The role of digital stories and civic actions on student-teachers’ understanding about social sustainability in urban settings     

Georgios Malandrakis  Stergios Gkitsas  Evagelia-Zoi Bara 《Environmental Education Research》2019,25(10):1524-1551

Abstract

The present study aims to explore student-teachers’ (STs’) progress in understanding social urban sustainability and how it is affected through the development of digital stories and engagement in civic actions. Participants were 44 STs enrolled in a Department of Primary Education located in Northern Greece. Although participants were aware of the principles of sustainable development and education for sustainability, none of them had familiarity with social or urban sustainability. Three individual digital concept maps constructed before, intermediate and after the end of the course served as data sources. Both quantitative (significance testing, effect sizes, and confidence intervals) and qualitative (categories development) methods of analysis were implemented. Results indicate a sound improvement of STs’ understanding even in the intermediate concept maps with the most significant proposition gains associated with the society pillar. Moreover, despite the significant improvement in understanding of all main pillars of sustainability, this improvement was unbalanced because a minority of subcategories constituted the majority of STs’ propositions in all settings, indicating a strong and constructive combination between theory and praxis for the advancement of STs’ learning.  相似文献   

Achievement at the higher education entry examinations in Greece: A Procrustean approach   总被引：1，自引：0，他引：1  

George Psacharopoulos  Stergios Tassoulas 《Higher Education》2004,47(2):241-252

The paper examines the way the national higher education entryexaminations in Greece are used to determine entry into the 100 percentgovernment-controlled state tertiary education system. The databaserefers to the population of all secondary education graduates taking (ornot taking) the June 2000 national secondary school examination. Thereis considerable achievement variation across regions and types ofschool. Poor districts, evening schools, and state schools areassociated with lower achievement. Private schools are associated withhigher achievement, even controlling for parental schooling and wealth.Regardless of the student's achievement in the national examinations,entry each year is mainly determined by the number of available places.Given the fact the state cannot afford to provide free access to allthose who want entry, the non-university cycle has expanded rapidly toaccommodate a greater number of students into ``higher educationtechnological institutes' that are most frequently not the candidates'first choice. Thus, the fable of Procrustes is revived in modernGreece.  相似文献