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Search Results: 1 - 10 of 71040 matches for " Stephanou Maria "
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Instaurando maneiras de ser, conhecer e interpretar
Stephanou, Maria;
Revista Brasileira de História , 1998, DOI: 10.1590/S0102-01881998000200002
Abstract: this article proposes to discuses and to question the theme "curriculum & history". on first part, it explains the fundaments proposed to the dissertation, the conception of curriculum & history. on the second, it grants privilege upon authors remarks and personal experience for purpose to: a) characterize what were the curricular activities and the teaching of history, inside primary school particularly, with comments about its implications. b) examine alternatives and forwarding proposed by present debates. it suggests that in the school the apprenticeship around historical contents, other than a pure acquisition of information, implies and actives production of subjectivities or manners of being, knowing and interpreting the world and oneself.
Discursos médicos, educa??o e ciência: escola e escolares sob exame
Stephanou, Maria;
Trabalho, Educa??o e Saúde , 2006, DOI: 10.1590/S1981-77462006000100004
Abstract: one thing stands out in the first decades of the 20th century: the dissemination of medical discourses addressing the relation between medicine and education. the present article analyzes medical discourses on the many multiple aspects of education. it focuses on discourses that examine schools and students and underline that social preventive medicine would be unattainable without proper education. these discourses also remark that educating would not be possible without the incorporation of advancements accomplished by science - which were, in turn, personified by the medical profession. the article not only shows how the medical science was anatomy-centered and became physiological, but also demonstrates how the discussion and the mission of the medical science and profession started encompassing education and pedagogy. in this new paradigm, doctors legitimately guided pedagogists and created scientific theories and practices for education. the questioning looks of doctors over school and the tests and examinations they performed - only to display science's capabilities - confirm the precariousness of pedagogy and the prominence of medicine in caring after children and adolescents in school.
Instaurando maneiras de ser, conhecer e interpretar
Stephanou Maria
Revista Brasileira de História , 1998,
Abstract: O artigo prop e a discuss o e a problematiza o do tema "currículo e história". Na primeira parte explicita os fundamentos propostos para a abordagem, as concep es de currículo e história. Na segunda, privilegia as indica es de autores e a experiência pessoal para: a) caracterizar o que têm sido os currículos e o ensino de história, particularmente no ensino fundamental, comentan-do suas implica es; b) examinar alternativas e encaminhamentos propostos pelos debates da atualidade. Sugere que a aprendizagem de conteúdos históricos na escola, para além da mera aquisi o de informa es, implica a produ o ativa de subjetividades, ou maneiras de ser, conhecer e interpretar o mundo e a si próprio.
Maria Stephanou
História da Educa??o , 2011,
Abstract: The study examines the perspective of cultural history, representations of childhood, set out in discursive movement between the late nineteenth century and early decades of the twentieth century. It takes as its object of analysis the book entitled What a boy should know, of Sylvanus Stall, published in 1897 and part of the collection Sex and Self Series. The book circulated in Brazil in its first edition in 1919. Was aimed at children, announced its commitment to help them have a childhood, pure and holy. Through reading books offered in this period were produced and circulated varied contents, especially those related to religion, morals, health, hygiene, sexuality, among others. The book is a manual for life preparation and defense of the importance of chastity of boys, a guide to good living. Dedicated to the production of different extracts a child walking toward a youth and adulthood, strengthened by readings decent and pious, medical scientific explanations and moral lessons.
O que um menino deve saber para seu bem. Representa es de infancia em manual de educa o moral e sexual do início do século 20
Maria Stephanou
História da Educa??o , 2011,
Abstract: O estudo examina, na perspectiva da história cultural, representa es de infancia, enunciados discursivo em circula o entre fins do século 19 e primeiras décadas do século 20. Toma como objeto de análise o livro intitulado O que um menino deve saber, de SylvanusStall, publicado em 1897, e que integra a cole o Self and sex series. O livro circulou no Brasil, em sua primeira edi o, no ano de 1919. Destinava-se aos meninos, anunciava seu empenho em auxiliá-los a terem uma infancia pura e santa. Através de livros oferecidos à leitura, neste período foram produzidos e circularam variados conteúdos, notadamente aqueles relativos à religi o, moral, saúde, higiene, sexualidade, dentre outros. O livro constitui um manual de prepara o para a vida e defesa da importancia da castidade entre os meninos, um guia de bem viver. Dedica diferentes excertos à produ o de uma infancia que caminha rumo a uma juventude e adultez, fortalecida por leituras decentes e piedosas, esclarecimentos médico-científicos e li es morais.
