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Maria Eliophotou Menon Elias Markadjis Nikolaos Theodoropoulos Michalis Socratous 《Journal of Further & Higher Education》2017,41(6):831-843
Research points to several determinants of the private demand for higher education, which include individual, social, economic, and institutional variables. Of these variables, economic factors are considered to be highly relevant, especially in the current financial crisis. The paper investigates the link between expected rates of return to higher education and the intention of secondary education graduates to pursue university studies. The effect of additional variables influencing the choice of higher education (ability, gender, socioeconomic status [SES], type of secondary school, area of residence) is also examined. The findings show a significant link between the perceived rates of return and the intention of secondary school graduates to enter tertiary education. With the exception of residence, all independent variables are strong determinants of the intention to enter higher education. The paper also points to the considerable effect of the financial crisis on students’ expectations in that respondents reported lower perceived rates of return compared to previous estimates in the same country. The implications of the findings for higher education policy are discussed. 相似文献
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Student examinees are key stakeholders in large-scale, high-stakes, public examination systems. How they perceive the purpose, comprehend the technical characteristics of testing and how they interpret scores influence their response to the system demands and their preparation for the examinations; this information relates to intended and unintended consequences of testing and is a component of an expanded notion of test validity. The research reported in this paper investigates examinees’ perceptions about the secondary school graduation and university-entrance national exams in Cyprus. Interviews with recent examinees reveal the versatility and complexity of their perceptions about the fairness and appropriateness of the system, which are influenced by design features of the exams and by the local context. There are important, mostly unintended, consequences on their in- and out-of-school experience, on school curricula and on instructional practices. Empirical evidence about consequential aspects of examinations contributes to the validity argument needed to support such programmes. 相似文献
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Gavin Thomas Lumsden Brown Michalis P. Michaelides 《European Journal of Psychology of Education - EJPE》2011,26(3):319-337
Teacher conceptions of assessment are influential mediators of how assessment policy initiatives are implemented in schools.
Four hierarchical, intercorrelated factors (i.e., assessment for improvement, school accountability, and student accountability,
and assessment as irrelevant) of how teachers' conceive of assessment have been reported. However, most studies have been
conducted only in English in jurisdictions with policies of low-stakes testing. This paper extends the research by surveying
249 Greek-Cypriot teachers with a Greek translation of the Teachers' Conceptions of Assessment inventory. Cyprus has a relatively
low-stakes assessment policy during the compulsory school years, suggesting, under the assumption of ecological rationality,
that conceptions would be similar to previous English-language studies. Exploratory factor analysis of the Cyprus data led
to a five-factor solution with 24 items within two inversely correlated second-order factors (i.e., assessment is positive
and negative; r = −0.49). A multigroup nested invariance confirmatory factor analysis found statistical invariance between the Cyprus and
the New Zealand data. Mean score differences were small for two improvement-oriented conceptions, moderate for assessment
that is bad, and large for school accountability and ignoring assessment factors. Similarities and differences in conceptions
appear to reflect commonalities and discrepancies in educational system policies and practices. 相似文献
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