Papers by Stavroula Kaldi
INTED proceedings, Mar 1, 2022
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Έρευνα στην Εκπαίδευση, 2022
H ακαδημαϊκή αναβλητικότητα, ενώ επηρεάζεται κυρίως από γνωστικούς παράγοντες, φαίνεται πως δέχετ... more H ακαδημαϊκή αναβλητικότητα, ενώ επηρεάζεται κυρίως από γνωστικούς παράγοντες, φαίνεται πως δέχεται επιδράσεις και από άλλους παράγοντες, όπως οι γνωστικές-συναισθηματικές ικανότητες και τα κίνητρα μάθησης. Σκοπός της μελέτης ήταν η διερεύνηση της σχέσης ανάμεσα στην ακαδημαϊκή αναβλητικότητα, στη συναισθηματική νοημοσύνη και στην ακαδημαϊκή κινητοποίηση. Οι συμμετέχοντες ήταν 108 προπτυχιακοί φοιτητές του τμήματος Δημοτικής Εκπαίδευσης του Πανεπιστημίου Δυτικής Μακεδονίας. Συμπλήρωσαν ερωτηματολόγιο που αποτελούνταν από την Κλίμακα Αξιολόγησης Αναβλητικότητας για Φοιτητές, την Κλίμακα Συναισθηματικής Νοημοσύνης των
Wong και Law και την Κλίμακα Ακαδημαϊκής Αναβλητικότητας. Τα αποτελέσματα ανέδειξαν αρνητική σχέση ανάμεσα σε όλες τις ικανότητες συναισθηματικής νοημοσύνης και στην ακαδημαϊκή αναβλητικότητα και επιπλέον αρνητική σχέση ανάμεσα στην αυτόνομη κινητοποίηση και στην ακαδημαϊκή αναβλητικότητα. Ειδικότερα, η κατανόηση των συναισθημάτων του εαυτού, η χρήση των συναισθημάτων για ενίσχυση της επίδοσης και η εσωτερική ρύθμιση προβλέπουν χαμηλότερα επίπεδα ακαδημαϊκής αναβλητικότητας. Τα αποτελέσματα της έρευνας υποστηρίζουν τις ευεργετικές επιδράσεις της συναισθηματικής νοημοσύνης και της αυτόνομης κινητοποίησης στην ακαδημαϊκή αναβλητικότητα και θα μπορούσαν να συμβάλουν στον τρόπο με τον οποίο τα πανεπιστημιακά τμήματα οργανώνουν το πρόγραμμα σπουδών τους αλλά και στην ανάδειξη του αντικειμένου σπουδών από τους ίδιους τους πανεπιστημιακούς δασκάλους, ώστε να ενισχυθούν οι ακαδημαϊκές επιδόσεις των φοιτητών.
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Science Education, 2007
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This study explores student teachers cross-curricular skills during their undergraduate studies a... more This study explores student teachers cross-curricular skills during their undergraduate studies and it contributes on the ongoing literature about teacher horizontal competences. Cross-curricular skills/competences of the 21st century are considered to be lifelong learning skills and they can be developed through education. Cross-curricular skills/competences are horizontal, transversal and can be divided into eight more specific categories according to Ravitz (2014): (a) critical thinking skills, (b) collaboration skills, (c) communication skills, (d) creativity and innovation skills, (e) self-directions skills, (f) making global connections skills, (g) making local connections skills and (h) using technology as a tool for learning. The research method of the study was quantitative and the research tool was a self-reported questionnaire with Likert-scale questions based on Ravitz's research (2014). Participants were 150 undergraduate students divided into two cohorts, one on the 2nd year of their studies and the other on the 4th year. The outcomes showed that the participants have developed these skills to a moderate level and there is a need to develop them further in order to be able to teach these skills into their future students. Statistically significant correlations exist amongst the eight categories of the skills. Also the study year shows statistical significant difference for collaboration skills, communication skills, creativity and innovation skills. The outcomes are discussed within the framework of the holistic-ecological approach of knowledge.
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European Journal of Education Studies
The main purpose of the study is to investigate the possible effect of school teachers’ collabora... more The main purpose of the study is to investigate the possible effect of school teachers’ collaborative networks on their individual innovativeness and the innovative school climate. In addition, 174 Greek primary school teachers’ views were explored about their collaboration networks (three collaboration types), their perceived individual innovativeness, the possible existence of innovative school climate, and the support they received in order to promote and/or produce new ideas and practices. Results showed that most of the participant school teachers belong to two categories of the five in the individual innovativeness scale, the early adopters and the early majority, although 20% belongs to innovators. Teachers’ collaboration network types affect innovative school climate and their individual innovativeness, but there were not found correlation between innovative school climate and perceived teachers’ innovativeness. However, collaborative networks within school have a higher eff...
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ICERI Proceedings
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The International Journal of Learning: Annual Review
This paper focuses on student teachers' levels of reflection of teaching after their first e... more This paper focuses on student teachers' levels of reflection of teaching after their first experiences in the classroom as teachers and an attempt to contribute to the discussion of reflection on the part of student teachers is made. Based on the theoretical framework of socio-cultural and ...
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In this paper preliminary findings are presented from exploratory studies in Portugal, Greece and... more In this paper preliminary findings are presented from exploratory studies in Portugal, Greece and England, within the context of widening participation in higher education. The focus of the enquiry is to investigate the personal and professional identities of adult learners entering or re-entering higher education, to highlight their characteristics and learning needs and identify key factors affecting their entry and progress in education related and other courses. Quantitative and qualitative data are presented and discussed on mature students' prior experience, motivation and application process in two university departments of education and one college of education of a polytechnic institution. Mature women students predominated in all three institutions. All the adult learners were highly motivated to enter or return to higher education and had considerable prior experience, especially in the areas chosen to study. However, the very different application procedures in the t...
