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2. Secondary Teachers' Education Programs to Promote a Positive Learning Climate through the Cases of France, Greece, and England: The Planning of a Research
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Aikaterini Sklavenitou
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This paper presents an ongoing comparative study of secondary teachers' education programs in France, Greece, and England, with a primary focus on strategies aimed at cultivating a positive learning environment in schools. Recent studies have underlined the significance of teachers' pedagogical competence formation as a determinant element which will form their future in the teaching profession. Globalization and technological development being major characteristics of our century have had an undeniable impact on educational thought and practice which imposes the need to acquire new types of knowledge and skills to ensure teachers' capacity to deal with the needs of the new generation. Secondary teachers must implement targeted handlings towards a special age group--adolescence--in combination with the principles of the curriculum. Through interviews and focus groups with secondary teachers of various specialization and teaching experience the aim is to understand their needs and level of preparation for the purpose of entering the classroom equipped to conduct their demanding role and to explore the ways the undergraduate studies of secondary teachers can be enriched both theoretically--and especially--at a practical level. [For the complete Volume 22 proceedings, see ED656158.]
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- 2024
3. GES App -- Supporting Global Employability Skills from the Perspectives of Students, Staff and Employers
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Sobah Abbas Petersen, Maria Iqbal, Alan Williams, and Gavin Baxter
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Global Employability Skills are skills that students acquire during their study period, that are in addition to their academic knowledge and skills, and that would help in their careers. As students continue their university journeys, they often overlook or underestimate the importance of developing Global Employability Skills that employers may consider important for their jobs. In this paper, we present a mobile application, the GES App, designed to help students recognize, document, and articulate their skills to their prospective employees. The GES App is designed to stimulate university students to reflect upon their experiences and assess the skills they may develop outside of their formal university studies. This paper presents how such an app could support students plan their careers and develop their Global Employability Skills that would make them more attractive to their future employers. A use case scenario is described to illustrate the role the GES App could play, from the perspectives of students, staff, and employers. [For the full proceedings, see ED639391.]
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- 2023
4. Proceedings of the International Association for Development of the Information Society (IADIS) International Conferences on e-Society (ES 2024, 22nd) and Mobile Learning (ML 2024, 20th) (Porto, Portugal, March 9-11, 2024)
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International Association for Development of the Information Society (IADIS), Piet Kommers, Inmaculada Arnedillo Sánchez, Pedro Isaías, Piet Kommers, Inmaculada Arnedillo Sánchez, Pedro Isaías, and International Association for Development of the Information Society (IADIS)
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These proceedings contain the papers and posters of the 22nd International Conference on e-Society (ES 2024) and 20th International Conference on Mobile Learning (ML 2024), organised by the International Association for Development of the Information Society (IADIS) in Porto, Portugal, during March 9-11, 2024. The e-Society 2024 conference aims to address the main issues of concern within the Information Society. This conference covers both the technical as well as the non-technical aspects of the Information Society. The Mobile Learning 2024 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. These events received 185 submissions from more than 25 countries. In addition to the papers' presentations, the conferences also feature two keynote presentations. [Individual papers are indexed in ERIC.]
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- 2024
5. Life Skills as an Integral Part of a Comprehensive Education: A Research Proposal for Educational Policies in Compulsory Education in Greece, Germany, and Finland
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Nikolaos Neveskiotis
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With individual, social, and emotional skills increasingly emerging as integral components of a comprehensive education, this scientific study aims to organize and summarize the range of different approaches found in the literature regarding the role and contribution of to the holistic development of students and adolescents. This study serves as the theoretical background upon which extensive research will be based concerning educational policies and life skills life skills in compulsory education in Europe, through a comparative analysis of three different European educational systems: Greece, Germany, and Finland. [For the complete Volume 22 proceedings, see ED656158.]
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- 2024
6. Forest Education Experiences of Vocational High School Students
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Esra Çakirlar Altuntas and Nurel Bozkurt Barut
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This study examined the effects of forest education on the environmental awareness and environmental attitudes of vocational high school students and their self-evaluations toward forest education. The study, in which the mixed research method was adopted, was designed with an explanatory design. Forest education was given within the scope of the experimental study carried out at the quantitative level. The importance of the education was emphasized and forest ecology, eco-social functions of forests, forest products were discussed with an interdisciplinary approach. The study group consists of 32 vocational high school students studying at vocational high schools in different provinces from the Thrace region. Data collection tools are the sustainable environmental awareness scale and environmental attitude scale at the quantitative level and structured interviews at the qualitative level. Related samples t-test was used for quantitative data and content analysis was performed for qualitative data. The results of the study show a permanent increase in environmental awareness and attitude of vocational high school students thanks to forest education. According to the self-evaluations of vocational high school students, it can be said that forest education provides positive environmental and academic contributions to them. Based on the results obtained, it can be suggested that forest education should be given importance to direct qualified intermediate staff candidates who can have a say in human-environment interaction to sustainable pro-environmental behaviors. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 463-475.]
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- 2023
7. Educational Robotics Applications as Tools to Support the Social Interactions and Integration of Refugee Children in the Community of Schools of Primary Education
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Anthi Karatrantou, Vassiliki Giannoula, Chris Panagiotakopoulos, and George Nikolaou
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The paper presents an attempt made to use the Arduino platform and the Scratch for Arduino (S4A) environment for the implementation of an educational project for 6th grade primary school students in a classroom attended by refugee, immigrants, and indigenous students. The aim was to investigate the opportunity to use educational robotics as tools to support the social interactions and social inclusion of refugee children in the classroom community. The research was a case study implemented in a primary school in rural Greece. Students had to work in groups to design, build, and program a construction that simulates an "escape room." Students of each group solving a riddle of the other groups must discover a code to unlock the door of the "escape room," based on a series of six worksheets of increasing difficulty to create their final construction. The research tools were a diagnostic questionnaire, an evaluation questionnaire, specially designed worksheets, an observation sheet for participatory observation, and sociometric test tools. Based on the findings it could be supported that educational robotics are able to support social interactions of refugee children to a certain extent. The intervention supported social interactions and collaboration among students but without solving the problem of difficulties in the social integration of refugee students in the classroom community. Verbally all students stated that they had not any problem cooperating with refugee students, but this was not strongly reflected in practice. Greek students interacted strongly with immigrant students and refugee students seemed to prefer interacting with immigrant students too. [For the full proceedings, see ED656038.]
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- 2023
8. The Role of Learners' Memory in App-Based Language Instruction: The Case of Duolingo
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Vasileiou, Iro and Pili-Moss, Diana
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The current study investigated the role of visual short-term memory, working memory, and declarative memory as individual differences in the earliest stages of vocabulary and syntactic learning in "Duolingo"-based language instruction. Thirty-eight L1-Greek adults completed memory tasks and engaged in learning Navajo on "Duolingo." Subsequently, vocabulary and syntax were assessed respectively via a word recognition, a word translation, and a grammaticality judgement task. Multiple regression analyses revealed an advantage for distributed practice both in vocabulary and syntax, after controlling for amount of practice. Further, declarative memory played a significant role in learning syntax and vocabulary, when measured in a word translation task. Extending the analysis for the first time to app-based environments, the results of the present study confirm the importance of declarative memory and distributed practice in adult acquisition of L2 vocabulary and syntax. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
- Published
- 2022
9. Comics for Inclusive English Language Learning: The CIELL App, Supporting Dyslexic English Language Learners
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Joannidou, Shaunna and Sime, Julie-Ann
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As teaching moves increasingly online, language teachers are faced with the challenge of how to support dyslexic students in an inclusive manner in and out of the classroom. This paper will focus on an innovative educational multi-modal, mobile application -- Comics for Inclusive English Language Learning (CIELL) -- supporting upper-intermediate and advanced English as a Foreign Language (EFL) students with dyslexia when faced with language proficiency tests and academic writing tasks. A cyclical educational design research methodology (McKenney & Reeves, 2019) was used to include three cycles of feedback from stakeholders so that their views and suggestions would inform the development of an alpha, beta, and gamma version of the app, thereby maximising practical relevance. The discussion of the quantitative and qualitative feedback is supported by educational design research. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]
- Published
- 2021
10. Public Mission under Scarcity: Behavioral Insights into Greek Higher Education
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Andreadakis, Zacharias
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Relying upon the heuristic presuppositions of behavioral economics, this study seeks to offer an expanded analysis of the public mission mandate of the Greek higher education sector. The examination outlines and parses qualitative evidence issued from the Greek Ministry of Education, and in particular from the hitherto untranslated document "A Strategy for Higher Education in Greece: 2016-2020," in conjunction with a growing body of scholarship on the challenges of cultivating public trust in the Greek social landscape. The discussion negotiates the position of the Greek higher education system as a system of sustainable social prosperity and argues that its operational conditions of financial scarcity may entail broader and inadvertent ramifications, namely, the depletion of cognitive resources and the propagation of narrow mental frames in the pursuit of a public mission.
