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11.
Panagiotis Panagiotopoulos Alinaghi Ziaee Bigdeli Steven Sams 《Government Information Quarterly》2014
How social media can enable opportunities for collaboration between citizens and governments is an evolving issue in theory and practice. This paper examines the dynamic aspects of collaboration in the context of the 2011 riots in England. In August 2011, parts of London and other cities in England suffered from extensive disorder and even loss of human lives. Based on a dataset of 1746 posts by 81 local government Twitter accounts during or shortly after the riots, we explore how local authorities attempted to reduce the effects of the riots and support community recovery. Using Twitter's conversational and rapid update features, they produced a variety of informational and actionable messages with clear calls for offline or online action. In some cases, collective against the riots evolved in a mutual way: not only citizens were mobilized by local authorities, but also local authorities actively promoted actions initiated by citizens. 相似文献
12.
Panos Panagiotopoulos Bram Klievink Antonio Cordella 《Government Information Quarterly》2019,36(4):101421
Public value theory offers innovative ways to plan, design, and implement digital government initiatives. The theory has gained the attention of researchers due to its powerful proposition that shifts the focus of public sector management from internal efficiency to value creation processes that occur outside the organization. While public value creation has become the expectation that digital government initiatives have to fulfil, there is lack of theoretical clarity on what public value means and on how digital technologies can contribute to its creation. The special issue presents a collection of six papers that provide new insights on how digital technologies support public value creation. Building on their contributions, the editorial note conceptualizes the realm of public value creation by highlighting: (1) the integrated nature of public value creation supported by digital government implementations rather than enhancing the values provided by individual technologies or innovations, (2) how the outcome of public value creation is reflected in the combined consumption of the various services enabled by technologies and (3) how public value creation is enabled by organizational capabilities and configurations. 相似文献
13.
Alexandra Panos 《理论付诸实践》2015,54(4):292-300
Developing ePortfolios as part of preservice coursework and student teaching has become part of many teacher education programs nationwide. This article explores how developing an integrative knowledge ePortfolio (IKE, Peet et al., 2011) as part of one preservice teacher's education and during her early years in the classroom supported the role of reflection in personal pedagogy, offering concrete ways to think through issues specific to student teaching and into the transition to novice teaching. I consider the ways in which sociocultural perspectives on teacher education influence reflection and its development. Although teacher candidates might initially perceive ePortfolio building as a mere showcasing of individual skills and promise to prospective employers, folio reflective processes can quickly be adopted as a critical lens on teachers’ own practice, leading to new understandings and revisions in thinking. Thus, this article argues that, for me, ePortfolios provided a space for reflection as performance, giving me an additional means of inquiring into my classroom and becoming an integral and defining component of a commitment to reflective teaching practices. 相似文献
14.
帕诺斯·艾烈珀洛斯希腊 《商丘师范学院学报》2015,(1):49-52
基提翁的斯多葛学派的芝诺和中国道家的庄子都生活在约公元前四世纪。除了碰巧生活在同一时代之外,他们似乎也分享了许多特点,这些特点主要集中在他们"自然是人类生命中的一个关键性的概念"这个作为一般性分析的基础的命题上,或者集中在由最初(因而颇有影响力)的认知所生发出来的精神或道德行为上。希腊和中国的这两位哲学家,都同样关注主观主义、道或逻各斯(Logos)的神圣性质素、决定论、自由、作为自我实现的美德、逻辑 相似文献
15.
OBJECTIVE: To establish the nature and extent of maltreatment experiences, coping strategies, and behavioral/emotional problems, and their relationships, in a sample of Palestinian adolescents. METHOD: A study of 97 male adolescents aged 15-19 years, and attending a vocational training center based in the Gaza Strip. Adolescents completed the Child Maltreatment Schedule and the Ways of Coping Scale (WAYS). The Strengths and Difficulties Questionnaire (SDQ) was completed by adolescents and by their teachers. RESULTS: Findings revealed high rates of emotional and physical maltreatment. Reliance on emotion-focused or avoidant coping strategies was associated with exposure to maltreatment. Use of maladaptive coping also predicted emotional difficulties in the respondents. CONCLUSIONS: Coping strategies are an important indicator of psychosocial functioning in adolescents who have experienced maltreatment. Identification of coping styles can augment the assessment of at-risk adolescents. Emotion-focused strategies, in particular, appear to be widely used by young people from non-Western cultural backgrounds. 相似文献
16.
