Promoting peaceful coexistence in conflict-ridden Cyprus: Teachers’ difficulties and emotions towards a new policy initiative     

Michalinos Zembylas  Constadina CharalambousPanayiota Charalambous  Panayiota Kendeou 《Teaching and Teacher Education》2011,27(2):332-341

The present paper looks at teachers’ perceptions of difficulties and emotions about a recent policy initiative in the Greek-Cypriot educational system to promote peaceful coexistence. This policy initiative by the government sparked strong emotional reactions. This paper provides an in-depth understanding of the intersection between tensions at the larger socio-political landscape and teachers’ emotional readiness to deal with this policy initiative. To do so, the paper draws on the findings of a quantitative and a qualitative study conducted during the end of the 2008-2009 school year. Possible implications are discussed for educational policy and teacher education.  相似文献   

Sexuality education as a collective responsibility: a new health education curriculum in Cyprus     

Soula Ioannou  Christiana Kouta  Maria Constantinidou  Panayiota Ellina 《Sex education》2014,14(4):375-386

The development of health promotion is typically viewed as a reaction against both the excessive responsibility placed on individuals concerning their health-related choices and the absence of recognition of environmental factors associated with personal decision making. What though does sexuality education mean from the perspective of health promotion? According to one approach, it implies the existence of a curriculum that recognises the environmental factors affecting sexuality and sexual behaviour. It also suggests a curriculum that aims to empower students to engage with risky sexual behaviour, not just as a personal issue but also as a social matter. The emphasis is placed not merely on developing personal knowledge and skills associated with sexuality and sexual behaviour but on enabling active citizens to protect themselves and their co-citizens from sexual risks and to promote healthy sexuality. This paper discusses such a health promotion perspective in relation to the sexuality education curriculum as recently developed in Cyprus. It demonstrates how a health promotion perspective in relation to sex education can be translated into the establishment of learning objectives, appropriate pedagogic methods and the development of school materials.  相似文献   

Teachers’ pedagogical perspectives and teaching practices on human rights in Cyprus: an empirical exploration and implications for human rights education     

Michalinos Zembylas  Constadina Charalambous  Panayiota Charalambous 《Pedagogies: An International Journal》2016,11(3):197-217

This paper describes a qualitative study that explored the understandings of human rights, pedagogical perspectives and practices in human rights teaching of three Greek-Cypriot elementary teachers. The study revealed some significant challenges in human rights teaching that seemed to be common for all three participating teachers. First, all of the teachers experienced pedagogical difficulties in defining and talking about human rights. A second challenge was that these difficulties seemed to influence both their pedagogical perspectives about the teaching of human rights and their teaching practices. And the third challenge was that the difficulties that teachers faced in preparing their lessons were also reflected in their teaching practices in four ways: the dominance of a “declarational” approach; decontextualization; the trivialization of human rights; and the retreat to familiar discourses and activities. The paper concludes by discussing the implications for teachers, teacher educators, and theory in human rights education.  相似文献   

Making the right connections: Differential effects of reading intervention for subgroups of comprehenders     

Kristen L. McMaster  Paul van den Broek  Christine A. Espin  Mary Jane White  David N. Rapp  Panayiota Kendeou  Catherine M. Bohn-Gettler  Sarah Carlson 《Learning and individual differences》2012,22(1):100-111

The purpose of this study was to compare the effects of different types of questioning interventions on students' reading comprehension. Fourth-grade students (n = 246) were identified as struggling, average, or good readers and assigned randomly within school to one of three questioning interventions: two inferential conditions (Causal or General) or one literal condition (“Who, What, Where, When” or W-questioning). Teachers delivered the interventions for 20–30 min, 2–4 times per week, for 8–10 weeks. All readers made reliable pre- to posttest comprehension gains as measured by story recall (ps < .001 to .04). Differential effects for intervention were found between two subgroups of struggling comprehenders—elaborators and paraphrasers. Elaborators benefited more than paraphrasers from Causal questioning (d = .86) whereas paraphrasers benefited more than elaborators from General questioning (d = 1.46). These findings suggest that identifying subgroups is important in developing and evaluating the effectiveness of reading comprehension interventions.  相似文献   

Examining my-side bias during and after reading controversial historical accounts     

Iordanou  Kalypso  Kendeou  Panayiota  Zembylas  Michalinos 《Metacognition and Learning》2020,15(3):319-342

Metacognition and Learning - The present study examines individuals’ thinking during and after reading controversial historical accounts and the possible contribution of epistemic beliefs,...  相似文献   

Academic hardiness as a moderator of the relation between perfectionism and academic procrastination in university students     

Sepiadou  Iwanna  Metallidou  Panayiota 《European Journal of Psychology of Education - EJPE》2023,38(3):1053-1071

European Journal of Psychology of Education - The aim of the study was to investigate the predictive value of adaptive and maladaptive dimensions of perfectionism for academic procrastination in...  相似文献