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- 2020
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11. International Perspectives on Education. BCES Conference Books, Volume 10
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Leutwyler, Bruno, Hilton, Gillian, Ogunleye, James, Almeida, Patrícia Albergaria, Popov, Nikolay, Wolhuter, Charl, Leutwyler, Bruno, Hilton, Gillian, Ogunleye, James, Almeida, Patrícia Albergaria, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive interaction in a multi cultural social environment such as Bulgaria. This is a jubilee conference. Ten might not mean too much for large scholarly societies in other countries, especially in the Western world. However, for a small society like BCES, ten means a lot. It means trust, international recognition, constant interest, well-developed academic cooperation, and the most important--it means an established conference tradition. The following papers are included in this volume: (1) Foreword: Remembering the Past--Anticipating the Future: Reflections on the BCES's Jubilee Conference (Karen L. Biraimah); (2) Editorial Preface: An Established Conference Tradition (Nikolay Popov, Charl Wolhuter, Bruno Leutwyler, Gillian Hilton, James Ogunleye, and Patrícia Albergaria Almeida; and (3) Introduction: A Framework for Understanding International Perspectives on Education (Alexander W. Wiseman). Part 1: Comparative Education & History of Education: (4) Also a door to the inside of a new house --yet another use for Comparative Education (Charl Wolhuter); (5) Structures of School Systems Worldwide: A Comparative Study (Nikolay Popov); (6) The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia (Vera Spasenovic, Natasa Vujisic Zivkovic, and Klara Skubic Ermenc); (7) Konstantinos G. Karras & Evanthia Synodi Comparative and International Education and the teaching profession. The case of Marc-Antoine Jullien (Konstantinos G. Karras and Evanthia Synodi); (8) Comparing management models of secondary schools in Tamaulipas, Mexico: An exploration with a Delphi method (Marco Aurelio Navarro-Leal, Concepción Niño García, and Ma. Luisa Caballero Saldivar); (9) Classroom and Socialization: a case study through an action-research in Crete, Greece (Pella Calogiannakis and Theodoros Eleftherakis); (10) E-learning, State and Educational System in Middle East Countries (Hamid Rashidi, Abbas Madandar Arani, and Lida Kakia); (11) Approaches to internal testing and assessment of knowledge in relation to the pupils' achievements in national assessment of knowledge (Amalija Žakelj, Milena Ivanuš Grmek, and Franc Cankar); (12) The Stereotypes in Pupil's Self Esteem (Franc Cankar, Amalija Žakelj, and Milena Ivanuš Grmek); (13) Insecure identities: Unaccompanied minors as refugees in Hamburg (Joachim Schroeder); (14) The origins of religion as an historical conundrum: pedagogical and research methodological implications and challenges (Johannes L. van der Walt and Ferdinand J. Potgieter); (15) A brief overview of the history of education in Poland (Katarzyna Charzynska, Marta Anczewska, and Piotr Switaj); (16) "Everybody is given a chance, my boy … everybody who is willing to work for socialism": An Overview of English Textbooks in the Postwar Period in Hungary (Zsolt Dózsa); and (17) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications (Gordon O. Ade-Ojo, Mike Adeyeye, and F. Fagbohun). Part 2: Pre-Service and In-Service Teacher Training: (18) Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training (Bruno Leutwyler, Danijela S. Petrovic, and Carola Mantel; (19) Theory in Teacher Education: Students' views (Leonie G. Higgs); (20) Policy and practice of pre-service and in-service teacher training programmes and facilities in Nigeria (Stephen Adebanjo Oyebade); (21) Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme (Claudio Rafael Vásquez Martínez, Graciela Girón, and Antonio Ayón Bañuelos); (22) Environmental Education: From the Perspective of Scientific Knowledge for Constructivist Learning (Graciela Girón, Claudio Rafael Vásquez Martínez, Juan Sánchez López, and Antonio Ayón Bañuelos); (23) The Competencies of the Modern Teacher (Olga Nessipbayeva); and (24) Pre-service teacher action research: Concept, international trends and implications for teacher education in Turkey (Irem Kizilaslan and Bruno Leutwyler). Part 3: Education Policy, Reforms and School Leadership: (25) Changing policies changing times: initiatives in teacher education in England (Gillian L. S. Hilton); (26) Dealing with Change in Hong Kong Schools using Strategic Thinking Skills (Nicholas Sun-Keung Pang and John Pisapia); (27) Institutions' Espoused Values Perceived by Chinese Educational Leaders (Nicholas Sun-Keung Pang and Ting Wang); (28) Social Service Community Education as an area of training and participation for social development (Amelia Molina García); (29) English Language Education Policy in Colombia and Mexico (Ruth Roux); (30) Compensatory Programs in Mexico to Reduce the Educational Gap (Emma Leticia Canales Rodríguez and Tiburcio Moreno Olivos); (31) Changing times, Changing roles: FE Colleges' perceptions of their changing leadership role in contemporary UK politico-economic climate (Aaron A. R. Nwabude and Gordon Ade-Ojo); (32) Role perceptions and job stress among special education school principals: Do they differ from principals of regular schools? (Haim H. Gaziel, Yael Cohen-Azaria, and Klara Skubic Ermenc); (33) Multiculturalism: challenge or reality (Olivera Knezevic Floric and Stefan Ninkovic); (34) Privatization of higher education in Nigeria: Critical Issues (Phillips Olayide Okunola and Simeon Adebayo Oladipo); (35) Policies and initiatives: reforming teacher education in Nigeria (Martha Nkechinyere Amadi); and (36) Leadership in Educational Institutions (Esmeralda Sunko). Part 4: Higher Education, Lifelong Learning and Social Inclusion: (37) Validation of skills, knowledge and experience in lifelong learning in Europe (James Ogunleye); (38) Empowering women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (39) Sixty Five Years of University Education in Nigeria: Some Key Cross Cutting Issues (Aloy Ejiogu and Sheidu Sule); (40) Brain Drain in Higher Education: Lost Hope or Opportunity? (George Odhiambo); (41) Searching for the Dividends of Religious Liberty: Who Benefits and Who Pays? (Donald B. Holsinger); (42) More than Mere Law: Freedom of Religion or Belief (Ellen S. Holsinger); (43) Intergenerational Learning in the Family (Sabina Jelenc Krašovec and Sonja Kump); (44) Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies (Barbara Šteh and Jana Kalin); (45) Campus life: The impact of external factors on emotional health of students (Dalena Vogel); (46) Education and Lifelong Learning in Romania--Perspectives of the Year 2020 (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (47) Scientific reputation and "the golden standards": quality management system impact and the teaching-research nexus (Luminita Moraru); (48) The implementation of the Validation of Acquired Experience (VAE) in France would be a cultural revolution in higher education training? (Pascal Lafont); (49) Hilary English Transition of students from economically disadvantaged backgrounds to research led Universities (Hilary English); (50) Attitudes of Parents towards Contemporary Female Higher Education (Miss Shamaas Gul Khattak); (51) Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities (Nosheen Rachel Naseem); (52) The Rise of Private Higher Education in Jamaica: Neo-liberalism at Work? (Chad O. Coates); (53) Educational Developments in the British West Indies: A Historical Overview (Chad O. Coates); (54) Focus Learning Support: Rising to Educational Challenges (Elizabeth Achinewhu-Nworgu, Gertrude Shotte, and Queen Chioma Nworgu); (55) Distance Education in Higher Education in Latvia (Daina Vasilevska); (56) Evidence-based research study of the Russian vocational pedagogy and education motivational potential in the internationalisation projection (Oksana Chigisheva); (57) Healthy lifestyle formation within the extra-curricular activities of students at universities (Saltanat Tazhbayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (58) Management based organisation of school's educational process (Tursynbek