Chris Kyriacou
Biographic Data
| ID | 3655055 |
|---|---|
| NAME | Chris Kyriacou |
| GIVEN NAMES | Chris |
| FAMILY NAME | Kyriacou |
| SIGNATURE | KYRIACOU C |
| AFFILIATIONS | University of York |
| ORCID | 0000-0002-5077-4579 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 54 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 4 |
Cyberbullying of teachers by students on YouTube: Challenging the image of teacher authority in the digital age
There has been a rapid increase in the cyberbullying of teachers in schools by their students. One aspect of this phenomenon is the posting of visual recordings of teachers and teacher–student interaction on easily accessible websites such as YouTube. Whilst research on the cyberbullying of students by other students has received a great deal of attention, research on the cyberbullying of teachers by students is still in its infancy. This paper a…
Social pedagogy and bullying in schools: The views of university students in England, Greece and Norway
This study explores the extent to which a social pedagogic perspective is evident in the views of bullying in schools held by a sample of university students in England, Greece and Norway studying in the area of the education, care and welfare of children. A total of 469 university students completed a questionnaire in which they were asked to rate their strength of agreement with 30 statements concerning bullying in schools. Twelve of these stat…
Teacher Stress and Burnout: Methodological Perspectives
Bullying interventions in schools: Six basic approaches . By K. Rigby
"Bullying interventions in schools: six basic approaches. By K. Rigby." British Journal of Educational Studies, 62(1), pp. 74–75
Social pedagogy: Heart and head
Social pedagogy in schools: Student teacher attitudes in England and Norway
This study explored the views of student teachers in England and Norway regarding the extent to which they felt the school should take the lead role (in comparison to the roles played by parents and other professional agencies) in addressing the needs of pupils identified by the school as experiencing a problem. A questionnaire comprising 30 problem areas was developed and distributed to student teachers at two universities in England and at two …
Rethinking School Mathematics - By Andrew Noyes
Rethinking School Mathematics. By Andrew Noyes. Pp. 140. London: Paul Chapman. 2007. £18.99 (pbk). ISBN 1-4129-2103-1 (pbk)
Improving Urban Practice: Leadership and Collaboration By M. Ainscow and M. West
Improving Urban Practice: Leadership and Collaboration. By M. Ainscow and M. West (Eds). Pp. 168. Maidenhead: Open University Press. 2006. £19.99 (pbk). ISBN 033521911X
Action Research: A Methodology for Change and Development - by Bridget Somekh
Action Research: a Methodology for Change and Development. By Bridget Somekh. Pp. 226. Maidenhead: Open University Press. 2006. £60.00 (hbk). £18.99 (pbk). ISBN 0335216595 (hbk), 0335216587 (pbk)
Lifelong Learning: Concepts and Contexts - Edited by Peter Sutherland and Jim Crowther
Lifelong Learning: Concepts and Contexts. By Peter Sutherland and Jim Crowther (Eds). Pp. 247. London: Routledge, 2006. £70 (hbk). ISBN 0-415-35372-6
Beginning teachers’ expectations of teaching
Teacher training and teacher education in England and Norway: A comparative study of policy goals
In this paper, we examine the complementary and differing state‐defined roles of beginning schoolteachers in England and Norway by investigating centrally mandated initial teacher preparation programmes in both countries. Through comparative analysis, we get to see the roles that the policy‐makers in London and Oslo seek to confer upon the educators of future generations of schoolchildren, as well as exploring opportunities for cross‐cultural pol…
Teacher Stress: Directions for future research
Research on teacher stress has become a major area of international research interest. This paper reviews research findings on teacher stress and suggests five directions for future research: (i) monitoring the extent to which particular educational reforms are generating high levels of teacher stress; (ii) exploring why some teachers are able to successfully negotiate periods of career reappraisal and retain a positive commitment to the work, wh…
Undergraduates' Views of Teaching as a Career Choice
This study explored undergraduates' views of teaching as a career choice. A total of 298 students completed a questionnaire in which they were asked to rate the importance of 20 factors in influencing their choice of career, and then the extent to which they thought teaching as a career offers these factors. A comparison was made between the views expressed by three groups of students: those who were definitely not considering teaching (N = 102),…
Active Learning in Secondary School Mathematics
In recent years there has been widespread advocacy for a greater variety of learning activities to be used in the teaching of mathematics in secondary schools, and in particular calls for greater use of active learning. In essence, active learning may be described as the use of learning activities where pupils are given a marked degree of ownership and control over the learning activities used, where the learning experience is open‐ended rather t…
Teachers' Perceptions of Pupils' Behaviour Problems at a Comprehensive School
This study sought to explore teachers' perceptions of pupils' behaviour problems at a single comprehensive school. Sixty‐four teachers at the school rated a list of 23 behaviour problems in terms of their seriousness. The findings indicated that the teachers' perceptions were dominated by disruptive behaviours, although ‘under‐achieving’ by pupils was a major cause of concern. A principal components analysis identified three major factors: proble…
Teacher stress and burnout: An international review
This paper reviews studies on teacher stress and burnout conducted over the past decade. The range of studies considered indicates that this topic is now of major international concern. Such studies have led to a much clearer understanding of teacher stress and burnout. Priority now could usefully be given to exploring how such understanding can foster the reduction of stress levels in schools.
