Can autonomy be imposed? Examining teacher (re)positioning during the ongoing curriculum change in Cyprus

For the past few years, the Republic of Cyprus has been pursuing a major educational reform across all levels of mandatory education, focusing especially on curriculum change, for the implementation of which in-service teachers have undergone a series of professional development seminars. Individual and focus group interviews with in-service elementary teachers, regarding their sense of professionalism within this curriculum change process, revealed that teachers positioned themselves largely onto different points on a continuum. These are conceptualized as positions veering between teachers’ sense of minimum and maximum autonomy over their participation in the development and introduction of the new official curriculum. Framed by a traditionally centralized context, these positions were discursively negotiated in contradictory ways which allowed multiple positionings by each teacher. The paper concludes with the implications of these findings for understanding teacher professionalism and positioning, as well as for considering how this might relate to curriculum change and implementation processes.     

Rapid magnetic heating treatment by highly charged maghemite nanoparticles on Wistar rats exocranial glioma tumors at microliter volume

One of the most significant challenges implementing colloidal magnetic nanoparticles in medicine is the efficient heating of microliter quantities by applying a low frequency alternating magnetic field. The ultimate goal is to accomplish nonsurgically the treatment of millimeter size tumors. Here, we demonstrate the synthesis, characterization, and the in vitro as well as in vivo efficiency of a dextran coated maghemite (γ-Fe₂O₃) ferrofluid with an exceptional response to magnetic heating. The difference to previous synthetic attempts is the high charge of the dextran coating, which according to our study maintains the colloidal stability and good dispersion of the ferrofluid during the magnetic heating stage. Specifically, in vitro 2 μl of the ferrofluid gives an outstanding temperature rise of 33 °C within 10 min, while in vivo treatment, by infusing 150 μl of the ferrofluid in animal model (rat) glioma tumors, causes an impressive cancer tissue dissolution.     

Outcomes of a curriculum‐based anti‐bullying intervention program on students' attitudes and behavior

The aim of this paper was to examine the short‐term and long‐term effects of a curriculum‐based anti‐bullying intervention program on students' attitudes towards bullying, intentions to intervene in bully–victim problems, perceived efficacy of intervening and actual intervening behavior. The intervention program was applied in primary schools and was implemented by trained teachers within the classroom context. The sample consisted of 454 pupils drawn from fourth to sixth grade classrooms of 10 primary schools in central Greece. A quasi‐experimental pre‐test/post‐test design was used. The findings indicate positive short‐term program outcomes concerning students' attitudes towards bullies and victims, perceived efficacy of intervening in bully–victim incidents and actual rates of intervening behavior. However, the magnitude of the program effects was quite small, since the positive short‐term outcomes were not sustained in the long‐term (post‐test two measures). The results of the study also indicated clear time effects for attitudes towards bullies and victims, self‐efficacy of intervening and intention, as well as actual intervening behavior. The results are discussed in terms of their implications for anti‐bullying interventions.     

Exploring the views and beliefs of parents of typically developing children about inclusion and inclusive education

Background: The inclusion of pupils with special educational needs and disabilities (SENDs) in regular classrooms has been identified as a high priority in many policy documents published by both European and international organisations. Its implementation, however, is influenced by a number of factors, some of which are directly related to the participation and attitudes of different stakeholders, including parents of typically developing children. Parents, as a social group, can act in favour of inclusion or they can support more segregated educational environments.

Purpose: The aim of this study was to explore, in a Greek context, the views and beliefs of parents of typically developing children about different aspects of the education of children with disabilities, with a particular focus on inclusion and inclusive education.

Method: Interviews were held with 40 Greek parents representing 40 typically developing school-aged children who were educated in six different primary education schools, from the broader area of central Greece. All of the children, at the time of the study, were educated in mainstream classes, in which an in-classroom support system was applied. Open-ended interview questions focused on parents’ views and beliefs about the implementation of inclusive educational programmes. Data were analysed according to the principles of an inductive data-driven approach.

Findings: The research findings indicate that most of the participant parents did not feel informed about specific school policy practices relevant to inclusive education; they were not aware of the notion of ‘inclusion’ or approached inclusion from an integrationist point of view. Within this context, they hold positive to neutral attitudes towards inclusion, on the basis that a child with SENDs can cope with the school requirements.

Conclusions: This small-scale, exploratory research study suggests the importance of informing and involving parents of typically developing children in efforts to promote more inclusive practices.     