Panos Kokkotas Panagiotis Piliouras Katerina Malamitsa Efthymios Stamoulis 《Science & Education》2009,18(5):609-629
Our paper presents an in-service primary school teachers’ training program which is based on the idea that the history of
science can play a vital role in promoting the learning of physics. This training program has been developed in the context
of Comenius 2.1 which is a European Union program. This program that we have developed in the University of Athens is based
on socioconstructivist and sociocultural learning principles with the intention of helping teachers to appropriate the basic
knowledge on the issue of falling bodies. Moreover, it has the aim to make explicit through the exploitation of authentic
historical science events, on the above topic (Aristotle’s, Galileo’s and Newton’s theories on falling bodies) the Nature
of Science (NoS), the Nature of Learning (NoL) and the Nature of Teaching (NoT). During the implementation of the program
we have used a variety of teaching strategies (e.g. group work, making of posters, making of concept maps, simulations) that
utilize historical scientific materials on the issue of falling bodies.
Panos Kokkotas is professor at the Pedagogical Department of University of Athens. He teaches Science Education, Multimedia (audio, visual etc.) teaching tools and Museum Education to both initial and in-service teachers. He is also coordinator of the Comenius 2.1 projects entitled (i) “The MAP project” (two years duration—2004–2006) and (ii) “The STeT project (Science Teacher e-Training) (2006–2008). He has α degree in Physics from the University of Athens. His Ph.D. is on science education from the University of Wales. He has taught science in high school, he has been a school consultant for science teachers. He has mainly published in science education. His recent books include Science Education I (Athens, 2000), Science Education II—The constructivist approach to teaching and learning science (Athens, 2002). Additionally he has edited Teaching Approaches to Science Education (Athens, 2000); as wells as he has edited the Greek translations of the book: Words, Science and Learning by Clive Sutton, (Athens, 2002) and also of the book Making Sense of Secondary Science by Driver et al. (Athens, 2000). He is also writer of the following science textbooks: (1) Science textbook for 5th grade of primary school based on constructivism, (2) Science textbook for 6th grade of primary school based on constructivism, Physics Textbooks for students of Upper Secondary Schools as follows: (3) Physics textbook for 16 years old, (4) Physics textbook for 17 years old student, (5) Physics textbook for 18 years old student. He is the Foundation president of the “The Hellenic Union for Science Education (EDIFE)”. Till now the Union has organized two large Conferences with international participation and also many small conferences in Greece. The 2nd Conference of EDIFE organized together with the 2nd IOSTE Symposium in Southern Europe. He is Foundation Editor of the Greek journal: Science Education: Research & Practice. This year he is responsible for the organisation of the 7th International Conference on History of Science in Science Education (Workshop of Experts), having as theme “Adapting Historical Knowledge Production to the Classroom” from Monday July 7th to Friday July 11th, 2008 in Athens. Panagiotis Piliouras is a Ph.D. holder and in 1984 he got his degree in primary education and in 1993 he got his degree in Mathematics. He attended postgraduate studies (M.Sc.) in Science Education at the Pedagogical Department of Primary Education at the University of Athens. From 1985 until 1998 he taught in a primary school. Since 1999 he has been working in the Pedagogical Department of Primary Education at the University of Athens. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. His research interest is focused on teaching science in a collaborative inquiry mode, social interaction in learning and instruction, methodological questions in the analysis of social activity, sociocultural perspectives to learning and development, and applications of the educational technology. Katerina Malamitsa is a Ph.D. holder from Pedagogical Department of Primary Education at the National University of Athens in the field of “Critical Thinking and Science Education in Primary School”. She got her Bachelor’s Degree as a Teacher in Primary Education in 1984. From 1986 until 1999 she taught in primary schools of Greece. In 2002 she got her Master’s Degree in “Science Education” at the Pedagogical Department of Primary Education at the National University of Athens. From 2006 till now she is a director in a Greek Primary School in Athens. She has participated in national and international conferences in topics concerning Science Education and teaching. She has published papers in Greek scientific journals. She is author of the Science textbooks which are used in the 3rd & 4th grades of Greek Primary School in national level (after evaluation from a scientific committee). Recently she has translated and standardized the “Test of Everyday Reasoning (TER)” & “The California Measure of Mental Motivation (CM3)” (levels 2&3) for the Greek population [Insight Assessment/California Academic Press LLC, 217 La Cruz Avenue, Millbrae, CA 94030, ]. Her main research interests focus on the critical thinking, the Science Education in Primary School, the use of aspects of History of Science in Teaching Science, the teacher training and education, the reflective teacher, the professional development of teachers etc. Efthymios Stamoulis is a PhD Student in the Pedagogical Department of Primary Education at the University of Ioannina. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. He is a director in primary school in Athens, Greece. 相似文献
