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The aim of this study was to test the direction of effect in the relationship between bullying and empathy. The participants were 205 sixth‐grade students, randomly selected from urban and rural schools in Cyprus. A six‐month, two‐time‐point longitudinal design was used in which the participants completed the bullying subscale of the Revised Bullying and Victimisation Questionnaire (BVQ‐R) and the Basic Empathy Scale. The results of this study showed that bullying at Time 1 negatively predicted the affective component of empathy at Time 2. Moreover, children’s affective empathy at Time 1 negatively predicted bullying at Time 2. The results of this study indicate towards a reciprocal model of understanding the relationship between bullying and empathy. 相似文献
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Traditionally, methods for collecting qualitative data have created practical difficulties in that they often require long-term engagement and, as a result, produce a great volume of data. This paper proposes and demonstrates a speedy technique for gathering and analyzing such data. It is argued that an analysis of critical incidents can be used by researchers interested in collecting qualitative data quickly as a method for doing a case study, but also, at the same time, in a participatory way that contributes to understandings that can be useful for the purpose of school improvement. 相似文献
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Kyriakides Leonidas Charalambous Evi Creemers Bert P. M. Antoniou Panayiotis Devine Dympna Papastylianou Dona Fahie Declan 《Educational Assessment, Evaluation and Accountability》2019,31(1):121-149
Educational Assessment, Evaluation and Accountability - This paper presents the results of a European study investigating the extent to which the Dynamic Approach to School Improvement (DASI) can... 相似文献
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Integration of individuals categorized as having special educational needs in mainstream schools has become a dominant policy in many countries. Changes in recent years in the field traditionally called "special education" have significantly influenced the education of deaf and hard of hearing individuals. The movements against segregation and toward integration and, more recently, inclusion, have created the conditions for educational changes, not only in mainstreaming but in special education. The article brings to light the views and experiences of deaf and hard of hearing people as students at special schools and mainstream schools, in order to compare the two systems from the viewpoints of those involved and to explore the possible implications of these views and experiences for the development of the educational system in Cyprus regarding inclusive education. Particular attention is given to improvement of the education of deaf and hard of hearing children. 相似文献
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Daniel Faas Christina Hajisoteriou Panayiotis Angelides 《British Educational Research Journal》2014,40(2):300-318
European societies have become increasingly diverse as a result of legal and illegal migration flows, and educationists are facing the challenge of how to address the presence of migrant students. In recent years, there has been increasing activity at European level in the field of intercultural education despite the principle of subsidiarity. This article draws on 30 European level policy documents published within the last decade to analyse the dynamics influencing intercultural education in Europe. These include European Union institutions (such as European Commission, European Council, and Council of Ministers) and Council of Europe documents. Our discussions are situated within historical and contemporary European immigration policy developments. We argue that the main emphasis of recent European level policies and directives is on fostering social cohesion through incorporating migrant students. In so doing, European organisations have had to deal with arguments surrounding the legitimacy of European policy initiatives in the field of intercultural education. 相似文献
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Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies 总被引：1，自引：0，他引：1
Panayiotis Antoniou Mary James 《Educational Assessment, Evaluation and Accountability》2014,26(2):153-176
The importance of formative assessment in facilitating student learning has been well established in the literature. However, defining and implementing formative assessment in classroom settings is a rather complicated task. The aim of this study is to explore formative assessment, as implemented in primary classrooms in Cyprus, and develop a framework of action for analysing and understanding formative assessment processes. The research was qualitative, interpretive, collaborative, and guided by the ethics of care. Four primary school teachers of the third and fourth grade participated in the study. The teachers differ in their teaching experience and gender. Data collection was based on non-participant classroom observations, teachers’ interviews and documentary analysis of children’s work for written feedback. The analysis of the data was carried out using the constant comparative method and revealed five distinctive processes of formative assessment: (a) Articulation/communication of expectancies and success criteria, (b) Elicitation and collection of information, (c) Interpretation of information/judgement, (d) Providing feedback, and (e) Taking action/regulation of learning. The analysis also pointed the confusions arising from the various interpretations of the concept and the difficulties in implementing effectively formative assessment in classroom settings. Implications of the findings for policy and practice are drawn and suggestions for further research are finally provided. 相似文献
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Christina Hajisoteriou Petros Panaou Panayiotis Angelides 《British Educational Research Journal》2022,48(2):253-271
Over the last decade, various organisations, scholars and educators across the globe have been arguing for the need to foster dialogue between and with children regarding the world they want to have, in terms of both justice and sustainability. Research has shown that stories and storytelling have a world-making and world-changing character that may trigger children’s social imagination on social justice issues and help them play a participatory role in society. In this context, the study presented here aimed to empower children to speak up for their beliefs and to become active agents of change in relation to social justice issues. To meet our research goals, we developed workshops around traditional folktales, which we implemented in four schools in Cyprus. During these workshops, we promoted critical dialogue for social justice issues through pertinent collaborative storytelling activities. Collaborative storytelling is a method that can involve participants in critical dialogue, enabling them to produce innovative and creative counter-stories. This can potentially deepen their perceptions about social justice, while also allowing them to communicate the knowledge they have built in engaging and accessible ways. Data collection included observations during workshops, as well as post-implementation interviews with a purposive sample of child participants. Our findings suggest that the children deployed either a ‘we are all different’ or a ‘we are all the same’ discourse to define social justice. Nonetheless, as the project progressed, they seemed to gradually turn to a ‘we need to see injustice to be able to act against it’ discourse. This project aims to contribute to academic discussions on promoting dialogue with children on social justice issues, and cultivating children’s metacognitive skills about societal injustices. 相似文献
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Panayiotis Persianis 《比较教育学》1996,32(1):45-68
The case of the British colonial education 'lending' policy in Cyprus is very interesting, firstly, because Cyprus possessed cultural characteristics very different from those of almost all the other British colonies (African and Asian) and, secondly, because the colonial policy influenced to a great extent the post-colonial educational structures and practices in the island. This article will show that the British colonial education policy applied in Cyprus had the two main features of the colonial policy applied in almost all the other British colonies, namely, (a) it was an 'adapted education' policy and (b) it was very much dependent on the will of the governed people. There were, however, two essential differences: (a) the 'adapted education' policy was very elusive and took diverse forms, and (b) politics played a much more important role in Cyprus than in the other colonies in the formulation of this policy, both positively and negatively. The result was that the 'adapted education' policy explicitly applied during the first fifty years was later reversed and became an open and fervent policy of cultural and educational lending. The contention of the author is that this last policy was a form of implicit 'adapted education' policy . 相似文献
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Learning Environments Research - Considerable past classroom learning environment research has focused on the primary and secondary levels of education and the subject areas of science and... 相似文献