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This paper will present the use of an innovative research methodology, living graphs, to capture ... more This paper will present the use of an innovative research methodology, living graphs, to capture and represent the life experiences and professional development of teacher educators in two universities in the UK and Greece. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. The study compares two European countries, is contextualised within European literature and uses a European theoretical framework. Research questions included: • What are the key landmarks in teacher educators’ professional and academic development? • How effective are living graphs as a methodological tool to illuminate teacher educators’ experiences and development? There is increasing interest internationally in the re-conceptualisation of the role of teacher educators and in particular, their developing research iden...
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International journal of special education, 2010
This study focuses upon the effectiveness of project-based learning on primary school pupils with... more This study focuses upon the effectiveness of project-based learning on primary school pupils with learning difficulties regarding their academic performance and attitudes towards self efficacy, task value, group work and teaching methods applied. The present study is a part of a larger one that included six Greek fourth-grade primary school mainstream classrooms with ninety-four pupils of mixed learning abilities. An eight-week project was implemented within the curriculum area of environmental studies with a topic of ‘sea animals’. The methodology applied in this study was a combination of a pre-experimental design (the one group pre- post-test design) and the case study research design. In the present study data were used only for pupils with learning difficulties in those classes. The findings of the present study support that pupils with learning difficulties can gain benefits through project-based learning in academic performance, motivation (self-efficacy and task value in ter...
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The present study focuses on the teacher cooperation levels in the new Greek primary school struc... more The present study focuses on the teacher cooperation levels in the new Greek primary school structure. It is based on the social network theory and it consists of a quantitative study with the use of self-reported questionnaires. Participant were general education and other specialization education teachers who worked in the new primary school structure with a reformed comprehensive curriculum. From the outcomes of this study it is evident that teacher cooperation levels are good but more time and effort is needed in order to deliver the comprehensive curriculum in collaboration. Moreover, although different specialists are brought together to teach in primary schools their expertise is not fully used in order to be valuable for student learning and teachers' professional development.
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Focus of Research This paper draws on findings from a comparative case study of mid-career teache... more Focus of Research This paper draws on findings from a comparative case study of mid-career teacher educators in two universities in England and Greece, in which the career experiences of teacher educators are compared and analysed. Stages of development, landmark events and contextual factors affecting professional learning will be highlighted. There is a growing body of research on the professional and academic development of teacher educators, which identify a tension between pedagogical and research requirements and aspects of the role (e.g. Murray et al 2009). The paper builds on a previous study in which key stages or landmarks were identified (Griffiths et al 2009). Methodology A case-study approach (Yin 2002) was adopted, with purposive sampling used to identify a representative sample of 12 teacher educators, representing a range of age, gender, prior experience and current responsibilities. Six mid-career teacher educators from each university were interviewed in order to m...
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Papers by Stavroula Kaldi
Wong και Law και την Κλίμακα Ακαδημαϊκής Αναβλητικότητας. Τα αποτελέσματα ανέδειξαν αρνητική σχέση ανάμεσα σε όλες τις ικανότητες συναισθηματικής νοημοσύνης και στην ακαδημαϊκή αναβλητικότητα και επιπλέον αρνητική σχέση ανάμεσα στην αυτόνομη κινητοποίηση και στην ακαδημαϊκή αναβλητικότητα. Ειδικότερα, η κατανόηση των συναισθημάτων του εαυτού, η χρήση των συναισθημάτων για ενίσχυση της επίδοσης και η εσωτερική ρύθμιση προβλέπουν χαμηλότερα επίπεδα ακαδημαϊκής αναβλητικότητας. Τα αποτελέσματα της έρευνας υποστηρίζουν τις ευεργετικές επιδράσεις της συναισθηματικής νοημοσύνης και της αυτόνομης κινητοποίησης στην ακαδημαϊκή αναβλητικότητα και θα μπορούσαν να συμβάλουν στον τρόπο με τον οποίο τα πανεπιστημιακά τμήματα οργανώνουν το πρόγραμμα σπουδών τους αλλά και στην ανάδειξη του αντικειμένου σπουδών από τους ίδιους τους πανεπιστημιακούς δασκάλους, ώστε να ενισχυθούν οι ακαδημαϊκές επιδόσεις των φοιτητών.
Wong και Law και την Κλίμακα Ακαδημαϊκής Αναβλητικότητας. Τα αποτελέσματα ανέδειξαν αρνητική σχέση ανάμεσα σε όλες τις ικανότητες συναισθηματικής νοημοσύνης και στην ακαδημαϊκή αναβλητικότητα και επιπλέον αρνητική σχέση ανάμεσα στην αυτόνομη κινητοποίηση και στην ακαδημαϊκή αναβλητικότητα. Ειδικότερα, η κατανόηση των συναισθημάτων του εαυτού, η χρήση των συναισθημάτων για ενίσχυση της επίδοσης και η εσωτερική ρύθμιση προβλέπουν χαμηλότερα επίπεδα ακαδημαϊκής αναβλητικότητας. Τα αποτελέσματα της έρευνας υποστηρίζουν τις ευεργετικές επιδράσεις της συναισθηματικής νοημοσύνης και της αυτόνομης κινητοποίησης στην ακαδημαϊκή αναβλητικότητα και θα μπορούσαν να συμβάλουν στον τρόπο με τον οποίο τα πανεπιστημιακά τμήματα οργανώνουν το πρόγραμμα σπουδών τους αλλά και στην ανάδειξη του αντικειμένου σπουδών από τους ίδιους τους πανεπιστημιακούς δασκάλους, ώστε να ενισχυθούν οι ακαδημαϊκές επιδόσεις των φοιτητών.