Cypriot students have consistently scored low in science in international studies since 1995 despite various curriculum reform efforts during the last decades. Given the importance of teacher professional development, and the opportunity to further utilize data from an international study, the purpose of this paper is to show how data from the Trends in International Mathematics and Science Study (TIMSS) can be used for a professional development workshop focused on helping teachers identify reasons for low achievement in science, and proposing ways to support students in science. Overall, this professional development workshop could be considered as an effective way of using empirical data from international studies for professional development purposes as it gave teachers the opportunity to reflect on possible reasons that Cypriot students did not do well on certain items while allowing them to make connections between their teaching practice and student content knowledge misconceptions.

Student Achievement

Faculty Development

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Examining educational technology and achievement through latent variable modeling

Elena C. Papanastasiou Efi Paparistodemou

Latent growth modeling

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Test Score Stability and Construct Validity of the Adult Manifest Anxiety Scale-College Version Scores Among College Students: A Brief Report

Measurement and Evaluation in Counseling and Development (2005)

Patricia A. Lowe Elena C. Papanastasiou Kimberly A. DeRuyck Cecil R. Reynolds

The authors investigated the temporal stability and construct validity of the Adult Manifest Anxiety Scale-College Version (AMAS-C; C. R. Reynolds, B. O. Richmond, & P. A. Lowe. 2003b) scores Results indicated that the AMAS-C scores had adequate to excellent test score stability, and evidence supported the construct validity of the AMAS-C test scores. Implications for counselors are discussed.

Test anxiety

Test score

10.1080/07481756.2005.11909762

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Cluster Analysis Findings Over 20 Years of TIMSS

IEA research for education (2019)

Michalis P. Michaelides Gavin Brown Hanna Eklöf Elena C. Papanastasiou

Student motivation clusters were identified by analyzing IEA's Trends in International Mathematics and Science Study (TIMSS) mathematics data from 1995, 2007, and 2015 at both grade four and grade eight in 12 jurisdictions. Deeper examination of the distributions of student motivation variables within each cluster revealed that high confidence scores, followed by high enjoyment scores, were generally associated with better student achievement in mathematics. Students' value for the subject was dissociated from the other two motivation variables in at least one cluster in nearly all samples. Statistical tests indicated that mean achievement, gender composition, and mean home resources scores differed across clusters in systematic ways at both grades and across all three TIMSS administrations. Twenty years of TIMSS data reveal interesting patterns in the number of clusters, the relationships among the three motivational variables and their association with achievement, and concerning the gender composition of distinct motivational clusters. Clusters with similar mixes of motivational variables seem to produce consistent and almost universal effects across jurisdictions.

10.1007/978-3-030-26183-2_5

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Dialogue and Argumentation for Cultural Literacy Learning in Schools: Multilingual Data Corpus

Zenodo (CERN European Organization for Nuclear Research) (2021)

Chrysi Rapanta Dilar Cascalheira Beatriz Gil Cláudia Gonçalves D’Jamila Garcia

This dataset is the Multilingual Corpus of the DIALLS (DIalogue and Argumentation for Literacy Learning in Schools) project (dialls2020.eu/) and consists of a set of transcripts of classroom interactions of students from ages 5 to 15 years old. These classroom interactions took place in seven DIALLS participant countries (UK, Portugal, Germany, Lithuania, Spain, Cyprus, and Israel). The corpus is a set of 202 transcripts in the participant countries’ native language (English, Portuguese, German, Lithuanian, Catalan, Cypriot Greek, and Hebrew). The transcripts in each native language range from a maximum of 35 for Hebrew (more than 17% of the overall corpus) to a minimum of 19 transcripts for Cypriot Greek (10% of the corpus). More than 50% of the transcripts in a language different from English (90 transcripts) have associated their English translation. The topic of the project is cultural literacy through dialogue and argumentation in school children. The Multilingual Corpus is relevant to the following areas of research: Educational dialogue, Citizenship education, Argumentation and learning, Multimodal literacy, Dialogic teaching, Dialogue/discourse analysis, Arts-based education, Cultural studies, Teacher professional development and communities. The dataset is organised in two main sections: an Excel file, and a zip folder with .csv files matching the excel file. A description of the corpus and further information on the dataset can be accessed in a .pdf file.

10.5281/zenodo.4058182

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Factors that Influence Students to Become Teachers

Educational Research and Evaluation (1997)

Constantinos Papanastasiou Elena C. Papanastasiou

ABSTRACT The purpose of this study was to identify and compare the factors that had influenced students at the Pennsylvania State University and at the University of Cyprus to major in elementary education. A questionnaire was completed by 157 students from PSU and by 176 students from the UC. The factors that were identified were variety of benefits, internal motives, status of the profession, interpersonal influence and academic ability. The factor "internal motives" was the strongest factor that influenced students from the PSU to major in elementary education. The factors which were highly influential for the students of the University of Cyprus to enter the same major, were the "variety of benefits" and the "status of the profession".

10.1080/1380361970030402

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