| Panos KokkotasEmail: |
Panos Kokkotas is professor at the Pedagogical Department of University of Athens. He teaches Science Education, Multimedia (audio, visual etc.) teaching tools and Museum Education to both initial and in-service teachers. He is also coordinator of the Comenius 2.1 projects entitled (i) “The MAP project” (two years duration—2004–2006) and (ii) “The STeT project (Science Teacher e-Training) (2006–2008). He has α degree in Physics from the University of Athens. His Ph.D. is on science education from the University of Wales. He has taught science in high school, he has been a school consultant for science teachers. He has mainly published in science education. His recent books include Science Education I (Athens, 2000), Science Education II—The constructivist approach to teaching and learning science (Athens, 2002). Additionally he has edited Teaching Approaches to Science Education (Athens, 2000); as wells as he has edited the Greek translations of the book: Words, Science and Learning by Clive Sutton, (Athens, 2002) and also of the book Making Sense of Secondary Science by Driver et al. (Athens, 2000). He is also writer of the following science textbooks: (1) Science textbook for 5th grade of primary school based on constructivism, (2) Science textbook for 6th grade of primary school based on constructivism, Physics Textbooks for students of Upper Secondary Schools as follows: (3) Physics textbook for 16 years old, (4) Physics textbook for 17 years old student, (5) Physics textbook for 18 years old student. He is the Foundation president of the “The Hellenic Union for Science Education (EDIFE)”. Till now the Union has organized two large Conferences with international participation and also many small conferences in Greece. The 2nd Conference of EDIFE organized together with the 2nd IOSTE Symposium in Southern Europe. He is Foundation Editor of the Greek journal: Science Education: Research & Practice. This year he is responsible for the organisation of the 7th International Conference on History of Science in Science Education (Workshop of Experts), having as theme “Adapting Historical Knowledge Production to the Classroom” from Monday July 7th to Friday July 11th, 2008 in Athens. Panagiotis Piliouras is a Ph.D. holder and in 1984 he got his degree in primary education and in 1993 he got his degree in Mathematics. He attended postgraduate studies (M.Sc.) in Science Education at the Pedagogical Department of Primary Education at the University of Athens. From 1985 until 1998 he taught in a primary school. Since 1999 he has been working in the Pedagogical Department of Primary Education at the University of Athens. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. His research interest is focused on teaching science in a collaborative inquiry mode, social interaction in learning and instruction, methodological questions in the analysis of social activity, sociocultural perspectives to learning and development, and applications of the educational technology. Katerina Malamitsa is a Ph.D. holder from Pedagogical Department of Primary Education at the National University of Athens in the field of “Critical Thinking and Science Education in Primary School”. She got her Bachelor’s Degree as a Teacher in Primary Education in 1984. From 1986 until 1999 she taught in primary schools of Greece. In 2002 she got her Master’s Degree in “Science Education” at the Pedagogical Department of Primary Education at the National University of Athens. From 2006 till now she is a director in a Greek Primary School in Athens. She has participated in national and international conferences in topics concerning Science Education and teaching. She has published papers in Greek scientific journals. She is author of the Science textbooks which are used in the 3rd & 4th grades of Greek Primary School in national level (after evaluation from a scientific committee). Recently she has translated and standardized the “Test of Everyday Reasoning (TER)” & “The California Measure of Mental Motivation (CM3)” (levels 2&3) for the Greek population [Insight Assessment/California Academic Press LLC, 217 La Cruz Avenue, Millbrae, CA 94030, ]. Her main research interests focus on the critical thinking, the Science Education in Primary School, the use of aspects of History of Science in Teaching Science, the teacher training and education, the reflective teacher, the professional development of teachers etc. Efthymios Stamoulis is a PhD Student in the Pedagogical Department of Primary Education at the University of Ioannina. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. He is a director in primary school in Athens, Greece. 相似文献
17.