Baimoldayev) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (59) Modernization of higher education in the context of the Bologna Process in the Republic of Kazakhstan (Sanim Kozhayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (60) About the problem of self-definition of personality (G. T. Hairullin and G. S. Saudabaeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. Part 5: Learning and Teaching Styles: (61) Learning Styles and Disciplinary Fields: is there a relationship? (Patrícia Albergaria Almeida); (62) ICT competences for teachers in 21st Century--a design framework for science primary teacher education courses (Cecília Guerra, António Moreira, and Rui Marques Vieira); (63) Teacher Education in the context of international cooperation: the case of East Timor (Patrícia Albergaria Almeida, Mariana Martinho, and Betina Lopes); (64) How would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENs) in Secondary Education Sector (Aaron A. R. Nwabude); (65) A gender perspective on student questioning upon the transition to Higher Education (Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias); (66) Student-Centred Learning: A Dream or Reality (Sandra Ozola); (67) Problems of development of E-Learning content in historical education on the Republic of Kazakhstan (Gabit Kapezovich ?enzhebayev, Saule Hairullovna Baidildina, and Tenlik Toktarbekovna Dalayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (68) The world pedagogical idea in the context of comparison: Confucius--Al Farabi--Ibn Sina--Balasaguni (Aigerim Kosherbayeva, Kulmeskhan Abdreimova, and Asem Anuarbek) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. A list of contributors in included. (Individual papers contain references.)
- Published
- 2012
12. Learning to Adapt, Adapting to Learn: Redefining Online EFL Teachers' Roles
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Michalopoulou, Theologia
- Abstract
The paper investigates Greek online students' and instructors' beliefs on the role that online English as a Foreign Language (EFL) teachers play in synchronous online courses delivered through Skype. Fifty-six online teachers and 93 online adult learners participated in a quantitative research project answering two different online questionnaires. The results showed that most online teachers and learners are satisfied with their technological expertise. Students' levels of satisfaction with online courses is greater than teachers', while there is significant association between teachers' technology familiarization and their satisfaction with online instruction. Teachers' technological expertise is strongly associated with their opinion on the effectiveness of online language courses. Finally, both groups agree that it is primarily the teachers' responsibility to be familiarized with technology to support online education. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]
- Published
- 2020
13. Sustainable Development Policies as Indicators and Pre-Conditions for Sustainability Efforts at Universities: Fact or Fiction?
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Leal Filho, Walter, Brandli, Luciana Londero, Becker, Deisi, Skanavis, Constantina, Kounani, Aristea, Sardi, Chrysoula, Papaioannidou, Dimitra, Paço, Arminda, Azeiteiro, Ulisses, de Sousa, Luiza Olim, Raath, Schalk, Pretorius, Rudi Wessel, Shiel, Christine, Vargas, Valeria, Trencher, Gregory, and Marans, Robert W.
- Abstract
Purpose: There is a widely held belief that sustainable development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper aims to examine the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa and the UK and the USA to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts. Design/methodology/approach: The study involved 35 universities in seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing. Findings: Although only 60 per cent of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40 per cent are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed. Research limitations/implications: This research has been limited by the availability and ability to procure information from the sampled universities. Practical implications: The findings provide some valuable insights into the connections between SD policies on the one hand and the practice of sustainable development in higher education institutions on the other. Social implications: Universities with SD policies can contribute to models of economic growth consistent with sustainable development. Originality/value: The study is the one of the largest research efforts of this kind ever performed.
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- 2018
- Full Text
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14. Modeling in Mathematics and History as Teaching and Learning Approaches to Pandemics
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Papadopoulou, Maria, Argyri, Panagiota, and Smyrnaiou, Zacharoula
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The integration of innovative interdisciplinary approaches to the ?-12 Curriculum aims to deepen students' knowledge and help them develop transversal skills. Applying an interdisciplinary lens, with a focus on pandemics, can help shape attitudes by means of inculcating the values of responsible global citizenship, and a high sense of personal and social responsibility. In the midst of the current lock-down due to Covid-19, a teaching approach to pandemics is presented, as an interdisciplinary connection between history and mathematics, based on the methodology of modeling in mathematics and the humanities. The main research questions posed: a) can modeling, as analyzed in the scientific literature, be used to interpret pandemics, e.g. in the case of the 'plague of Athens' (430 B.C.), as analyzed in the primary sources? b) Can the mathematical tools of statistical analysis be used to understand prevention measures through the centuries? Taking a longue durée perspective on history, students were asked to work on additional cases of pandemics across time and space, mobilizing both their mathematical and historical knowledge: process numerical data from primary sources, study maps, combine and compare elements of the past and the present using mathematical epidemiological models and real numerical data to study and predict the spread of infectious diseases. This paper presents the assessment of the effectiveness of this approach, conducted by means of closed and open questionnaires, administered in two phases (pre- and post-teaching) to a sample of 40 students aged 16-17 years. The results highlight statistics as a key tool for understanding real-world situations, and record the strengthening of students' knowledge in history, the raising of their critical thinking skills, as well as their enhanced ability to tackle real-world problems and understand responsible decision-making processes. Finally, the paper suggests that such good practices can prepare students for the complexity of globalized knowledge. [For the full proceedings, see ED626375.]
- Published
- 2020
15. Is There Room for Conjectures in Mathematics? The Role of Dynamic Geometry Environments
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Ioannis Rizos and Nikolaos Gkrekas
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Proof, as a central and integral part of mathematics, is an essential component of mathematical education and is considered as the basic procedure for revealing the truth of mathematical propositions and for teaching productive reasoning as part of human civilization. Is there therefore room for conjectures in mathematics? In this paper after discussing at a theoretical level the concepts of proof and conjecture, both in a paper-and-pencil environment and in a dynamic geometry environment (DGE) as well as how school practice affects them, we fully explain a task involving various mathematical disciplines, which we tackle using elementary mathematics, in a mathematics education context. On the occasion of the Greek educational system we refer to some parameters of the teaching of geometry in school and we propose an activity, within a DGE, that could enable students to be guided in the formulation and exploration of conjectures. Finally, we discuss the teaching implications of this activity and make some suggestions.
