Old and new policies in dialogue: Greek–Cypriot teachers' interpretations of a peace‐related initiative through existing policy discourses          下载免费PDF全文

Panayiota Charalambous  Constadina Charalambous  Michalinos Zembylas 《British Educational Research Journal》2014,40(1):79-101

This paper looks at teachers' interpretations of a recent and controversial Greek–Cypriot policy initiative, which aimed to promote ‘peaceful coexistence’ between the two rival communities in conflict‐ridden Cyprus. Specifically, it focuses on the ways in which Greek–Cypriot teachers constructed the relation between the new policy for peaceful coexistence between Greek‐Cypriots and Turkish‐Cypriots with the long established but rather conflicting policy of ‘I don't forget and I struggle’. The study analyses a set of 40 interviews conducted a few months after the first introduction of the new policy and maps teachers’ interpretations using the analytical concept of interpretative repertoires. Despite the poor implementation of the new initiative in practice, the study argues that the introduction of the new policy has brought about discernible discursive shifts in some teachers’ perceptions of the older policy of ‘I don't forget’.  相似文献   

Minority Students’ Responses to Racism: The Case of Cyprus     

Peter A. J. Stevens  Panayiota Charalambous  Evgenia Mesaritou  Spyros Spyrou  Lore Van Praag  Fanny D’hondt 《British Journal of Educational Studies》2016,64(1):77-95

While research has focused on the role of racism in (re)producing ethnic/racial inequalities in education, there is very little research that investigates how variability in minority students’ responses to racism can be explained. By using an ecological approach to integrate existing research on actors’ responses to racism, this study finds that researchers have generally neglected factors and processes situated at the micro- and meso-levels of analysis. Qualitative interview data with Turkish–Cypriot children enrolled in schools in the predominantly Greek-speaking part of the Republic of Cyprus are used to investigate their strategies in response to racism and the factors that explain the observed variability in their responses. The findings suggest the importance of and interactions between factors situated at different levels of analysis, including the level of organizations and social groups and face-to-face interactions in explaining variability in young people’s responses to racism.  相似文献   

Toward a critical hermeneutical approach of human rights education: universal ideals,contextual realities and teachers’ difficulties     

Michalinos Zembylas  Panayiota Charalambous  Constadina Charalambous  Stalo Lesta 《课程研究杂志》2017,49(4):497-517

The present paper takes the approach of critical hermeneutics in human rights education (HRE) that has been developed theoretically and tries to operationalize it in pedagogical practice. In particular, a group of Greek-Cypriot teachers were trained in a series of workshops on how critical hermeneutical approach (CHA) could be taught in the context of HRE. The paper explores teachers’ difficulties with and perspectives of CHA during the training designed and offered by the authors. The findings show how, in addition to epistemological issues involved concerning the meaning and implications of the CHA, the particularities of the local context (ethnic conflict, pedagogic traditions, educational structures) influenced the uptake of this approach. The implications are discussed in relation to the need to identify the difficulties teachers have with specific pedagogical approaches of HRE as they become manifest contextually, and the need to design teacher training in which teachers have opportunities to reflect upon and engage with these difficulties through a critical interpretive lens.  相似文献   

Developing a test for exploring student performance in a complex domain: Challenges faced,decisions made,and implications drawn     

Charalambos Y. Charalambous  Leonidas Kyriakides  George N. Philippou 《Studies in Educational Evaluation》2012,38(3-4):93-106

This paper illustrates the application of existing guidelines to develop a test grounded in theoretical perspectives and empirical findings in the area of problem solving. By documenting this process, the paper outlines the challenges test developers face when seeking to construct a theory/research-driven test, discusses the decisions made at different junctures, and emphasizes that the findings from test administration need to be seen in perspective of those decisions. Moving beyond the guidelines proposed in the literature on test development, the paper also suggests that the results of test administration be linked to instruction and explores how instruction could have informed and might be informed by these findings.  相似文献   

Manifestations of Greek-Cypriot teachers' discomfort toward a peace education initiative: Engaging with discomfort pedagogically     

Michalinos Zembylas  Panayiota Charalambous  Constadina Charalambous 《Teaching and Teacher Education》2012

This study sought to understand how teachers' discomforting emotions were manifest in a teacher education setting and how teacher educators might engage with discomfort pedagogically. A qualitative perspective was used with a group of teachers who participated in a series of peace education workshops in Cyprus. All of the workshops were audio- and video-recorded; in-depth interviews were also conducted with seven focal participants before and after the workshops. The findings show the manifestations of discomfort, the sources of discomfort, and the ways of handling teachers' discomfort pedagogically. The paper discusses how this study may inform teacher education.  相似文献   

Pre-adolescents’ representations of multiple attachment relationships: the role of perceived teacher interpersonal behaviour     

Kyriakos Charalampous  Constantinos M. Kokkinos  Ekaterini Apota  Anastasia Iliadou  Maria Iosifidou  Sofia Moysidou  Ekaterini Vriza 《Learning Environments Research》2016,19(1):63-86