Sixth‐formers' Perceptions of the Effective Teacher of Mathematics at ‘O’ Level
One hundred and ninety‐four first‐year sixth‐form college pupils completed a questionnaire in which they were asked to rate 38 teacher characteristics according to the extent to which they perceived each of the characteristics to be associated with the effective teacher of mathematics at ‘O’ level. A specific criterion of teacher effectiveness was employed: pupil success at ‘O’ level. The characteristics with the highest mean ratings were ‘explai…
Conceptualising Research on Effective Teaching
S ummary . A framework is presented for considering effective teaching which focuses on ‘classroom process’. The framework distinguishes three complementary levels of analysis. First, a surface level of analysis which focuses on the notions of ‘active learning time’ and ‘quality of instruction’. Second, a psychological level of analysis which focuses on psychological concepts, principles and processes which attempt to explain how process may infl…
Teacher Stress and Psychoneurotic Symptoms
One hundred and twenty-seven schoolteachers completed the Teacher-Event Stress Inventory (TESI) (a measure of self-reported teacher stress) and the Middlesex Hospital Questionnaire (MHQ) (which provides scores on six scales measuring aspects of clinically recognised psychoneurotic status: anxiety, phobic, obsessional, somatic, depressive and hysterical). The correlations between TESI scores and each of the MHQ scale scores were presented separate…
Social Sensitivity among Young Children
Forty-six eight-year-old children were given five tests of social sensitivity which were used to derive, for each child, a composite score of social sensitivity. The mother of each child was interviewed, and her responses to 20 questions concerning her child-rearing practices and relationship with her child yielded a measure of the mother's language code (restricted versus elaborated) and mode of control (personal versus positional). The results …
Research on Teacher Effectiveness in British Secondary Schools
Studies of teacher effectiveness based in British secondary schools can be divided into four main categories: studies based on teachers' opinions regarding effective teaching, studies based on the relationship between rated teaching ability and other variables, studies based on observations of teaching and studies based on pupils' opinions regarding effective teaching. As a result of considering studies falling within these four categories, it is…
A note on teacher stress and locus of control
In a questionnaire survey of 130 comprehensive school teachers, occupational stress as indicated by a self‐report measure was found to be positively associated with the teachers' generalized belief in external control over reinforcement (measured using Rotter's Internal–External locus of control scale) as predicted
Teacher Stress: Prevalence, Sources, and Symptoms
A questionnaire survey was used to investigate the prevalence, sources, and symptoms of stress among 257 schoolteachers in 16 medium-sized, mixed comprehensive schools in England. About one-fifth of the teachers rated being a teacher as either very stressful or extremely stressful. There appeared to be little association between self-reported teacher stress and the biographical characteristics of the teachers. Sources of stress with relatively hi…
Beginning teachers’ expectations of teaching
Teacher Stress: Prevalence, Sources, and Symptoms
A questionnaire survey was used to investigate the prevalence, sources, and symptoms of stress among 257 schoolteachers in 16 medium-sized, mixed comprehensive schools in England. About one-fifth of the teachers rated being a teacher as either very stressful or extremely stressful. There appeared to be little association between self-reported teacher stress and the biographical characteristics of the teachers. Sources of stress with relatively hi…
Teacher training and teacher education in England and Norway: A comparative study of policy goals
In this paper, we examine the complementary and differing state‐defined roles of beginning schoolteachers in England and Norway by investigating centrally mandated initial teacher preparation programmes in both countries. Through comparative analysis, we get to see the roles that the policy‐makers in London and Oslo seek to confer upon the educators of future generations of schoolchildren, as well as exploring opportunities for cross‐cultural pol…
Teacher Stress and Psychoneurotic Symptoms
One hundred and twenty-seven schoolteachers completed the Teacher-Event Stress Inventory (TESI) (a measure of self-reported teacher stress) and the Middlesex Hospital Questionnaire (MHQ) (which provides scores on six scales measuring aspects of clinically recognised psychoneurotic status: anxiety, phobic, obsessional, somatic, depressive and hysterical). The correlations between TESI scores and each of the MHQ scale scores were presented separate…
Cyberbullying of teachers by students on YouTube: Challenging the image of teacher authority in the digital age
There has been a rapid increase in the cyberbullying of teachers in schools by their students. One aspect of this phenomenon is the posting of visual recordings of teachers and teacher–student interaction on easily accessible websites such as YouTube. Whilst research on the cyberbullying of students by other students has received a great deal of attention, research on the cyberbullying of teachers by students is still in its infancy. This paper a…
Research on Teacher Effectiveness in British Secondary Schools
Studies of teacher effectiveness based in British secondary schools can be divided into four main categories: studies based on teachers' opinions regarding effective teaching, studies based on the relationship between rated teaching ability and other variables, studies based on observations of teaching and studies based on pupils' opinions regarding effective teaching. As a result of considering studies falling within these four categories, it is…
Social pedagogy in schools: Student teacher attitudes in England and Norway