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- 2023
16. Student Opinions of Humor in Educational Communication
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Ioannis Ch. Konstantinou, Angeliki C. Tsatsouli, and Stamatoula G. Logotheti
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The purpose of this paper is to investigate the opinions of primary school and high school students regarding the role of humor as a practice in the management of educational communication on the part of the teacher. More specifically, it is investigated whether and to what extent humor affects the students' behavior towards the teacher, the educational process as well as their personality. First, a theoretical approach to the subject is made, in order to highlight the idea that teacher-student pedagogical communication is considered to be the most lively and dynamic part of the educational process, because through it all the messages that signal action, attitude and, in general, teacher's behavior is conveyed. This means that the form of communication chosen by the teacher, either consciously or unconsciously, affects not only his relationship with the student, but also the content and the result of the educational processes. In this case, we have chosen humor as a pedagogical communication practice, given that the research data identify it as an important, effective means between the teacher and the students, the effect of which is particularly beneficial for the educational process, the classroom climate and the relationship between the teacher and the students as well as for the student himself. To implement the purpose of the research, a questionnaire with closed-ended questions was created, which was distributed to primary school and high school students in the first ten days of May 2023 in the city of Ioannina. The findings of the research are considered particularly interesting confirming the majority of the theoretical data that preceded it. The paper ends with conclusions and final remarks.
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- 2023
17. Enhancing Critical Thinking Skills and Media Literacy in Initial VET Students: A Mixed Methods Study on a Cross-Country Training Program
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Tommasi, Francesco, Ceschi, Andrea, Bollarino, Sara, Belotto, Silvia, Genero, Silvia, and Sartori, Riccardo
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Context: In the last few decades, the constant and exponential changes in the society's consumption of information have increased the awareness of practitioners from the education and training field, on the need for training programs for the enhancement of critical thinking skills and media literacy among students from Initial Vocational Education and Training (IVET) who are less exposed to intellectual trainings than their peers in traditional education pathways. Approach: With this impetus, the present paper reports the results of a mixed methods study evaluating a training program for such competences. Based on a cognitive psychology theoretical framework, the training program consisted in three main techniques through which trainers can work with students in the classroom. N= 35 trainers from five different countries (i.e., Greece, Italy, Spain, Portugal, and the Netherlands) were instructed about the training techniques and implemented them in their training centres. Then, a total of N= 288 students among these countries were involved in the testing of the training, which took place on a duration average of 5 months. Mixed methods approach was used to evaluate the effectiveness and quality of the training. Notably, prospective statistical analysis evaluated the training's impact of the participating students and compared with a control group. Qualitative interviews examined the training's lived experience with a group of students and trainers. Findings: The quantitative and qualitative analysis of pre/post- measures of critical thinking skills and media literacy of the experimental group, and the comparison with the control group, indicate an increase in these competences and confirm the efficacy of the training intervention. Conclusion: These results inform about the usefulness of the training program cross-culturally and the feasibility of training strategies based on cognitive psychology. Moreover, the paper offers a methodological contribution thanks to the proposition of the mixed methods approach for training programs assessment.
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- 2023
18. Children with Autism and Educational Robotics: Education and Development of Social and Cognitive Skills
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Anthi Karatrantou, Maria-Evangelia Kalamatianou, and Christos Panagiotakopoulos
- Abstract
Educational Robotics in Greece is being used increasingly, while it is hesitantly applied in Special Education as it requires a properly educational trained staff. The present study is a case study aiming to discuss the effects of the utilization of educational robotics in a Special Education School classroom and specifically on students with Autism to support their social skills, interaction skills, as well as cognitive skills. Lego WeDo kit and the Scratch environment were used to support the work of the participated students. Observation sheets, evaluation sheets, semi-constructed interviews before and at the end of the interventions, focus group discussion at the end of the whole intervention, were the research tools. The intervention had a positive effect on students improving their social skills. The cooperation and interaction of the students was remarkable. They progressively increased their ability to respond to instructions and were willing to share their effort with each other and the researcher. Most children stayed focused on the activity and tried to use the materials and resources responsibly. Sometimes weakness in respectful behavior towards peers and the researcher was noted, but all children followed socially acceptable behaviors. Children seem to have improved cognitive skills and they showed moderate improvement in content creation. Sometimes they showed enthusiasm, while they seemed to persist when they encountered obstacles or failures. [For the full proceedings, see ED656038.]
- Published
- 2023
19. Evaluating Physical Activities of Disabled Young People: Expectations & Challenges
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Muhammet Demirbilek
- Abstract
After rehabilitation or treatment in hospitals, young people with disabilities often could not engage in a variety of sports due to their physical limitations related to their illness or disability. This gives rise to certain psychological problems, reduced self-esteem and self-confident. The aim of the ReSport project is to enable young people with disabilities to participate equally in sports activities, considering their health condition. Professionals from 8 project partners' countries aim to recognize the problems that are preventing young people with disabilities from participating in sports after rehabilitation. Partners collected local, regional, national and Europe wide best practices and concepts in the field of innovative approaches for motivation of youth with disabilities for sports, and developed a set of exercises to raise their inclusion in sport activities. The project "Re-Sport" encourages social inclusion and equal opportunities in sport, while the parallel topics are to promote voluntary activity in sport and education in and through sports with special focus on skills development. Two main target groups will benefit from the project results: a) youth with disabilities and b) volunteers from sports organisations. The purpose of this study is to learn and evaluate which physical activities youth with disabilities prefer, their expectations, challenges and good practices. This research was conducted with young people with disabilities in Slovenia, Austria, Italy, Croatia, Serbia, Sweden, Greece, and Turkey. Total number of participants were 230. Analysis and graphics were prepared with a special software based on the survey's answers. According to the answers received, investigations, inferences were made and reported. [For the full proceedings, see ED654100.]
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- 2023
20. What Does the Village Need to Raise a Child with Additional Needs? Thoughts on Creating a Framework to Support Collective Inclusion
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Pearl Subban, Stuart Woodcock, Brent Bradford, Allesandra Romano, Caroline Sahli Lozano, Harry Kullmann, Umesh Sharma, Tim Loreman, and Elias Avramidis
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In this paper, a group of nine international scholars reflect on the collective responsibilities of stakeholders within inclusive educational settings. This reflection was prompted by the need to identify specific elements which would support intentional, collective responsibility to support authentic inclusion for all students. In order to engender this collectivist mindset, mirroring the metaphor of the nurturing village, the group conducted a qualitative study based on structured and semi-structured dialogue, written reflections and previously constructed research to inform a framework to support inclusivity more collectively. Results suggest that nurturing spaces, empathetic relationships, supportive networks and targeted teaching, all contribute to bona fide inclusion, especially if this responsibility is shared and cohesive. Data further revealed that inclusivity is a values-driven process which flourishes when all stakeholders subscribe to common values and tenets regarding socially just educational provision. The authors inculcate the village-mindset, a now popularly received notion, reinforcing the need for active and deliberate dialogue focusing on shared responsibilities and vision. In this paper, we intend to reiterate the need for educational systems which foster more collective, compassionate and nurturing inclusive practice in educational settings.
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- 2024
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21. Teachers' Understandings of Indoctrination as 'Affective': Empirical Evidence from Conflict-Affected Cyprus
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Michalinos Zembylas, Xanthia Aristidou, and Constadina Charalambous
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This paper examines teachers' understandings of affective indoctrination in a conflict-affected society, focusing on how teachers' political orientations are entangled with these understandings. The exploration is conducted through a qualitative study of Greek-Cypriot primary and secondary school teachers who are identified as either conservative or progressive. The findings highlight that regardless of political orientation, teachers interpret the term indoctrination through a negative lens. However, teachers of progressive orientation view affective indoctrination as a part of everyday educational practices, whereas teachers of conservative orientation understand affective indoctrination as an exceptional case. The paper discusses the implications for teaching and teacher education. The relevance of teachers' political orientation makes it all the more necessary that teachers and teacher educators delve deeper into the political and pedagogical implications of the entanglement between political orientations and understandings of affective indoctrination in schools.
