Athanasios Gregoriadis

Applicability of the Student—Teacher Relationship Scale (STRS) in the Greek Educational Setting

The present study examined the applicability of the Student—Teacher Relationship Scale (STRS) within the Greek cultural context. Sixty-seven kindergarten teachers filled in a Greek version of the STRS concerning 403 kindergarten students. Exploratory factor analysis showed that a 26-item version of the STRS could be considered as a valid and reliable instrument to measure Closeness (α = .86), Conflict (α = .87) and Dependency (α = .79). Findings further indicated that teachers described young boys as having more conflictual relationships with their teachers and young girls as having closer and more dependent relationships with them. In contrast with previous studies, the Dependency subscale was positively correlated with the Closeness subscale (r = .34) and did not associate with the Conflict subscale. These findings might be attributed to the different cultural background of the Greek kindergarten teachers or their differentiated interpretation of the notion of dependency.

Measuring Teacher–Child Relationships in the Greek Kindergarten Setting: A Validity Study of the Student–Teacher Relationship Scale–Short Form

Research Findings: The present study was designed to examine the factorial validity of the Student–Teacher Relationship Scale–Short Form (STRS-SF; R. C. Pianta, 2001) and its invariance across gender in the Greek educational context. The STRS-SF comprises 15 items that measure 2 dimensions of teacher–child relationships: Closeness and Conflict. Fifty-six kindergarten teachers completed the STRS-SF about their students (n = 336). A 2-factor model with correlated latent factors was postulated and tested. Confirmatory factor analysis procedures showed marginal fit to the data (comparative fit index [CFI] = .902, root mean square error of approximation [RMSEA] = .066). The fit of the model was further improved by adding 2 error covariances (CFI = .931, RMSEA = .056). Cronbachs alpha coefficient showed adequate internal consistency for Closeness (α = .72) and Conflict (α = .82). In addition, there was a moderate negative association between the 2 subscales (r = −.38). Examination of STRS-SF invariance showed that it was manifested in the same way across gender. Practice or Policy: The findings of the present study, which was conducted in a cultural context different from the one in which the STRS-SF was developed, seem to support the instruments factorial validity and equivalence across gender.

Development and evaluation of metacognition in early childhood education

The aim of the present study is to provide information and suggest ways to improve and evaluate metacognition in early childhood. Metacognition is important to learning and knowledge transfer and preparing students to become lifelong learners is a main aim of schooling. The engagement of young students in metacognitive thinking is considered necessary, as they seem capable of developing fundamental forms of metacognition after the age of three. The development of metacognitive skills helps young children to become thoughtful about their learning process. Specifically, the implementation of interesting activities in an enjoyable manner that develops young childrens high-order thinking could help them to enhance metacognitive skills and become effective learners. Physical activities during reciprocal and self-check teaching styles are such activities that could guide young students to reflect on their own learning and realise what they are doing.

Comparing quality of childcare and kindergarten centres: the need for a strong and equal partnership in the Greek early childhood education system

The purpose of this study was to examine whether kindergartens and childcare centres differ in terms of educational and caregiving components. More specifically, two aspects of the process quality of the early childhood education and care were examined regarding the ‘Activities’ and the ‘Programme Structure’. A multi-stage sampling technique was applied to recruit a national representative sample from the Greek early childhood education system. A total of 535 early childhood classrooms from kindergarten and childcare programmes participated in the study, together with 4158 children. The quality of the participating classrooms was evaluated with the use of the Early Childhood Environment Rating Scale-Revised (ECERS-R) edition. Results showed a medium-quality picture from both the kindergarten and childcare classrooms. Explanations are provided regarding the statistically significant differences between the two types of preschool programmes. This study attempts to initiate a discussion about the need to build a strong and equal partnership between kindergarten and childcare programmes and to move towards a more coherent approach in the Greek early childhood education system.

Computer use at schools and associations with social-emotional outcomes - A holistic approach. Findings from the longitudinal study of Australian Children

In drawing upon cultural-historical theory, this paper reports on the use of computers in Australian schools where a holistic analysis was undertaken to explore the possible associations with social-emotional outcomes. By conducting a quantitative analysis framed around a conceptual model that used the concept of perezhivanie, it was possible to examine a sample of 3345 children (8-9 years old) who participated in the Longitudinal Study of Australian Children (wave 5) and to fill a gap in the literature on whether computer use has an influence on three social-emotional outcomes: self-concept, emotional problems and school liking. Findings suggest that Australian children are using computers in school in a very similar way, mainly practicing specific learning skills (e.g. maths and literacy) and rarely engaged in creative activities. In addition, findings reveal that overall computer use does not appear to have a significant impact on childrens social-emotional outcomes. One exception, a small significant association between creativity and self-concept was found and further explored. Implications for practice and recommendations for future research are discussed. Adopting a cultural-historical framework and a holistic perspective in framing the study.Computers are used in a very similar way across elementary schools in Australia.Teachers mainly use computers to support specific skills (maths/literacy) and not creativity.Computer use at school and at home is not associated with social-emotional outcomes.Only creative use of computers was associated with childrens self-concept.