Attachment theory proposes that early parent–child relationships provide the basis for all future close relationships of the individual, through childhood and adolescence into later life. The purpose of the present study was to examine the relationship between parental attachment, peer attachment and students’ perceptions of their teacher’s interpersonal behaviour, in order to shed light on the channels through which these constructs relate. In doing so, we examined three proposed theoretical schemes of pre-adolescents’ representations of multiple relationships. As a side-goal, the psychometric properties of the Greek translations of the Revised Inventory of Parental and Peer Attachment (IPPA-R) and the Questionnaire on Teacher Interaction (QTI-G) were investigated. Two independent samples comprising 270 and 306 pre-adolescents (grades 5–7), respectively participated in the study. Results supported a four-factor structure of the IPPA-R and an elliptical shape for the Interpersonal Teacher Circle measured by the QTI-G. The integrative scheme regarding pre-adolescents’ multiple adult relationships was supported by the data. Parental attachment relationships were found to be an important determinant of students’ perceptions of their teacher interpersonal behaviour, which in turn mediated the relationship between parental and peer attachment relationships. Results are discussed in terms of their theoretical and practical implications.  相似文献   

Toward a Critical Hermeneutical Approach in Human Rights Education: Transformative Possibilities and the Challenges of Implementation     

Michalinos Zembylas  Stalo Lesta  Constadina Charalambous  Panayiota Charalambous 《欧洲教育》2016,48(2):137-157

The present paper examines the implementation of a particular human rights education approach—known as “critical hermeneutical” approach—in the context of two Greek-Cypriot classrooms. The study investigates whether and how an intervention grounded in this approach offers transformative possibilities to students and what kind of challenges it may pose for teachers who implement it. The implications for teacher training and teacher education are discussed.  相似文献   

Improving quality and equity in schools in socially disadvantaged areas     

Leonidas Kyriakides  Evi Charalambous  H. P. M. Creemers  Andria Dimosthenous 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):274-301

Background: Recent effectiveness studies have investigated the relationship between two dimensions of effectiveness – namely, quality and equity. Specifically, the question of whether effective schools can also reduce the initial differences in student outcomes attributed to student background factors has been examined. In this context, the Dynamic Approach to School Improvement (DASI) makes use of theory and the research findings of effectiveness studies to try to improve school effectiveness in terms of quality and equity.

Purpose: This study aimed to examine whether the implementation of DASI in primary schools in socially disadvantaged areas in four European countries (Cyprus, England, Greece and Ireland) was able to promote student learning outcomes in mathematics and to reduce the impact of student background factors on student achievement in mathematics.

Design and methods: A sample of 72 primary schools across the four countries was randomly split into experimental and control groups. At the beginning and at the end of the school year, mathematics tests were administered to all students of Grades 4–6 (n = 5560; student ages 9–12 years). The experimental group made use of DASI. Within-country multilevel regression analyses were conducted to evaluate the impact of the intervention and search for interaction effects between the use of DASI and student background factors on final achievement.

Results: In each country, the experimental group achieved better results in mathematics than the control group. At the beginning of the intervention, the achievement gap based on socio-economic status (SES) was equally large in the experimental and the control groups. Only in the experimental group did the achievement gap based on SES become smaller. However, DASI was not found to have an effect on equity when the equity dimension was examined by focusing on the achievement gap based on either gender or ethnicity.

Conclusions: Implications of findings are drawn and the importance of measuring equity in terms of student achievement gaps based on different background factors, rather than only on SES, is emphasised. We propose the evaluation of the impact of interventions on promoting equity by the use of various criteria.  相似文献   

The Model of Interpersonal Teacher Behaviour: a qualitative cross‐cultural validation within the Greek elementary education context     

Kyriakos Charalampous  Constantinos M. Kokkinos 《British Educational Research Journal》2013,39(1):182-205

The Model of Interpersonal Teacher Behaviour (MITB) provides a widely acclaimed framework for studying the student–teacher interaction. However, the consistently weak psychometric properties of the instruments designed to measure the MITB in educational contexts other than the ones for which the MITB was originally developed, indicate the need for scrutinised cross‐cultural adaptation procedures. The present study examined the cross‐cultural validity of the MITB within the Greek elementary education context. Semi‐structured interviews were undertaken with 6 teachers and 24 students. Interviews were analysed using the method of qualitative content analysis. The findings corroborated the validity of the MITB and indicated slight repetitive patterns of differentiation in the conceptualisation of the MITB by both Greek elementary students and teachers.  相似文献   

Interpersonal teacher behaviour in primary school classrooms: A cross-cultural validation of a Greek translation of the Questionnaire on Teacher Interaction     

Constantinos M. Kokkinos  Kyriakos Charalambous  Aggeliki Davazoglou 《Learning Environments Research》2009,12(2):101-114

The present study investigated the psychometric properties of a Greek translation of the Questionnaire on Teacher Interaction Primary (G-QTIP). A sample of 273 primary school students from 17 Grade 5 and 6 classes in Cyprus public schools, as well as their teachers, participated in the study. Students completed a self-report questionnaire consisting of demographic questions and the G-QTIP. Teachers also rated students’ academic achievement in language and mathematics. The study also investigated the effects of students’ demographics and academic achievement on their perceptions. Confirmatory factor analysis supported the a priori structure of the instrument, but with a reduced number of items and with the removal of the Uncertain scale. In general, the G-QTIP is valid and reliable for use in Greek-speaking contexts.  相似文献