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- 2024
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22. Open Educational Resources in Public Administration: A Case Study in Greece
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Alexander Mikroyannidis and Anastasia Papastilianou
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The use of Open Educational Resources (OER) for training in public administration has yet to see a wide adoption globally, mostly due to challenges related to the discovery and reuse of high-quality OER for training purposes. These challenges, combined with the general lack of openness in the public sector, have greatly impacted the penetration of OER in public administration. This paper presents a case study on the use of OER for expanding and enhancing curricular and resource sharing in public administration in Greece. Within this case study, an OER authoring and sharing platform was introduced to the Greek public sector, employing crowdsourcing methods for supporting trainers and trainees in authoring, sharing, reusing and remixing OER. The paper presents the deployment of this platform and the use of OER in the context of training programmes in the Greek public sector and reports on the lessons learned and the impact on public administration. The results of the case study showed that the use of OER was very positively received by civil servants, with a remarkable response, through active participation and engagement that led to the enhancement of existing OER and the co-creation of new ones for public administration.
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- 2024
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23. Special Education Provision in Greek Mainstream Classrooms: Teachers' Characteristics and Recruitment Procedures in Parallel Support
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Athanasios Koutsoklenis and Vassilios Papadimitriou
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Parallel support is a Greek type of special education provision aiming at providing additional support to students identified with special educational needs and/or disability in mainstream classrooms. Drawing from quantitative data for the school-year 2018-2019 this paper presents findings on certain characteristics of primary and pre-primary teachers who work in parallel support including gender, educational qualifications, teaching experience and further certifications in braille and/or sign language. In so doing, the paper analyses several shortcomings regarding the staffing of parallel support, especially in relation to teachers' qualifications and teaching experience. Additionally, it reports data on the recruitment procedures of teachers revealing significant delays in the hiring of teachers who work in parallel support. Finally, the paper discusses how the current educational policy creates structural barriers that hinder the educational inclusion of students with special educational needs and/or disability.
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- 2024
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24. Immigrant Minority Languages and Multilingual Education in Europe: A Literature Review
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Elizabeth Pérez-Izaguirre, Gorka Roman, and María Orcasitas-Vicandi
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Immigrant minority (IM) languages have a significant presence in certain European regions. Nonetheless, these languages are not usually included in the school curriculum. This paper aims to analyse the studies published between 2010 and 2020 considering IM languages in multilingual European education contexts. The method included a search of academic papers published in the databases ERIC, Web of Science and Scopus, which yielded 42 studies. The studies were analysed by considering: (1) the demographic characteristics of the countries where the studies were conducted, (2) the sociolinguistic or psycholinguistic focus of the papers in relation to the European country, and (3) the characteristics of the bi-multilingual education programme including IM languages. The results indicate that: (1) the demographic characteristics of the country are not strictly related to the number of studies published, (2) most studies have a sociolinguistic approach even though many studies analyse both sociolinguistic and psycholinguistic factors, and (3) only seven multilingual education programmes including IM languages were described in these papers. We conclude that there is a lack of research focusing on IM languages in educational settings and discuss how addressing these gaps could create opportunities for building equitable multilingual communities in Europe.
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- 2024
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25. Towards More Sustainable Higher Education Institutions: Implementing the Sustainable Development Goals and Embedding Sustainability into the Information and Computer Technology Curricula
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Maria Eftychia Angelaki, Fragkiskos Bersimis, Theodoros Karvounidis, and Christos Douligeris
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Lately, there has been a rising trend towards integrating sustainability issues and implementing sustainable development (SD) goals into higher education, especially in the Information and Communication Technology (ICT) field. This paper presents the challenges of the introduction of education for sustainability in higher education institutions, analyzes how these challenges could be addressed, and records the essential principles that can guide the incorporation of SD education in higher education. At the same time, this paper advocates the concept of sustainability integration into undergraduate ICT curricula and provides indications for developing ICT curricula that integrate sustainability issues. This paper also examines the contribution of education to the environmental awareness of the students at a Greek University while it captures their perceptions regarding the necessity for the inclusion of sustainability in the ICT curricula. The results are based on the processing of two questionnaires (pre-test and post-test data) distributed during two lectures regarding sustainability at a two-week interval. The findings of the study prove that the direct effect of the educational intervention on the intention of the students to engage in sustainability is significant. Furthermore, it is observed that students show a positive attitude towards integrating sustainability issues into their ICT education. In addition, although students had a deficient level of understanding of the concept of SD goals before the intervention, they showed a significant increment in their previous knowledge regarding sustainability and the environmental impact of ICT studies. The research also reveals that the students are not satisfied with the engagement of the university towards sustainability, and they propose various awareness activities to support their engagement with sustainability issues in an inclusive manner.
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- 2024
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26. Bibliometric and Visual Insights into Higher Education Informatization: A Systematic Review of Research Output, Collaboration, Scope, and Hot Topics
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Yang An, Yushi Duan, and Yuchen Zhang
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Higher education informatization (HEI) is an interdisciplinary field that examines the use and integration of information and communication technologies (ICTs) in higher education. This paper provides a bibliometric and visual analysis of the research trends, patterns, and topics in this field. Using the Web of Science database, the authors selected and analyzed 199 SCI and SSCI papers on HEI published from 2000 to 2023 by VOSviewer and CiteSpace software. The results indicate that the publication volume of HEI research has grown significantly in recent years. The author network shows the collaboration and contribution of different researchers and institutions, while the journal network reveals the multidisciplinary nature and scope of the field. The keyword network and the burst keyword analysis identify the main research themes and the emerging hot topics in HEI. The co-citation network of sources illustrates the theoretical and methodological foundations and influences of the field. The paper concludes with some implications and suggestions for future HEI research.
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- 2024
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27. Investigating Statistical Predictions with First Graders in Greece
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Anastasia Michalopoulou and Sonia Kafoussi
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This paper argues that engaging students in informal statistical reasoning from early school years is essential for the development of statistical understanding. We investigated if and how children aged six-seven years old identified variation in a table of data and made predictions through the design of a teaching experiment. The classroom teaching experiment was comprised of four 45 minutes lessons addressing the understanding and interpretation of data sets. In order to describe students' informal predictive reasoning, we used the framework of "data lenses". More specifically, we analyzed the different types of answers the students produced as they engaged in predictive reasoning during an interview given before and after the teaching experiment. The participation of students in (classroom) and out-of-school (family) communities of practice was also taken into consideration. Our results demonstrate that the students benefited from their learning experience and developed data understanding.
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- 2024
28. Studying Students' Representations of the 'Orbital' and 'Electron Cloud' Concepts
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Nikolaos Zarkadis, George Papageorgiou, and Angelos Markos
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The study investigates secondary students' understanding of "orbital" and "electron cloud" concepts in different quantum contexts (for values of the ?principal quantum number n = 1 and n = 2) on the basis of their verbal and pictorial representations, evaluating also their consistency. Participants, which were 192 12th-grade students from six urban secondary schools of Northern Greece, represented these two concepts through two corresponding tasks of a paper-and-pencil assessment tool, each of which comprised two parts for verbal and pictorial representations, respectively. Results provide evidence that although students struggle to express verbally the orbital and electron cloud concepts, their competences in the corresponding pictorial representations are relatively better, exhibiting inconsistencies between verbal and pictorial representations. Inconsistencies also exist between representations of the orbital and electron cloud concepts, since students appear to have verbally a better understanding of the electron cloud than the orbital, whereas the opposite holds true for their pictorial representations. Comparing verbal and pictorial representations, the pictorial ones appear to be more consistent tools, whereas a quantum context defined by n = 2 seems to be more challenging for students compared to that of n = 1. Furthermore, an analysis of student profiles leads to their categorization in four classes, providing additional relevant information. Implications for science education are also discussed.