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School  [PDF]
Georgia Stephanou, Georgios Gkavras, Maria Doulkeridou
Psychology (PSYCH) , 2013, DOI: 10.4236/psych.2013.43A040

This study aimed at investigating a) teachers’ job satisfaction, experienced emotions at school, self-efficacy and school collective-efficacy beliefs; b) the influential role of self-efficacy in the school collective-efficacy beliefs, and in the impact of the school collective-efficacy beliefs on job satisfaction and emotions; and c) the effect of self- and collective-efficacy beliefs on the impact of job satisfaction on emotions. The sample comprised 268 elementary school teachers (113 male, 155 female), who completed the scales at the middle of a school year. The results showed that a) the teachers experienced form moderate negative emotions to moderate positive emotions at school, particularly in the context-task- and self-related emotions; b) teachers’ self-efficacy had positive effect on school collective-efficacy beliefs and job satisfaction, and on the impact of collective efficacy on job satisfaction; c) self-efficacy, collective efficacy and job satisfaction, as a group, explained from a small to moderate amount of the variance of the emotions, while the impact of job satisfaction on the emotions was to a significant

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects  [PDF]
Georgia Stephanou, Maria-Helena Mpiontini
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.812125
Abstract: This study aimed at examining: (a) students’ metacognitive knowledge and metacognitive regulation when they are doing school work or homework, and their self-regulated learning style regarding the four different types of behavioral regulation: external, introjected, identified and intrinsic; and (b) the role of metacognition in self-regulated learning style, and in the impact of self-regulated learning style on performance expectations, and subsequent performance in the school subjects of language, mathematics and physical education. The sample comprised of 243 primary school students, fifth and sixth grades, boys and girls, who randomly came from 20 state primary schools of various regions of Greece. The participants completed the scales at the middle of a school year, while their school performance was estimated by the teachers. The results showed that: (a) the students used metacognitive knowledge (predominately, declarative) and metacognitive regulation (mainly, planning) at a moderate extent, and they reported a mixed profile of self-regulatory learning style, favoring identified; (b) metacognitive regulation, compared with metacognitive knowledge, was a more powerful formulator of regulatory learning styles, mainly intrinsic and identified; (c) metacognition explained a small percentage of variance of both performance expectations, beyond self-regulatory style, and performance, beyond the interactive effect of performance expectations and regulatory learning style, in both language and mathematics, while it had no significant unique contribution in physical education; (d) external regulation had negative contribution in school performance across the three school subjects, while intrinsic regulation had no unique effect. Theoretical and practical applications of the findings are discussed.
Children Friendship: The Role of Hope in Attributions, Emotions and Expectations  [PDF]
Georgia Stephanou
Psychology (PSYCH) , 2011, DOI: 10.4236/psych.2011.28133
Abstract: This research aimed to examine a) children’s attributions and emotions for their subjectively perceived friendships with their best friends as positive or negative, b) the role of children’s hope (pathways thinking, agency thinking) in the generation of their perception of their friendships as positive or negative, in the formulation of the subsequent attributions and emotions, and in the impact of attributions on emotions, and c) the effects of hope in the interactive impact of attributions and emotions on friendship expectations. The participants were 322 children, both gender, 5th and 6th grades, representing various parental socioeconomic levels. The results showed that the perceived satisfactory friendships were mainly attributed to internal, and self-friend interactive internal and controllable factors, while the estimated as non satisfactory friendships were predominately attributed to stable, friend’s controllable and internal, and self-friend interactive internal factors. The children experienced intense positive and negative emotions for their perceived satisfactory and non satisfactory friendships, respectively. Hope (mostly, agency thinking) positively influenced the generation of the perceived quality of the friendship, the subsequent attributions (particularly, stability) and emotions, and the impact of attributions on emotions, mainly in the negative friendships group. Also, in the positive friendship group, high-pathway thinking children had higher expectations of positive friendship, whereas, in the non satisfactory friendship group, low-agency thinking children had low expectations of positive friendship. Finally, hope proved formulator of the interactive effect of attributions (mainly, locus of causality) and emotions on friendship expectations. The findings from this study suggest the significant role of good friendship in children’s life, and indicate the importance of examining children friendship along the role of hope in evaluating, attributing causes, experiencing emotions and forming expectations.