The role of subconcussive impacts on sway velocities in Division I men’s lacrosse players

Abstract

Head impacts resulting in a concussion negatively affect the vestibular system, but little is known about the effect of subconcussive impacts on this system. This study’s objective was to determine if subconcussive head impacts sustained over one competitive lacrosse season, effect sway velocity. Healthy Division I male lacrosse players (n = 33; aged 19.52 ± 1.20 years) wore instrumented helmets to track head impact exposures. At the beginning and end of the season the players completed an instrumented Balance Error Scoring System assessment to assess sway velocity. Score differentials were correlated to the head impact exposure data collected via instrumented helmets when averaged within participant. Paired samples t-tests revealed a post-season increase in sway velocity on the double leg stance, firm surface (p = 0.002, d = 0.59); tandem stance, firm surface (p = 0.033, d = 0.39) and double leg, foam surface (p = 0.014, d = 0.45) A significant correlation was found between change in tandem stance, firm surface sway velocities and linear acceleration (p < 0.001, r = 0.65). It appears subconcussive impacts may result in tandem stance balance deficits. Repetitive head impacts may negatively affect sway velocity, even in the absence of a diagnosed concussion injury.     

Secondary School Teachers’ Knowledge and Attitudes Towards Renewable Energy Sources

Investigating knowledge, perceptions as well as attitudes of public that concern various aspects of environmental issues is of high importance for Environmental Education. An integrated understanding of these parameters can properly support the planning of Environmental Education curriculum and relevant educational materials. In this survey we investigated knowledge and attitudes of secondary school teachers in Greece towards renewable energy sources, particularly wind and solar energy systems. A questionnaire with both open and close questions was used as the main methodological instrument. Findings revealed that although teachers were informed about renewable energy sources and well disposed towards these sources, they hardly expressed clear positions regarding several issues about wind and solar energy technologies and farms. Moreover such themes are limited integrated in teaching either as extra curricular educational programs or through the curriculum. These findings cannot confirm that teachers could influence students’ opinion towards renewable energy systems. Thus, authorities should invest more in Environmental Education and relevant Teachers' Education.     

Olympic medals and demo-economic factors: Novel predictors,the ex-host effect,the exact role of team size,and the “population-GDP” model revisited

The present study revisited the problem of estimating Olympic success by critical demo-economic indicators. The sample consisted of the 75 winner countries at the Athens 2004 Olympic Games (not previously analyzed). Medal totals were log-linearly regressed on land, population, GDP, urban population, inflation, growth rate, unemployment, labor force, health expenditures, ex-host, and team size. Multiple regression assumptions were tested with proper diagnostics including collinearity. Olympic team size was the best single predictors of Olympic medals (R² = 0.690, p < 0.001), and as an alternative criterion variable was significantly regressed on population, growth rate, health expenditure, and unemployment (R² = 0.563, p < 0.001). Medal totals were significantly regressed on population, ex-host, health expenditure, growth rate, and unemployment (R² = 0.541, p < 0.001). The classical population-GDP model extracted only 28% of the variance in total medals (R² = 0.277, p < 0.001), and this was slightly improved when combined with unemployment (R² = 0.365, p < 0.001). It appears that the size of the Olympic team plays the role of transmitting the composite impact of a country's size and economy to the end-phase of Olympic success. Winning Olympic medals depends on the combined potential of population, wealth, growth rate, unemployment, ex-host, and social-sport expenditures. Larger and wealthier countries win more medals by “producing” larger Olympic teams as a result of possessing more athletic talents and better support for social and sport related activities.     

Adult Education/Lifelong Learning Policies in Greece in the Early 2010s

This article argues that adult education/lifelong learning policies in Greece, as these are expressed by law 3879/2010 "Development of Lifelong Learning and Other Provisions," have the characteristics of the "statist" model of lifelong learning in Europe, namely strong governmental control and centralization. However, there are also characteristics of the "social partnership" model: regulations through a legal framework and stronger involvement of social partners and local government. Finally, under the influences of European education policy, a special emphasis in Greek policies is placed on the issues of accreditation/quality assurance and the formation of a qualifications framework. These issues are dominant in the market-driven systems of lifelong learning, are consistent with the model of "voluntary partnership," and stress the individualization of the responsibility for learning.     

Ethnic Attitudes of Hungarian Students in Romania

Participants in this study were ethnic Hungarian secondary students attending high schools in Romania in which Hungarian was the primary language of instruction. Attitudes of participants toward ethnic and cultural groups were measured using a variation of the Bogardus (1933 Bogardus, Emory S. 1933. A Social Distance Scale. Sociology &; Social Research, 17: 265–271.  [Google Scholar]) Scale of Social Distance. Results were consistent with predictions based on Allport's intergroup contact theory. Students reported a wide range of tolerance levels for majority and minority ethnic groups with which they were likely to have contact in Romania. However, the students reported little difference in tolerance levels for groups that are not a recognized part of the Romanian cultural landscape, such as people of Hispanic origin, and Native Americans.