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- 2024
29. Primary Students' Views toward STEM Education in Greece
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Constantina Stefanidou, Achilleas Mandrikas, Kyriakos Kyriakou, Ioanna Stavrou, Ilias Boikos, and Constantine Skordoulis
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This paper presents the findings from a survey conducted on primary students to map their views toward science, technology, engineering, and mathematics (STEM) education in Greece according to their urban or rural setting and gender. The sample included 281 primary students from different public schools in Attica and 69 primary students from a Greek province. A close-ended questionnaire was digitally distributed to collect the data. The findings revealed that most students, from both settings, consider themselves good at mathematics and science. At the same time, they do not report it to be very likely that they would follow a career that is related either to these subjects or engineering and technology. Regarding their personal skills, most of them stated that they have communication and cooperation skills. Concerning differences between the two settings, there were statistically significant differences in favor of rural students in whether they believed they could improve, both in mathematics and science, their belief that their knowledge in STEM subjects could be useful in their adult life, and their views on the causes and effects of environmental issues. Finally, limited gender differences emerged in favor of the boys' responses regarding future STEM careers. The implications for further research on geographical, gender, and socioeconomic disparities in STEM education are discussed.
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- 2024
30. Bridging the Gap: From the Laboratory Science Education of the 19th Century in Greece to STEM Education
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Panagiotis Lazos, Constantina Stefanidou, and Constantine Skordoulis
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The objectives of the present study are to investigate both the history of the collection of scientific instruments from the Maraslean Teaching Center (MTC) and the potential for the collection's use in STEM education programs. Although MTC went by a number of different names during its long history, its institutional goal remained the same: training the Greek state's primary school teachers-to-be. To so do, it was necessary to assemble a collection of scientific instruments. The first objective of the paper is to present in detail the gradual enlargement of the collection from the last quarter of the 19th century through to the 1930s, along with the way the instruments were used in science lessons and the central role MTC played in relation to other regional teaching schools in Greece in terms of the distribution, administration, repair and maintenance of the equipment. The second objective is to investigate the role the historical scientific instruments can play not only in the history of science, but also in contemporary science teaching. The findings reveal that the history of laboratory physics education in MTC along with the corresponding collection of the historical scientific instruments can be a fertile ground for implementing STEM education programs. Finally, the findings imply the broader integration of STEM education and history of science in order to promote cultural and procedural aspects of science in student teachers and beyond. Such integration gives rise to broader research on introducing STEM education to cultural embedded environments, such as museums and historically important schools and laboratories, such as MTC.
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- 2024
31. On the Widespread Impact of the Most Prolific Countries in Special Education Research: A Bibliometric Analysis
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Sezgin, Aslihan, Orbay, Keziban, and Orbay, Metin
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The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.
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- 2022
32. Theorizing University Mathematics Teaching: The Teaching Triad within an Activity Theory Perspective
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Potari, Despina, Jaworski, Barbara, and Petropoulou, Georgia
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In this paper, we draw on our recent research to inspect again some of the theoretical perspectives we have been using to analyze data and to characterize teaching-learning in university settings. We focus particularly, within a sociocultural perspective on Activity Theory and the construct the "Teaching Triad," seeking to embed the Triad within an Activity Theory perspective. To achieve this, we relate the Teaching Triad with aspects of the sociocultural setting both in and beyond direct interactions in face-to-face teaching. While this is mainly a theoretical paper, an example is taken from observations of teaching in university lectures in a Greek university to show how these theoretical perspectives have provided insights to the institutional and cultural complexities involved and in what ways the Triad construct has evolved.
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- 2023
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33. Undergraduates' Barriers to Online Learning during the Pandemic in Greece
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Anastasakis, Marinos, Triantafyllou, Georgios, and Petridis, Konstantinos
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In this paper we explore the difficulties undergraduates from Greek Higher Educational Institutions faced during the transition to online learning due to the COVID-19 pandemic. By analyzing qualitative data from an online survey (N = 2093), we were able to identify the barriers undergraduates encountered during this transition and make inferences about the quality of the way online learning was implemented. The most frequently reported barriers include problems that undergraduates perceived as being caused by their lecturers, internet connection issues during an online lecture and the perceived limited social interactions that synchronous environments can afford. The paper argues that the way online learning was implemented by Greek Higher Educational Institutions did not result a meaningful learning experience for undergraduates. Our results are relevant to universities that are either forced in implementing emergency online protocols or wish to support their undergraduates' learning experience.
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- 2023
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34. Understanding the Foremost Challenges in the Transition to Online Teaching and Learning during COVID-19 Pandemic: A Systematic Literature Review
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Hamad, Wahid Bakar
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The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.
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- 2022
35. Relocating Online a Technology-Enhanced Microteaching Practice in Teacher Education: Challenges and Implications
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Zalavra, Eleni and Makri, Katerina
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The rich repertoire of online practices adopted by educators during the COVID-19 pandemic opened up new perspectives for educational research to consider e-learning post-pandemic. Focusing on teacher education, it is worth considering the practices adopted to inform the development of future curricula that cultivate teaching competencies for e-learning. This paper examines microteaching, a well-established practice realised in teacher education as a learning-to-teach experience. As was the case with other teacher education practices, the forced online transition heavily compromised the vividness of microteaching -a technique inherently connected to face-to-face interaction-. On the other hand, this online relocation can be an opportunity to capitalise on online microteaching as a fulfilling e-learning experience in teacher education. The paper has two parts. In the first part, we conceptualise the potential of microteaching while applying Technology-Enhanced Learning (TEL). The second part reports our experience relocating online a mature technology-enhanced microteaching practice (successfully implemented in face-to-face settings for seven years) due to the Covid-19 pandemic. Our research design utilises two implementations of microteaching practice. One was conducted in a typical face-to-face context pre-pandemic, and another was conducted in an online context during a lockdown imposed by the pandemic. On a first level, collecting qualitative data from both contexts allowed us to observe common TEL-related challenges. On a second level, we focused on identifying challenges distinct at the online context to infer and highlight the implications of the online relocation. These implications relate to (i) the organisational changes, as experienced from the instructor's perspective, (ii) the technologies adopted for applying TEL, and (iii) the challenges that pre-service teachers (PSTs) face in the online environment. Our findings extend the previous research scope on face-to-face microteaching practice. New challenges of relocating technology-enhanced microteaching online include technical difficulties in handling technologies and reduced participation in whole-class discussions. However, challenges that remain relatively unaffected concerning the typical face-to-face practice are (i) the PSTs immersion in the roleplaying character of microteaching, (ii) the misconceptions on the principles and methods of teaching techniques roleplayed, (iii) the adoption of digital tools for applying TEL, (iv) the selection of suitable digital tools, and (v) the burden of time limitation. In conclusion, we argue that these insights reveal an unexplored potential for technology-enhanced microteaching in an online context. We discuss how the implications of shifting microteaching practise online may model future microteaching implementations in teacher education post-pandemic. We support that online microteaching, apart from providing an alternative method when circumstances impose it, should be integrated within the typical teacher education curriculum to cultivate teaching competencies for e-learning.
