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Andreas Brouzos Stephanos P. Vassilopoulos Antigone Vlachioti Vasiliki Baourda 《Psychology in the schools》2020,57(1):31-43
To facilitate students’ transition into secondary school, a coping-oriented group program was designed. Pre- and posttest data from three intervention groups conducted over the course of 5 weeks were combined for a total of 56 sixth-grade students waiting to undergo school transition. There was also a test–retest control group (n = 26). Results indicate that completion of the intervention led to a significant decrease on scales measuring self-reported social anxiety symptoms. There was also a significant increase in intervention participants’ self-reported self-esteem, likeability, adherence to social rules, and frequency of active coping strategies, compared with the control group. Furthermore, a regression analysis showed that change in the self-reported use of active coping strategies predicted change in social anxiety symptoms for the intervention group. However, no significant change in self-reported use of passive-avoidant coping was observed. We conclude that facilitating effective coping with stress may provide a highly beneficial perspective toward designing transition groups, that may also lead to a significant reduction in social anxiety symptoms in adolescents waiting to undergo secondary school transition. 相似文献
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Stephanos Pesmazoglou 《Higher Education in Europe》1999,24(4):493-507
Both the ambiguity of the term, civil society, and its protean meanings are presented as well as the ambiguous and contradictory links between higher education and civil society. For depending upon who is doing the defining, civil society can have a number of definitions, both positive and negative. The term can designate a market economy as distinct from a planned (socialist) economy, a democratic society as distinct from an undemocratic society. It can also designate a society that while “civil” at home is not so beyond its borders. Civil society should stand for participatory democracy and tolerance at personal, national, and international levels. Universities, however, as national entities have frequently contributed to lack of civility in society and to chauvinism, intolerance, racism, and to eventual ethnic cleansing. Examples, drawn from the post‐1990 history of Yugoslavia, are cited. Yet with a proper attitude towards teaching and learning based on three fundamental approaches, knowledge and understanding of the “other”, moral education in a broad sense, and what the author qualifies as “education sentimentale”, the university can develop as an engine for tolerance and peace, the true essence of a true civil society. 相似文献
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Stephanos Pesmazoglou 《Higher Education in Europe》1998,23(4):447-460
The author takes Ernest Boyer's four‐part paradigm of scholarship: the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching as his starting point for the redefinition of curricula in the social sciences in an effort to make them more effective in the search for solutions to major human and societal problems. Drawing upon his knowledge of university social science and humanities programmes, he proposes and analyses ten paradoxes regarding the ideals and the realities of such programmes in order to explain what is wrong with academic practice today and to propose a holistic reform. 相似文献
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Sofoklis Sotiriou Katherina Riviou Stephanos Cherouvis Eleni Chelioti Franz X. Bogner 《Journal of Science Education and Technology》2016,25(4):541-549
Education reform initiatives tend to promise higher effectiveness in classrooms especially when emphasis is given to e-learning and digital resources. Practical changes in classroom realities or school organization, however, are lacking. A major European initiative entitled Open Discovery Space (ODS) examined the challenge of modernizing school education via a large-scale implementation of an open-scale methodology in using technology-supported innovation. The present paper describes this innovation scheme which involved schools and teachers all over Europe, embedded technology-enhanced learning into wider school environments and provided training to teachers. Our implementation scheme consisted of three phases: (1) stimulating interest, (2) incorporating the innovation into school settings and (3) accelerating the implementation of the innovation. The scheme’s impact was monitored for a school year using five indicators: leadership and vision building, ICT in the curriculum, development of ICT culture, professional development support, and school resources and infrastructure. Based on about 400 schools, our study produced four results: (1) The growth in digital maturity was substantial, even for previously high scoring schools. This was even more important for indicators such as vision and leadership” and “professional development.” (2) The evolution of networking is presented graphically, showing the gradual growth of connections achieved. (3) These communities became core nodes, involving numerous teachers in sharing educational content and experiences: One out of three registered users (36 %) has shared his/her educational resources in at least one community. (4) Satisfaction scores ranged from 76 % (offer of useful support through teacher academies) to 87 % (good environment to exchange best practices). Initiatives such as ODS add substantial value to schools on a large scale. 相似文献
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