排序方式： 共有68条查询结果，搜索用时 15 毫秒
21.
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
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
22.
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
23.
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
24.
David N. Rapp Paul van den Broek Kristen L. McMaster Panayiota Kendeou Christine A. Espin 《Scientific Studies of Reading》2013,17(4):289-312
Many children struggle to learn to read, and these difficulties can persist well into adulthood. To address this problem, researchers have investigated the processes that underlie reading. An informative body of work has thus identified basic skills (e.g., decoding, vocabulary knowledge) as necessary for successful reading. Researchers also have begun to examine comprehension skills and their contributions to the reading process. In this article we describe research from the cognitive sciences on the processes that underlie higher-order, coherence-oriented comprehension to provide an empirically and theoretically driven perspective for investigating struggling readers' difficulties. We show that this perspective is particularly beneficial in the development and assessment of instructional approaches by relating it to existing, effective interventions. Finally, we demonstrate how our own research activities have derived from this perspective and how preliminary findings extend our understanding of readers' difficulties. This work seeks to address existing challenges in the field of reading comprehension while also suggesting new ways of investigating the plight of struggling readers. 相似文献
25.
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
26.
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
27.
Panayiota Kendeou Timothy C. Papadopoulos Marianna Kotzapoulou 《Reading and writing》2013,26(2):189-204
The main aim of the present study was to empirically test the emergence of the Simple View of Reading (SVR) in a transparent orthography, and specifically in Greek. To do so, we examined whether the constituent components of the SVR could be identified in young, Greek-speaking children even before the beginning of formal reading instruction. Our investigation focused on Kindergarten children and examined the dissociation of decoding-related and language comprehension skills using Exploratory Factor Analysis. All children were administered a battery of decoding-related and comprehension measures. The analysis demonstrated that comprehension and decoding-related measures loaded as distinct factors in young Greek-speaking children and that the two factors were weakly correlated. The present findings provide important support for the validity of the SVR framework as a model of reading skills acquisition in a language with a transparent orthography, such as Greek. 相似文献
28.
Kalypso Iordanou Krista R. Muis Panayiota Kendeou 《Journal of Experimental Education》2013,81(4):531-551
Relations between epistemic perspective and online epistemic processing of evidence when reading a text were examined. Thirty-seven young adolescents and 24 graduate university students were asked to read and think aloud with two texts, one in the history domain and the other in the science domain. Participants also completed a prior-knowledge test and an instrument assessing their epistemic perspective. Results showed that participants who exhibited an evaluativist epistemic perspective and high prior knowledge used the epistemic standard of scientific research more than participants who held a nonevaluativist epistemic perspective. Furthermore, an age-related developmental difference was observed, with adults using the epistemic standard of scientific research more than young adolescents. Domain differences were observed in both participants’ epistemic perspectives and online epistemic processing. Participants overall engaged in online epistemic processing of evidence more in the history topic than in the science topic. 相似文献
29.
The present study based on Antonietti, A., Ignazi, S., & Perego, P. (2000). Metacognitive knowledge about problem-solving methods. British Journal of Educational Psychology, 70, 1–16 methodology with the aim to examine primary school teachers' metacognitive knowledge about problem-solving strategies. A sample of 338 in-service (172) and pre-service (166) teachers participated in the study. They were asked to give on a five-point scale frequency, efficacy, and facility estimates for the application of five problem-solving strategies in 3 kinds of problems (interpersonal, practical, and study problems). The results are in accordance with Antonietti, A., Ignazi, S., & Perego, P. (2000). Metacognitive knowledge about problem-solving methods. British Journal of Educational Psychology, 70, 1–16 evidence. They, also, stressed the possible role of age along with work experience in the formation of beliefs about strategic behavior. 相似文献
30.
Our goal in this paper is to understand the extent to which, and under what conditions, executive functions (EFs) play a role in reading comprehension processes. We begin with a brief review of core components of EF (inhibition, shifting, and updating) and reading comprehension. We then discuss the status of EFs in process models of reading comprehension. Next, we review and synthesize empirical evidence in the extant literature for the involvement of core components of EF in reading comprehension processes under different reading conditions and across different populations. In conclusion, we propose that EFs may help explain complex interactions between the reader, the text, and the discourse situation, and call for both existing and future models of reading comprehension to include EFs as explicit components. 相似文献