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- 2022
36. Traineeships in Greek Higher Education: The State of the Art and the Way Forward
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Koniaris, Vasileios, Karatsiori, Marianthi, Tsalampouni, Aikaterini, Boutsiouki, Sofia, Skiadas, Dimitrios, and Zafiropoulos, Konstantinos
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The paper studies the establishment of work experience programs in the context of the Greek Higher Education Institutions (HEIs) and connects it with the attempts to include Work-Based Learning (WBL) in the education system on a large scale. Emerging challenges caused by two significant recent changes in the Greek Higher Education landscape set the aim of this study. The integration of Technological Education Institutions in Higher Education Institutions and a significant financial change initiated by the new law which transfers the cost of compensation for traineeships to host institutions and not to Operational Programs. The paper presents the current state of the art in the Greek Higher Education and provides a detailed analysis of the existing barriers. The particular study acquires special interest in light of the intensification of the efforts made all over the world aiming to improve the organization and implementation of such interventions. Work experience programs offered by HEIs are required to be better adjusted to the special educational and labor market characteristics of each country and to become more effective. In Greece, the educational and the labor market policy framework recognizes the significant contribution of WBL in general and of traineeships in particular to the development of the appropriate professional knowledge and competences by higher education students. At the same time, traineeships can operate as a communication channel between educational institutions, businesses and social partners, which facilitates their multifaceted information exchanges. Considering, however, the operational autonomy that has been granted to HEIs in Greece, each University develops its own strategy as regards the connection between higher education studies and the labor market. The research presented in the paper constitutes a quantitative analysis of all the types of traineeships implemented by the Greek HEIs with special reference to certain axes, the optional or mandatory character of WBL, the awarded ECTS, similarities of WBL within the same scientific field in different HEIs, the possibility to undergo a WBL placement abroad.
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- 2022
37. Renewable Sources and Energy Saving in Primary and Secondary Education: The Relationship between Pupils' Knowledge and Their Behavior in Ionian Islands
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Chouliara, Xanthi and Tsatiris, Michael
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The purpose of this research is to explore the views of pupils of primary (6th grade) and secondary education (3rd grade of Gymnasium & 3rd grade of lyceum) of the Ionian Islands, about renewable sources and energy saving. In Greece, significant research has been carried out on renewable sources and energy saving. Their findings showed that the public as a whole has a positive attitude to energy saving and the utilization of renewable energy sources. At the same time, the contribution of RES to economic growth and society is recorded. In addition, it has been shown that the change of human behavior is considered a sufficient and necessary condition to solve the important environmental problems of our everyday life and makes students behavior; knowledge and perceptions on environment and it's problems, an act of major importance. [For the complete volume, "NORDSCI International Conference Proceedings: 5th Anniversary Edition (Sofia, Bulgaria, October 17-19, 2022). Book 1. Volume 5," see ED625663.]
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- 2022
38. NORDSCI International Conference Proceedings: 5th Anniversary Edition (Sofia, Bulgaria, October 17-19, 2022). Book 1. Volume 5
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NORDSCI
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This volume includes three sections of the 2022 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; and (3) Sociology and Healthcare. Education and Educational Research includes 7 papers covering a full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. The category covers also pedagogy and special education. Language and Linguistics includes 3 papers related to theoretical, literary and historical linguistics as well as stylistics and philology. Sociology and Healthcare includes 11 papers related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]
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- 2022
39. The Importance of Acquiring Soft Skills by Future Primary Teachers: A Comparative Study
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Karras, Konstantinos
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As a nation strives to meet the challenges posed by globalization, which is an issue of the information economy, its strength relies heavily on its citizens' intellectual prowess and critical thinking skills. Thus, institutions of teacher education play a key role in producing teachers who will be able to meet the needs of the time, with empathy, while promoting critical thinking, creative ability and the value system as a priority. Educating teachers to incorporate soft skills is critical for the profession's success. The term 'soft skills' refers to a wide range of personal and interpersonal attributes that are aimed at transforming the individual as well as society as a whole (Apple, 1996). The purpose of this research is to highlight the degree of preparation of future teachers in four large primary education universities in respective European countries. To achieve this, a mixed-mode technique was used by the researcher (questionnaires and semi-structured interviews) to gather information. The target group came from the teaching staff at the faculties of education in four European countries (Spain, Romania, France and Greece). Ten academics from each nation were handpicked to participate in face-to-face interviews. At the same time, the teaching staff of the teacher training departments participated in a focus group, in groups of 5 people each. The most crucial soft skills in their teaching profession were identified to be social skills. [For the complete Volume 20 proceedings, see ED622631.]
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- 2022
40. Improving Students' Narrative Skills through Gameplay Activities: A Study of Primary School Students
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Kirginas, Sotiris
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This paper aims to explore the impact of freeform digital games on primary school students' narrative skills, in terms of linguistic cohesion and semantic coherence, compared to other digital media, such as formally structured digital games and movies. A total of 128 Year 6 Primary school students participated in this research. Initially, students were divided into three groups. In all three groups, an educational intervention programme was applied. At the end of this phase, each student was asked to produce a narrative discourse (pre-test) about Crusoe's survival on the mysterious island. Subsequently, students of each group were involved in activities with different digital material. At the last part of the research, students were asked to produce a narrative discourse (post-test) which was compared to the pre-test discourse, to determine whether there had been an improvement in the narrative discourse produced by the students of the three groups. The results presented in this paper show that the narrative discourses of students who played with the freeform digital game showed statistically significant improvement in cohesion and coherence compared to the discourse of students who played with the formally structured digital game and the students who watched the film.
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- 2022
41. Augmented Reality in Primary School Geography: Cognitive Goals and Usability
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Chrysoula Papadopoulou, Angeliki Karamatsouki, and Charalampos Karagiannidis
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The purpose of this study was to examine the application of Augmented Reality (AR) Application in the Geography lesson of Primary School. The application covered the Earth's atmosphere and was evaluated by 71 students in the sixth grade of primary school who completed questionnaires before and after the educational intervention. The results were positive, since most cognitive goals were achieved, and application proved to be interesting and easy to use for students. The significance of this study is twofold. A new ready-to-use digital educational tool was created, while at the same time it is one of the few studies that have investigated the efficiency of AR in terms of cognitive and usability goals with a large sample of students. [For the full proceedings, see ED638044.]
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- 2022
42. Inclusion Classes in Greek Education: Political and Social Articulations. An Interpretive Phenomenological Analysis
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Giavrimis Panagiotis
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Inclusion classes (IC) are one of Greece's most crucial educational inclusion policies. This paper explores the institution of inclusion classes as a supportive educational framework for students with special educational needs and/or disabilities (SEND) for their inclusion in the mainstream education system through teachers' conceptualisations. In this research, interpretive phenomenological analysis was used. Nine teachers of inclusive education in primary schools were involved in the study. The results showed that teachers had approached inclusion classes as closed structures with specific clinical criteria for selecting students with SEND and facing institutional barriers. At the same time, participants stressed through their discourse that the attitudes of school community members depend on the characteristics of students with SEND, which sometimes leads to their stigmatisation and categorisation and raises issues of educational and social exclusion. An implication of existing policies is the necessity to incorporate fully inclusive education principles and establish a learning framework of functional emancipatory pedagogical practices.
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- 2024
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43. New Horizons in Industry, Business and Education: Introduction and Conference Overview
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Papadourakis, George M.
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This special issue of "Industry and Higher Education" is devoted to a selection of papers, revised for publication, from the Sixth International Conference on "New Horizons in Industry, Business and Education" held on the island of Santorini, Greece, in August 2009. In this introductory paper the author provides an overview of the conference, summarizes the most important presentations, and offers some reflections on the conference outcomes. The key objective of the NHIBE 2009 was to identify the impact of new technologies on education, business and industry. Special attention was drawn to the innovative approaches and experiences developed in education in an effort to adapt teaching methods to the new technological era. Furthermore, business strategies and worldwide educational strategies were emphasized. The major topics were: educational strategies; career counseling; new educational methods; industry and education; entrepreneurship; corporate finance and governance; and business strategies.
