Greek adaptation of the teachers’ Attitudes Towards Teaching All Students (ATTAS-mm) scale

Charitaki, Garyfalia; Kypriotaki, Maria; Alevriadou, Anastasia

doi:10.1177/27526461231177457

Cited by 4 publications

(3 citation statements)

References 37 publications

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“…In fact, it emerged that spiritual games are preferred by teachers under 35 years old and substitute teachers. However, teachers with some additional training prefer the application of sports games (Charitaki et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

The Contribution of Structured Play as a Psycho-Educational Tool for Students With High-Functioning Asd in Kindergarten: The Teachers' Perspective

Vasileiadis,

Dimitriadou,

Koutras

et al. 2023

EJAE

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The purpose of this study is to investigate the effectiveness of structured play as a learning and educational tool for students with high-functioning ASD. Qualitative research was applied to investigate the above purpose. 12 semi-structured interviews were conducted with primary school kindergarten teachers. The results of the survey showed that the majority of the teachers considered structured play to be necessary for the effective education of students with high-functioning ASD. Also, educators can easily integrate it into their daily educational practice, although the curriculum limits its use. The biggest obstacles that teachers encounter have to do with available educational materials, infrastructure and the need for training. The majority of teachers stated that new technology and digital play are very important in enhancing the skills and progress of students with high-functioning ASD. Finally, teachers differed among themselves regarding the gendered dimension of gaming with the majority stating that they do not choose games that reinforce stereotypes. Article visualizations:<img src="/-counters-/soc/0071/a.php" alt="Hit counter" />

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Section: Discussionmentioning

confidence: 99%

The Contribution of Structured Play as a Psycho-Educational Tool for Students With High-Functioning Asd in Kindergarten: The Teachers' Perspective

Vasileiadis,

Dimitriadou,

Koutras

et al. 2023

EJAE

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“…At the same time, according to Androusou et al (2016), the classroom should be distinguished by functionality and the necessary stimuli that help improve interactions and motivate students' respective interests. It is also essential to ensure teachers' self-efficacy to implement inclusive education (Charitaki et al, 2023;Kourti et al, 2023). All over the world, there is a significant dialogue regarding this matter (Charitaki et al, 2022;Vogiatzi et al, 2021Vogiatzi et al, , 2022.…”

Section: Arts In Early Childhoodmentioning

confidence: 99%

Pre-School Teachers’ Views on the Impact of Visual Arts Education on Early Childhood Education

Vasilaki

2024

Innovare J Edu

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The current study explores the impact of visual arts education on early childhood, highlighting its role in enhancing creativity, imagination, and emotional expression in pre-school children. It explores the perspectives of pre-school teachers on the importance of visual arts in children’s development and the challenges they face when integrating the arts into the curriculum. The study used quantitative and qualitative research methods. The study highlights how pre-school educators value the visual arts for its potential to enhance cognitive and social skills and how demographic factors influence these perceptions. In addition, it explores the practical aspects of art education, including classroom management and resource allocation, to offer a comprehensive view of the current state and future potential of visual arts in early childhood education. Finally, this research contributes to a deeper understanding of the central role of the visual arts in early education. It highlights the need for supportive educational policies and resources to enrich the learning environment.

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“…Then, in the rest of the questionnaire, which consists of thirty (30) questions, participants fill in the answers representative for them. The questions concern teachers' knowledge of dyslexia detection (5,8,10,14,21,23,25,28,27,30) [Research question 1], teachers' knowledge of differentiated teaching (1,2,4,7,11,13,16,18,20,29) [Research question 2] and their choice for further training (3,6,9,12,15,17,19,22,24,26)…”

Section: Data Collection Toolsmentioning

confidence: 99%

Knowledge and Opinions of General Education Teachers on the effectiveness of Differentiated Teaching in Children with Dyslexia

Tsiakalou

2023

Preprint

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The purpose of this research is to investigate the knowledge and opinions of general education teachers in primary education regarding the effectiveness of differentiated teaching for children with Dyslexia. Initially, the study refers to Learning Difficulties and specifically to Dyslexia, where this disorder and its characteristics are analyzed. After this, the research questions follow with further analysis of Dyslexia, differentiated teaching and bibliographic review of previous surveys related to the topic. Afterwards, the design of the research, the methodology and the strategies that we used are analyzed. In this particular research a closed type of questionnaire sampling will be conducted through Likert scale, and it will be posted to groups of primary education teachers on the internet. After information on validity, reliability, and ethical issue the research findings will be analyzed and compared with the already mentioned studies of the literature review according to which the teachers of the previous surveys have quite a lot in common with the present research as regards their views, their knowledge, the implementation of differentiated teaching which are at a good level and their further training. A key element is the fact that a high percentage of teachers consent to further training either at the workplace or at university. Finally, the study closes with the conclusions.

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Greek adaptation of the teachers’ Attitudes Towards Teaching All Students (ATTAS-mm) scale

Cited by 4 publications

References 37 publications

The Contribution of Structured Play as a Psycho-Educational Tool for Students With High-Functioning Asd in Kindergarten: The Teachers' Perspective

The Contribution of Structured Play as a Psycho-Educational Tool for Students With High-Functioning Asd in Kindergarten: The Teachers' Perspective

Pre-School Teachers’ Views on the Impact of Visual Arts Education on Early Childhood Education

Knowledge and Opinions of General Education Teachers on the effectiveness of Differentiated Teaching in Children with Dyslexia

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