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1.
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
2.
A pedagogical analysis of science textbooks: How can we proceed? 总被引：1，自引：0，他引：1
This paper discusses some of the available frameworks for the pedagogical analysis of school science textbooks. First, it
distinguishes between (a) studies which focus on elements of textbooks, such as the content, vocabulary, illustrations used,
and the teaching methods promoted; and (b) those which consider the principles that organize the content and the form of presentation.
In attempting to consider the sorts of principles that may be used in the studies categorised under (b), two crucial issues
are discussed. The first issue refers to the relationship between scientific knowledge and school knowledge, which, as the
relevant literature suggests, might not be conceived merely as a simplified “casting” of the scientific structure, but rather
should be understood as a complex social process. The second issue explicitly addresses the nature of the pedagogic relationship
and the place of the pedagogic text within it. Recent views about the nature of knowledge, it is argued, would suggest a reconceptualisation
of the teaching activity, and indicate a model according to which the three elements of the teaching situation-the content,
the pupil and the teacher—are seen as being (re)constituted in their articulation within and through the text(book). Thus,
for example, what is to be a competent pupil in this approach is a function of the text. On the basis of these considerations,
three approaches to the analysis of science textbooks are discussed: the socio-cognitive, the sociolinguistic and the socio-epistemic.
The relative merits of the third approach are considered, and some examples are used from Greek science textbooks. 相似文献
3.
Co-teaching is considered a means for improving the inclusion of students with disabilities in mainstream classrooms. This research employs a mixed methods research approach to investigate teachers’ attitudes towards co-teaching practices for students with disabilities in Greek schools. In total, 400 co-teachers completed a survey questionnaire and 10 of them participated in semi-structured interviews, in which they reported co-teaching practices with regard to planning and evaluation activities, co-teaching models, content of teaching and instructional grouping arrangements. The participants stated that the time they spend to plan and evaluate together is insufficient and that they need more time to perform these activities. In addition, co-teachers were found to use their limited time to separate rather than to co-plan or evaluate co-teaching activities. They reported inconsistencies in the rating of co-teaching activities during planning and evaluation. Even though co-teachers approved a specific stance towards all models of co-teaching, they mainly noted that they implemented supportive co-teaching. Also, they stated that they modify the content of teaching for their students with disabilities, but they limit this practice to individual teaching in order to assist these students to overcome specific difficulties. Finally, co-teachers indicated that they prefer to teach the students with disabilities in mixed ability groups rather than to teach them individually out of the class. The results of this research support those of previous studies with regard to the planning needs of co-teachers and the prevalence of the supportive co-teaching model. In addition, our results inform the field about diverse approaches and inconsistencies in delivering the curriculum and the grouping arrangements for students with disabilities. We argue that professional development on the practical implementation of co-teaching and administrative support are necessary to enhance co-teachers’ activities towards the development of an inclusive culture. 相似文献
4.
Vasilios Grammatikopoulos Nikolaos Tsigilis Athanasios Koustelios Yannis Theodorakis 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,40(5):427-438
The aim of this study was to develop an instrument for evaluating how an education program has been implemented. Such evaluation
can provide insight into the effectiveness of a program. Examined here was the Olympic Education Program used in Greek schools
since 2000. In it, students learn the history of the Olympic games and the importance of exercise for health along with the
principles and values of sports and volunteerism. The evaluation instrument underlying this study addressed the following
six factors: ‘facilities’, ‘administration’, ‘educational material’, ‘student–teacher relationships’, ‘educational procedures’,
and ‘training’. Results indicate that the instrument, while adequate for assessing effectiveness, should be combined with
advanced statistical methods. 相似文献
5.
This study discusses the results of a collaborative action research project in a multi-disciplinary school for children with disabilities. The aim was to alter practices and views of the professionals concerned in order to promote the inclusion of four children in mainstream schools. Three interrelated programmes were designed and implemented over two years in order to foster the process of collaboration and inclusion. The main purpose was to prompt the different professionals to adopt new roles, and the dialectic method was used as the main means to this end. To collect data, a systematic research diary, a number of participant observations and interviews with the professionals were used. The findings indicate that the result of collaborative action research that integrated the dialectic as a method of interpreting and deconstructing the practices and the views of professionals was to promote the children’s inclusion through the enhancement of effective and just practices. 相似文献
6.
Onno De Jong Maija Ahtee Alan Goodwin Vassilia Hatzinikita Vasilis Koulaidis 《欧洲师范教育杂志》1999,22(1):45-59
An important task of science teachers should be to take pupils’ (pre)conceptions and learning difficulties into account and to negotiate about the meanings of specific concepts. In this context, teachers’ pedagogical content knowledge plays an important role. This article presents an international study of Dutch, Finnish, English and Greek pre-service teachers’ conceptions and concerns of how to teach the concept of combustion. The prospective science teachers were invited to prepare a lesson about this concept for pupils of junior secondary school level. The prospective teachers were not allowed to consult any textbook. Research data were obtained from audio-taped semi-structured interviews with the prospective teachers. In addition, their written lesson plans and their answers to an accompanying questionnaire were collected and analysed. The results reveal a number of important characteristics of prospective teachers’ views and concerns regarding the teaching of combustion. The implications of the study for science teacher education will be presented. 相似文献
7.
Over the last five decades, modem directions in technological areas such as wireless networks and communications, complex robotic systems, satellites and space structures have been immensely benefited by the use of system and control＇s conceptual framework. Estimation, stability, controllability, robustness, optimality, adaptation, information and statistical engineering are only some of the fundamental ingredients of the so-called new and emerging technologies, which are within the collective preview of this paper. Furthermore, these two, contrarily to technological trends, well established fields of science have been continuously supported by formal modelling techniques, and advanced computational and simulation tools, which enable the analysis and design of new powerful and effective methodologies. Consequently, in this article the authors＇ aim follows two equal directions. At first, the authors would like to provide a profusion of many practical examples and real life problems arising in different application areas that may have in the past abstractly engaged the authors＇ attention and have offer a wealth of opportunities for creative system modelling and practical solutions development. That is the core of our paper. However, in order to be more explicit, and to further illustrate the authors＇ thoughts, the case of a tele-medicine-assisted home support system is used; a system of great interest in the emerging field of information technology and medical health care. Secondly, by developing the necessary conceptual framework and some more efficient methods, important and straightforwardly challenges are inevitably derived. Moreover, a strong effort to develop a formal approach requires the definition of a generic system framework. It is a central objective of this paper to clarify and unify the alternative notions of a ＂conceptual model＂ and thus, to create a basis for the systematic development of formal methods, control/information architectures and decision-making strategies. AMS （Classification）： 97U50, 97U70, 97U80, 97D99. 相似文献
8.
9.
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
10.
Individual educational plans (IEPs) are considered to be more effective when designed and implemented by a multidisciplinary team. This paper deals with the IEP as a collaborative tool for the education of pupils with profound and multiple learning difficulties (PMLD). Ten pupils with PMLD and the people working around them (e.g. teacher, speech and language therapist (SLT), physiotherapist, parents) were chosen as case studies. The design and implementation of IEPs were examined through IEP document analysis; semi‐structured interviews with teachers, parents and other professionals; observations at the Annual Review Meetings (ARMs); and follow‐up questionnaires to parents after the ARM. The study concludes that IEPs are not used as a tool for collaboration between teachers, parents and other professionals and this is attributed to the nature of the IEP itself. Collaborative changes are needed if IEPs are to be designed and implemented successfully. These changes include the introduction of broad goals, which could be shared between all those working around the child, together with less‐frequent but better‐quality evaluations of IEPs. 相似文献