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1.
Vasilis Grammatikopoulos Athanasios Gregoriadis Michalis Linardakis 《Educational Measurement》2019,38(3):46-54
Self‐reported measures are an easy, time‐efficient, and low‐cost way to collect research data compared to other assessment methods. They are, however, characterized by several limitations regarding the quality and the clarity of the data they produce, especially when they are implemented in education. The main purpose of the current study was to use a method called discrete choice modeling (DCM) in education, in order to develop a self‐reported instrument that will reduce the bias for socially desirable responses and to assess teachers’ practices in physical activity. DCM method has the ability to overcome the respondents’ tendency to answer in a socially desirable way. A nationally representative sample of 531 Greek early educators participated in this study and were administered a self‐assessment questionnaire based on DCM. Results showed that the DCM based newly developed instrument manages to assess effectively educators’ practices and provided evidence of the applicability of the method in education. Further implications and future recommendations regarding the effective application of DCM in education are discussed. 相似文献
2.
Vasilios Grammatikopoulos Nikolaos Tsigilis Athanasios Koustelios Yannis Theodorakis 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,40(5):427-438
The aim of this study was to develop an instrument for evaluating how an education program has been implemented. Such evaluation
can provide insight into the effectiveness of a program. Examined here was the Olympic Education Program used in Greek schools
since 2000. In it, students learn the history of the Olympic games and the importance of exercise for health along with the
principles and values of sports and volunteerism. The evaluation instrument underlying this study addressed the following
six factors: ‘facilities’, ‘administration’, ‘educational material’, ‘student–teacher relationships’, ‘educational procedures’,
and ‘training’. Results indicate that the instrument, while adequate for assessing effectiveness, should be combined with
advanced statistical methods. 相似文献
3.
Representations are used extensively in mathematics and translation ability is highly correlated with success in mathematics education. The authors investigate the translation ability of university students as far as the concept of function is concerned. The research focuses on the relationship between success in, solving direct translation tasks and success in solving problems by articulating different representations of the concept of function. Furthermore, it examines the relationship between student performance and the nature of the representation included in the translation task. The ability to pass from one representation to another was associated with success in problem solving. These results indicate that translation ability should be considered as an important factor in problem solving. Percentages are lower when an iconic representation is included in the translation task. This could be partly attributed to the holistic nature of iconic representations and to the way the concept of function is taught at secondary schools. 相似文献
4.
Aikaterini Vassiou Athanasios Mouratidis Eleni Andreou Konstantinos Kafetsios 《教育心理学》2016,36(5):879-897
Performance at school is affected not only by students’ achievement goals but also by emotional exchanges among classmates and their teacher. In this study, we investigated relationships between students’ achievement goals and emotion perception ability and class affect and performance. Participants were 949 Greek adolescent students in 49 classes and their Greek language and mathematics teachers. Results from multilevel analyses indicated that students’ mastery-approach and performance-approach goals were positively related to positive affect whereas performance-avoidance goals were negatively related to positive affect. At class-level, relationships between achievement goals and affect were moderated by students’ emotion perception ability. These findings highlight the importance of emotion abilities and their role in motivational processes for class-level outcomes. 相似文献
5.
In this cross‐sectional study we investigated to what extent autonomous and controlled motivation and social achievement goals are associated with students’ emotional experiences at school. We found in a sample of 426 elementary school students, aged from 10 to 12 years, autonomous motivation (i.e. students’ engagement in class activities because they find such activities enjoying or personally important) and social development goals (i.e. students’ focus on developing meaningful social relationships) to be positively associated with positive emotions. In contrast, controlled motivation (i.e. students’ engagement in class activities because they feel coerced to do so) and social demonstration‐approach goals (i.e. students’ focus on demonstrating popularity) were positively associated with negative emotions. These associations remained significant even after controlling for perceived competence. Cluster analysis further showed that students high in autonomous motivation and social development goals and low in controlled motivation and social demonstration‐approach goals exhibited a better motivational profile compared to students high or low in all the above motivational variables. Results are discussed within the self‐determination theory and the social achievement goal perspective. 相似文献
6.