Romantic Relationships in Emerging Adulthood: Perception-Partner Ideal Discrepancies, Attributions, and Expectations  [PDF]
Georgia Stephanou
Psychology (PSYCH) , 2012, DOI: 10.4236/psych.2012.32023
Abstract: This study aimed to examine 1) emerging adults’ attributions for their subjectively perceived current ro- mantic relationship as good or bad, 2) the role of their perception-partner ideal discrepancies in estimate- ing their current romantic relationship as good or bad, and in the formation of attributions, and 3) the ef- fects of all the three concepts on the generation of the expectations for the quality of the romantic rela- tionship in the future. Undergraduate and postgraduate university students, from various faculties, ages of 18 to 25, both genders, participated in this study. The participants filled in, first, the scale of the romantic partner ideals, and, after one week, the scales of perceived of the quality of the current romantic relation- ship, attributions and expectations. The results regarding attributions revealed that 1) the perceived good romantic relationships were mainly attributed to internal and self-partner internal and controllable factors (love, passion, effective communication, honesty-loyalty, understanding each-other), whereas the per- ceived bad romantic relationships were mainly attributed to personal uncontrollable, external, unstable and partner’s internal factors (untrustworthiness, lack of passion, non honesty-loyalty, lack of love, and ineffective communication), and 2) locus of causality, followed by personal controllability and stability, was the most powerful attributional dimension in discriminating the two groups of the emerging adults. The findings regarding the perception-partner ideal discrepancy showed that 1) the students who had smaller perception-partner ideal discrepancy, compared to students who had larger perception-partner ideal discrepancy, estimated their current romantic relationships more favourable but only trustworthiness accounted for unique variance in it and 2) perception-partner ideal discrepancy in trustworthiness, fol- lowed by warmth/intimacy, and attractiveness/vitality, was the most powerful factor in discriminating the two groups of the participants. The results with respect to effects of partner ideal discrepancy on attributions indicated that 1) the students’ perception-partner ideal discrepancies proved to be a significant and positive factor in the formulation of the attributional dimensions (expect for external controllability), mainly both stability and locus of causality, for the perceived current quality of their romantic relationship and 2) only trustworthiness and warmth/intimacy had unique effects on locus of causality, and only trustworthiness uniquely contributed into
Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism  [PDF]
Georgia Stephanou, Anastasia Oikonomou
Psychology (PSYCH) , 2018, DOI: 10.4236/psych.2018.94053
Abstract: This study aimed to examine: 1) teachers’ self-reported emotions experienced at school, problem-solving appraisal, self-efficacy and school collective-efficacy; 2) the effects of self-efficacy on the formulation of collective-efficacy and problem-solving appraisal, and on the impact of problem-solving appraisal on collective-efficacy; 3) the influential role of efficacy beliefs, problem-solving appraisal and their inter-effects in the emotions; and 4) the effect of teaching level (primary/secondary school) in the examined concepts. The sample consists of 256 primary and secondary school teachers, 92 men and 164 women, who came from various Greek state schools. Data were collected at the middle of a school year, and they were analyzed between and within groups across all constructs. The results revealed: 1) teachers experienced positive emotions from moderate to high intensity, and negative emotions from low to high intensity, particularly context-, task- and self-related; 2) a moderate to high sense of both efficacy beliefs and problem-solving appraisal (except for personal control that was low); 3) while problem-solving appraisal influenced collective-efficacy, its effect was to a significant extent mediated by self-efficacy; 4) self-efficacy, problem-solving appraisal and collective-efficacy had complimentary impact on the emotions, with self-efficacy being the most powerful formulator of most of them; and 5) the primary school teachers, compared to secondary school teachers, felt more intense positive emotions, had a stronger sense of school collective-efficacy and reported lower impulsive and personal control in problem-solving. The findings are discussed with respect to their practical applications and future research.
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