Quality of teacher–child relationship and preschoolers’ pro-social behaviour in German kindergartens

ABSTRACT Teacher–child relationships in early childhood are a crucial prerequisite for childrens emotional, social and academic development. Therefore, it is important to be able to measure accurately the quality of interactions among them. The Student–Teacher Relationship Scale (STRS) is a widely accepted instrument in measuring the quality of teacher–child relationships. The purpose of this study was to examine the adapted STRS in the German early childhood education settings and to investigate its associations with childrens pro-social and problematic behaviour. Seventy-eight preschool teachers rated the quality of their relationships with 153 children aged 2–7 years and their pro-social and problematic behaviour. An explorative factor analysis revealed three consistent factors: closeness, conflict and dependency. The former inconsistent dependency scale showed good internal consistency. The item constellation was the same as of the adapted STRS. As expected preschool teachers rated girls closer compared to boys. Closeness was positive associated with pro-social behaviour and conflict and dependency was positive correlated with externalising behaviour. The results of this study support the reliability and validity of the adapted STRS in the German kindergarten context.

Evaluating the Student–Teacher Relationship Scale in the Greek educational setting: an item parcelling perspective

Abstract The Student–Teacher Relationship Scale (STRS) is one of the most extensively used instruments that evaluate the quality of teacher–child relationships. The STRS has a strong theoretical background based on attachment theory and research on parent–child and teacher–child relationships. The purpose of this study was to examine the dimensional structure of the adapted STRS proposed by Koomen et al. (2012) in the Greek educational settings. Another purpose was to examine the intercorrelations of the Dependency subscale with the Closeness and Conflict subscales of the adapted version of STRS, when applied in a cultural context different from the context, where it was developed originally. We applied confirmatory factor analyses with item parcelling in two independent samples (N1 = 118 teachers, 921 students and N2 = 118 teachers, 925 students). Findings provided evidence for the dimensional structure of the adapted STRS subscales and its validity. Results also showed that the Dependency subscale is positively correlated with Closeness in Greece as a background with more collectivistic characteristics. This finding suggests that the cultural universality of dependency can be challenged and that the possible socio-cultural influences in the nature and interpretation of dependent relationships needs to be further examined.

Continuing professional development in the Greek early childhood education system

ABSTRACT Over the past years, Greece has been undergoing a severe financial crisis. The main purpose of this study was to examine how early childhood teachers perceive continuing professional development (CPD) under such societal turmoil. More specifically, this study examined the perceptions of 45 in-service kindergarten teachers attending the ‘Didaskaleio’ training institute. Results showed that although Greek early educators express a positive attitude towards CPD, there are certain contradictions in their views regarding the way they perceive CPD and their expectations regarding CPD activities. Results indirectly reflect the changing context, the systemic weaknesses and the antinomies of Greek early childhood education.

Young children’s perceptions of the quality of teacher–child interactions and school engagement in Greek kindergartens

The purpose of this study was to examine young children’s perceptions about the quality of their interactions with their teachers and the possible association of teacher–child relationships with children’s school engagement. Additionally, gender and ethnicity differences were investigated regarding both teachers’ and children’s perceptions. Young Children’s Appraisals of Teacher Support and Teacher-Rated Effortful Engagement were used to evaluate children’s perceptions about their teacher–child relationships and teacher’s assessments about children’s school engagement. In all, 232 preschool children and 39 kindergarten teachers from northern Greece participated in the study. Findings provided interesting information about the profile of teacher–child interactions based on children’s perspectives and about the association between the quality of teacher–child interactions and children’s school engagement. More specifically, findings showed that children mostly describe positive interactions with their teachers and that the quality of teacher–child relationship is associated with children’s school engagement.

Early Change: Description of a Project for Continuing Professional Development

This chapter provides detailed descriptions of the basic purpose, the goals, the methodology, the participants, and the philosophy of the Early Change project. It presents information about the project’s structure, consortium, and basic aims and discusses the methodology, the instruments, and the training procedures that were implemented during the course of the project. It ends with a description of the project’s results, the deliverables, and the outputs as well as its potential for innovation and the conclusions drawn from the overall experience.