Although age is not supposed to be a criterion for the award of the Nobel Prize, it is commonly believed that it does play a role. Indeed, econometric evidence in this paper also suggests such a role. However, the paper finds that, if there is a preference for older Nobel candidates, this is introduced during the nomination process. The paper actually finds that the Nobel Committee does not favor older nominees and that, if anything, it seems to partially offset the age premium introduced by the nominators. 相似文献
7.
This article is mainly concerned with the didactical and the epistemological approach towards pupils’ errors in mathematics. The findings of an investigation into a representative sample of Cypriot teachers’ attitudes of errors in mathematics are presented. Although teachers draw on behaviourism as a way of understanding pupils’ errors, a considerable number of teachers seem to be influenced by both cognitive science error theory and the obstacle theory. Inferential statistical analysis revealed that teachers’ attitudes of errors are mainly associated with the attendance of a specialised INSET course in mathematics. Teachers who attended the INSET course in mathematics are generally more influenced by the cognitive science theory and the obstacle theory. Implications for the development of policy on teacher training are discussed. It is argued that with appropriate training teachers will be able to adopt a model of interpreting errors in mathematics based on the didactical and the epistemological approaches. 相似文献
8.
The aim of the present study is to provide further evidence that the errors that arise from improper application of the linear model are not random and not easy to overcome. Using three different types of test, we attempt to show that the errors referred to in the literature as “pseudo‐analogous” are the result of an epistemological obstacle—“linearity”. The results of this study reveal that students' erroneous application of proportional reasoning in non‐proportional problem situations is not a random phenomenon. On the contrary, this phenomenon resists, persists, and reappears regardless of students' grade and of the tests' settings. This is evidence that pseudo‐analogous errors result from the epistemological obstacle of linearity. 相似文献
9.
Athanasios Gregoriadis Maria Papandreou Maria Birbili 《Early Years: An International Journal of Research and Development》2018,38(3):271-285
Over the past years, Greece has been undergoing a severe financial crisis. The main purpose of this study was to examine how early childhood teachers perceive continuing professional development (CPD) under such societal turmoil. More specifically, this study examined the perceptions of 45 in-service kindergarten teachers attending the ‘Didaskaleio’ training institute. Results showed that although Greek early educators express a positive attitude towards CPD, there are certain contradictions in their views regarding the way they perceive CPD and their expectations regarding CPD activities. Results indirectly reflect the changing context, the systemic weaknesses and the antinomies of Greek early childhood education. 相似文献
10.
Georgia Iliaki Athanasios Velentzas Emily Michailidi Dimitris Stavrou 《Research in Science & Technological Education》2019,37(2):218-238
Background: Research regarding students’ ideas about the nature of sound reveals a variety of conceptions about sound. In order to reconstruct these ideas and explain sound phenomena, researchers’ teaching interventions often make use of everyday-life contexts. However existing research on sound only partially addresses the correlation between the properties of sound and its perceptive characteristics.
Purpose: To identify the evolution of students’ conceptions regarding the nature of sound and its properties (frequency, intensity and frequency spectrum) through a teaching-learning sequence (TLS) about sound phenomena in an authentic musical context. The described TLS consists of three activities aiming students to correlate the properties of sound waves (frequency, intensity and frequency spectrum) with its perceptive characteristics (pitch, loudness and timbre) via the use of smartphone applications.
Sample: Eight students, in the second year of their studies in the Department of Primary Education of the XXX University.
Design and methods: Students’ perspectives on sound and their progression are investigated through a teaching experiment design. Data are collected by recording students’ interviews. Due to the explorative nature of the research qualitative methods of content analysis are used.
Results: The results show that the students’ perspectives on sound evolved, as students managed to consolidate links between their everyday experience of sounds and the underlying science concepts as frequency, intensity and frequency spectrum. The authentic environment and the use of the smartphone’s applications were key factors for the success of the teaching experiment. The interaction with the activities shifted student’s conceptualizations closer to the scientific ones, by communicating every day sound experiences with their scientific interpretation. 相似文献