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- 2010
44. The Use of Interactive Whiteboards: Enhancing the Nature of Teaching Young Language Learners
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Giannikas, Christina Nicole
- Abstract
Language teaching can be enhanced by effective uses of technology; nonetheless, there are teachers who are reluctant to integrate technology in their practice. The debated issue has resulted in a number of Ministries of Education worldwide, including the Greek Ministry, to support a transition through the introduction of Interactive Whiteboards (IWBs). This initiative was not well-received in either the public or private sector, due to the fact that teachers were not provided with any training in how to use IWBs and include them in their teaching. IWBs became intimidating to the language teacher and did not serve their intended purpose in most cases. Nonetheless, there were teachers who were intrigued by IWBs and made an effort to apply them. The present paper focuses on the development of interactive language learning and the effect the teachers' risk-taking has on pedagogy from the teachers' and students' perspectives. The outcomes of the study were that language teachers have taken charge of their own professional growth and take risks in order to help learners benefit from IWBs. However, due to lack of training, teachers and students have not reached the zenith of using IWBs. [For the complete volume of short papers, see ED572005.]
- Published
- 2016
45. Highlighting and Interpreting Current Empirical Facets of the Greek Educational Pathogeny: A Sociological Approach
- Author
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Goulas, Christos, Fotopoulos, Nikos, and Fatourou, Polina
- Abstract
This paper aims at highlighting and interpreting current empirical facets of the Greek educational pathogeny through a sociological approach. Especially, the paper tries to investigate the relationship between education and employment in modern Greece based on the annual statistical report of KANEP/GSEE, choosing both selected facets and sociologically interpreted issues such as public and private expenditure, trends on specialties, outcomes of initial training teacher's profile etc. According to this data, the main political challenge is based on both the decrease of public expenditure and the maintenance of significantly high levels of household expenditure. Additionally, current trends, such as «brain drain» or migration of highly educated people, prove that Greek public universities' learning outcomes remain competitive and effective through the framework of a global labour market, notwithstanding the harsh critique blaming them for «statism» and mismatching with the labour needs.
- Published
- 2021
46. CodeOrama: A Two-Dimensional Visualization Tool for Scratch Code to Assist Young Learners' Understanding of Computer Programming
- Author
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Ladias, Anastasios, Mikropoulos, Aristotelis, Ladias, Demetrios, and Bellou, Ioanna
- Abstract
This paper reports on CodeOrama, a visualization tool that displays the entire source code in a two-dimensional representation created to support the representation of a complex code in block-based programming environments, like Scratch, by using a two-dimension table. CodeOrama can be used by the students for the development of their programs as well as by the teachers in order to support their specific pedagogical choices. This paper demonstrates the main representation capabilities that CodeOrama provides, i.e. a) direct information about the program size, b) identification of the code parts with algorithmic and communicational overload, c) code modularization by procedures, messages, clones, d) ways of interaction between scripts or other objects (based on polling and interrupt techniques), e) program flow representation, f) segment points where code interacts with the user, g) data representation and the kind of programming that was adopted (structured, parallel, event driven). The results of a pilot study concerning 87 programming projects with CodeOrama, in the context of the final phase of the Greek Competition of Educational Robotics, showed the potential of the tool but equally highlight some limitations and students' difficulties such as a manual and time-consuming burden during its creation process.
- Published
- 2021
47. Regulating Work Experience Programs in the Greek Post-Secondary Education: The Case of Traineeships
- Author
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Boutsiouki, Sofia, Vasileiadis, Nikolaos, Kouskouvelis, Ilias, and Koniaris, Vasileios
- Abstract
The smooth transition of young people to the labor market and their competency in successfully planning and developing their careers constitute key aims of all modern education systems. The implementation of work placements plays an important role in the realization of these aims by enhancing the communication between the education providers and the world of work, and by contributing to the development of professionally oriented competences by young learners. The paper focuses on traineeships, a particular type of work placement, which is implemented by post-secondary education institutions in Greece. A traineeship includes a variety of training processes with clear objectives and predetermined assessment strategies, which help trainees to gain professional skills and experience through an experiential process. Its ability to exercise a strong influence on the professional prospects of young people led many education institutions to integrate traineeship opportunities in their study program either as a compulsory component or as a non-mandatory option. The paper analyses the traineeship component of the study programs of three post-secondary education institutions in Greece, i.e. Institutes of Vocational Training (IVTs), Higher Education Institutions (HEIs) and Technological Educational Institutes (TEIs). More analytically, the paper investigates the legislative provisions concerning the organization and implementation of student traineeships, and records the evolution of the particular learning option over the years. In addition, it attempts to identify indications of interaction between post-secondary education institutions as regards the organization and the particular features of student traineeship schemes, which may imply the development of mutual learning. The paper concludes by articulating some remarks regarding the implementation of traineeships in Greek post-secondary institutions and the improvement of their organizational and operational characteristics.
- Published
- 2021
48. GIS in Architectural Teaching and Research: Planning and Heritage
- Author
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Santos, Bertha, Gonçalves, Jorge, Martins, Ana M., Pérez-Cano, Maria T., Mosquera-Adell, Eduardo, Dimelli, Despina, Lagarias, Apostolos, and Almeida, Pedro G.
- Abstract
Geographical Information Systems (GISs) in architecture were initially limited to regional and urban development applications. Over recent years its potential has been recognized and its use has evolved to address urban planning and architectural heritage management subjects. Nevertheless, evidence shows that its use in architecture teaching is scarce and uneven. Directive 2007/2/EC, establishing the infrastructure for spatial information in the European Community (EU), is, in this way, an opportunity to develop a greater knowledge and application of GIS in the framework of higher education. In architecture, this can be achieved by problem solving based on real case scenarios, which can benefit from GIS-based techniques and analysis capabilities. In this paper, the authors aim to present a review of the use of GIS in teaching and research in architecture to assess its level in different European programmes. Experiences from three European universities (University of Seville, Spain, University of Beira Interior, Portugal, and Technical University of Crete, Greece), which are among the few in their respective countries that promote the inclusion of GIS in architectural education, particularly in the fields of urban and regional planning and architectural heritage, are compared and framed within the European scenario. The paper concludes with a reflection on the three universities' practice compared to the leading European architecture programmes listed in the main international university rankings. Main trends of future evolution on the use of GIS in architecture teaching are also presented.
- Published
- 2021
49. Transformational Leadership at Times of Crisis: The Case of School Leaders in Greece
- Author
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Menon, Maria Eliophotou
- Abstract
The paper aims to investigate the extent to which school leaders adopt transformational leadership behaviors at times of crisis. The emphasis on restructuring in the educational policy environment in recent decades has led to an increased interest in transformational leadership in education, resulting in a large number of studies. In order to investigate the adoption of transformational leadership behaviors/practices at times of crisis, qualitative research was conducted with 30 primary school teachers in Greece. The schools were selected based on the extent to which they had been affected by the financial crisis. Greece has faced major challenges in the last ten years, including the financial crisis and the influx of immigrants. These changes have had a profound effect on the Greek educational system. In this context, the paper examines the extent to which school leaders in Greece adopt transformational leadership practices in order to deal with the impact of the crisis on their school unit. The findings of the research are used to draw conclusions and implications regarding educational policy as well as future research on the topic.
- Published
- 2021
50. Optimizing Video Tutorials for Software Training through Cueing
- Author
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Ragazou, Vasiliki and Karasavvidis, Ilias
- Abstract
Video tutorials substantially support demonstration-based training where the main goal is to enhance procedural knowledge by observing various understandable examples of performing a task. Although video tutorials are broadly popular nowadays, little attention is given to the design features of an instructional tutorial. The aim of this study is to investigate the use of cueing on video tutorials for software training. Task performance, mental effort, and self-efficacy were included as dependent variables to explain possible effects mechanisms. The experiment included 118 undergraduate students with ICT experience from a Computer Science department in Greece. All subjects viewed three video tutorials on video editing software followed by practice. The participants achieved significant learning gains, reaching moderate to high levels of success on task performance. No cueing effect was found. The discussion proposes several alternatives for improving the effectiveness of video tutorials. [For the full proceedings, see ED622227.]
- Published
- 2021
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