Panagiotis Panagiotopoulos Mutaz M. Al-Debei Guy Fitzgerald Tony Elliman 《Government Information Quarterly》2012
Public institutions, in their efforts to promote meaningful citizen engagement, are increasingly looking at the democratic potential of Information and Communication Technologies (ICTs). Previous studies suggest that such initiatives seem to be impeded by socio-technical integration barriers such as low sustainability, poor citizen acceptance, coordination difficulties, lack of understanding and failure to assess their impact. Motivated by these shortcomings, the paper develops and applies a business model perspective as an interceding framework for analysis and evaluation. The underlying principle behind this approach is that it is not technology per se which determines success, but rather the way in which the business model of the technological artifact is configured and employed to achieve the strategic goals. The business model perspective is empirically demonstrated with the case of an online petitioning system implemented by a UK local authority. The case illustrates the importance of considering ICTs in public engagement from a holistic view to make them more manageable and assessable. 相似文献
18.
Maria Eliophotou Menon Nicoletta Pashourtidou Alexandros Polycarpou Panos Pashardes 《International Journal of Educational Development》2012
The employability of university graduates constitutes a major policy concern in both developed and developing nations. In this context, the present study uses self-reported data to compare the earnings and employment expectations of university students, and the realised earnings and employment paths of recent graduates. The sample consisted of 476 individuals (243 students and 233 graduates of the University of Cyprus). The analysis points to both differences and similarities in the effect of different variables on (a) the probability of employment for graduates and the probability of expected employment for students, and (b) the conditional salary of graduates and the conditional expected salary of students. The completion of postgraduate studies, the area of family residence and the department of study are the key factors affecting the graduates’ employment probability, while the students’ probability of expected employment is determined differently, namely by characteristics such as secondary education performance and studies in the business administration department. Gender and family income are among the main determinants of both the graduates’ actual earnings and the students’ expected earnings, with women earning or expecting to earn less than men, and graduates/students with higher family incomes earning or anticipating to earn more than their lower income counterparts. The findings are compared to those of similar studies in other countries. 相似文献
19.
School inequity is a persistent and ‘wicked’ problem communities have a responsibility to solve. Here, we argue that critical literacy advocacy within community‐based settings provides an unprecedented opportunity to examine and disrupt school inequity and promote sustainable actions towards justice‐based solutions. This article connects critical literacy and equity literacy theoretical frameworks to describe a series of invitations and actions that focused on addressing school inequity in one town. Here, authors offer lessons learned from a community‐led school equity literacy campaign where researchers and participants collectively organised and reflected on a public event series entitled ‘Year of Equity’ (YoE). Three key YoE processes are described: facilitating book clubs, facilitating a community conversation event and forming action committees. These processes relied on critical equity literacies through the promotion of new relationships and shared experiences centring on engagement with a variety of texts, through a focus on incremental change over time. 相似文献
20.
This article reports a grounded theory study of the moderation of asynchronous online discussions, to explore the processes by which tutors in higher education decide when and how to moderate. It aims to construct a theory of e‐moderation based on some key factors which appear to influence e‐moderation. It discusses previous research on the definition and practice of e‐moderation, and then describes the study, which involved four e‐moderators working in two different university contexts. Key themes on e‐moderation, which emerged using a grounded theory approach, are discussed. It proposes a framework for e‐moderation and suggests that as a facilitative activity, it should be sufficiently contained within a ring‐fenced learning arena. Factors outside and inside the ring‐fence that appear to influence e‐moderation and their implications for future theory development and validation are discussed. 相似文献