The Eastern Mediterranean frontier of Latin Christendom     

Spyros P. Panagopoulos 《Al-Masaq: Islam & the Medieval Mediterranean》2019,31(1):126-127

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Byzantine Epirus: A Topography of Transformation. Settlement of the Seventh-Twelfth Centuries in Southern Epirus and Aetoloacarnania,Greece     

Spyros P. Panagopoulos 《Al-Masaq: Islam & the Medieval Mediterranean》2015,27(3):298-300

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Approaches to the Byzantine Family     

Spyros P. Panagopoulos 《Al-Masaq: Islam & the Medieval Mediterranean》2016,28(2):211-214

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Mediterranes Kaisertum und imperiale Ordnung: Das lateinische Kaiserreich von Konstantinopel     

Spyros P. Panagopoulos 《Al-Masaq: Islam & the Medieval Mediterranean》2017,29(3):281-282

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Does class-size reduction close the achievement gap? Evidence from TIMSS 2011     

Wei Li  Spyros Konstantopoulos 《School Effectiveness & School Improvement》2017,28(2):292-313

Policies about reducing class size have been implemented in the US and Europe in the past decades. Only a few studies have discussed the effects of class size at different levels of student achievement, and their findings have been mixed. We employ quantile regression analysis, coupled with instrumental variables, to examine the causal effects of class size on 4th-grade mathematics achievement at various quantiles. We use data from 14 European countries from the 2011 sample of the Trends in International Mathematics and Science Study (TIMSS). Overall, there are no systematic patterns of class-size effects across quantiles. Class-size effects are generally non-significant and uniform at different achievement levels, which suggests that in most European countries class-size reduction does not have an impact on student achievement and does not close the achievement gap. However, combined estimates across countries indicate that high achievers may benefit more from class-size reduction.  相似文献   

From knowledge to added value: A comparative, panel-data analysis of the innovation value chain in Irish and Swiss manufacturing firms     

Stephen Roper  Spyros Arvanitis 《Research Policy》2012,41(6):1093-1106

The innovation value chain (IVC) divides the innovation process into three separate links or activities: knowledge gathering, knowledge transformation and knowledge exploitation. Here, we report a comparative panel data analysis of the IVC in Ireland and Switzerland. Both economies are small, very open and depend significantly on innovation to maintain competitive advantage. In recent years, however, R&D and innovation growth in Ireland has been markedly stronger than that in Switzerland. We investigate these differences through the ‘lens’ of the IVC. Significant similarities exist between some aspects of firms’ innovation behaviour in each country: strong complementarities emerge between external knowledge sources and between firms’ internal and external knowledge. And, in both countries, in-house R&D and links to customers prove important drivers of innovation. Innovation drives productivity growth in different ways in the two countries, however, through product change in Switzerland and through process change in Ireland. Other differences in the determinants of innovation performance linked to ownership and firms’ institutional context emphasise the systemic nature of innovation and the legacy of past patterns of industrial development.  相似文献   

Meritocracy through education and social mobility in post‐war Britain: a critical examination     

Spyros Themelis 《British Journal of Sociology of Education》2008,29(5):427-438

After the Second World War, education in advanced capitalist societies has been perceived as the main ‘saviour’ of the meritocratic ideal. In this paper I will investigate some of the implications of the lasting emphasis that has been placed upon education in Britain, in the pursuit of a more just and equal society. Initially, I will present two main strands of thought vis‐à‐vis meritocracy. I will then show how these different approaches have shaped the pertinent debate. The main line of reasoning will be that the ‘meritocracy through education’ discourse can potentially conceal inequalities and injustices in contemporary market‐driven British society. This contention will be supported by evidence from social mobility research, which clearly indicates that the expansion of educational provision and the increase in educational qualifications of the past 60 years has done little to eliminate social class differences and associated privileges.  相似文献   

The educational philosophy of Greek extensionists vis-à-vis contemporary extension thinking: a critical appraisal     

Spyros Papaspyrou 《The Journal of Agricultural Education and Extension》2018,24(4):345-360

Purpose: The current paper aims at the classification of Greek agronomists/extensionists in adult education philosophical frameworks; the exploration of frameworks’ changes in the last 40 years; and the assessment of their relevance vis-à-vis the current developments.

Design/Methodology/Approach: The research addressed a purposive sample of 30 agronomists divided into two groups (older - younger). Questionnaire-based survey was followed by a semi-structured interview.

Findings: The views of both groups of agronomists follow the same orientation and revolve around the progressive and behaviourist philosophies. In terms of practice, the intervention of older agronomists mainly relates to the progressive, the liberal and the behaviourist philosophy while that of younger agronomists around the liberal framework; evidence shows a small turn of younger agronomists towards participatory extension.

Practical Implications: The current piece of work puts forward the gaps and weaknesses of Extension in Greece both in terms of rhetoric and practice; notably, Greek agronomists do not seem capable to support bottom-up processes.

Theoretical Implications: Research detected the espoused orientation of extensionists and the ways they assist their constituencies in practice.

Originality/Value: The work reported here is considered one means of raising the awareness of the field’s needs in documenting extensionists’ educational philosophies and how they guide practice.  相似文献   

In/Animate Victims: Cultural Reactions to Animation     

Spyros Papapetros 《传播与批判/文化研究》2013,10(3):300-306

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Power Analysis in Two-Level Unbalanced Designs     

Spyros Konstantopoulos 《Journal of Experimental Education》2013,81(3):291-317

Previous work on statistical power has discussed mainly single-level designs or 2-level balanced designs with random effects. Although balanced experiments are common, in practice balance cannot always be achieved. Work on class size is one example of unbalanced designs. This study provides methods for power analysis in 2-level unbalanced designs with random effects. Overall, the nesting affects power negatively, the treatment affects power positively, and the Level-2 units affect power more than Level-1 units. Computing power assuming balanced designs provides reasonable estimates only when imbalance is mild or moderate. When imbalance is large or extreme, computing power assuming balanced designs produces larger estimates of power. The use of the harmonic mean provides accurate estimates of power in unbalanced 2-level designs even when imbalance is large.  相似文献