This study explored the views of student teachers in England and Norway regarding the extent to which they felt the school should take the lead role (in comparison to the roles played by parents and other professional agencies) in addressing the needs of pupils identified by the school as experiencing a problem. A questionnaire comprising 30 problem areas was developed and distributed to student teachers at two universities in England and at two …
Active Learning in Secondary School Mathematics
In recent years there has been widespread advocacy for a greater variety of learning activities to be used in the teaching of mathematics in secondary schools, and in particular calls for greater use of active learning. In essence, active learning may be described as the use of learning activities where pupils are given a marked degree of ownership and control over the learning activities used, where the learning experience is open‐ended rather t…
Teachers' Perceptions of Pupils' Behaviour Problems at a Comprehensive School
This study sought to explore teachers' perceptions of pupils' behaviour problems at a single comprehensive school. Sixty‐four teachers at the school rated a list of 23 behaviour problems in terms of their seriousness. The findings indicated that the teachers' perceptions were dominated by disruptive behaviours, although ‘under‐achieving’ by pupils was a major cause of concern. A principal components analysis identified three major factors: proble…
Sixth‐formers' Perceptions of the Effective Teacher of Mathematics at ‘O’ Level
One hundred and ninety‐four first‐year sixth‐form college pupils completed a questionnaire in which they were asked to rate 38 teacher characteristics according to the extent to which they perceived each of the characteristics to be associated with the effective teacher of mathematics at ‘O’ level. A specific criterion of teacher effectiveness was employed: pupil success at ‘O’ level. The characteristics with the highest mean ratings were ‘explai…
Conceptualising Research on Effective Teaching
S ummary . A framework is presented for considering effective teaching which focuses on ‘classroom process’. The framework distinguishes three complementary levels of analysis. First, a surface level of analysis which focuses on the notions of ‘active learning time’ and ‘quality of instruction’. Second, a psychological level of analysis which focuses on psychological concepts, principles and processes which attempt to explain how process may infl…
Social Sensitivity among Young Children
Forty-six eight-year-old children were given five tests of social sensitivity which were used to derive, for each child, a composite score of social sensitivity. The mother of each child was interviewed, and her responses to 20 questions concerning her child-rearing practices and relationship with her child yielded a measure of the mother's language code (restricted versus elaborated) and mode of control (personal versus positional). The results …
Teacher Stress: Prevalence, Sources, and Symptoms
A questionnaire survey was used to investigate the prevalence, sources, and symptoms of stress among 257 schoolteachers in 16 medium-sized, mixed comprehensive schools in England. About one-fifth of the teachers rated being a teacher as either very stressful or extremely stressful. There appeared to be little association between self-reported teacher stress and the biographical characteristics of the teachers. Sources of stress with relatively hi…
A note on teacher stress and locus of control
In a questionnaire survey of 130 comprehensive school teachers, occupational stress as indicated by a self‐report measure was found to be positively associated with the teachers' generalized belief in external control over reinforcement (measured using Rotter's Internal–External locus of control scale) as predicted
Research on Teacher Effectiveness in British Secondary Schools
Studies of teacher effectiveness based in British secondary schools can be divided into four main categories: studies based on teachers' opinions regarding effective teaching, studies based on the relationship between rated teaching ability and other variables, studies based on observations of teaching and studies based on pupils' opinions regarding effective teaching. As a result of considering studies falling within these four categories, it is…
Conceptualising Research on Effective Teaching
S ummary . A framework is presented for considering effective teaching which focuses on ‘classroom process’. The framework distinguishes three complementary levels of analysis. First, a surface level of analysis which focuses on the notions of ‘active learning time’ and ‘quality of instruction’. Second, a psychological level of analysis which focuses on psychological concepts, principles and processes which attempt to explain how process may infl…
Teacher Stress and Psychoneurotic Symptoms
One hundred and twenty-seven schoolteachers completed the Teacher-Event Stress Inventory (TESI) (a measure of self-reported teacher stress) and the Middlesex Hospital Questionnaire (MHQ) (which provides scores on six scales measuring aspects of clinically recognised psychoneurotic status: anxiety, phobic, obsessional, somatic, depressive and hysterical). The correlations between TESI scores and each of the MHQ scale scores were presented separate…
Social Sensitivity among Young Children
Forty-six eight-year-old children were given five tests of social sensitivity which were used to derive, for each child, a composite score of social sensitivity. The mother of each child was interviewed, and her responses to 20 questions concerning her child-rearing practices and relationship with her child yielded a measure of the mother's language code (restricted versus elaborated) and mode of control (personal versus positional). The results …
Sixth‐formers' Perceptions of the Effective Teacher of Mathematics at ‘O’ Level
One hundred and ninety‐four first‐year sixth‐form college pupils completed a questionnaire in which they were asked to rate 38 teacher characteristics according to the extent to which they perceived each of the characteristics to be associated with the effective teacher of mathematics at ‘O’ level. A specific criterion of teacher effectiveness was employed: pupil success at ‘O’ level. The characteristics with the highest mean ratings were ‘explai…
Teacher stress and burnout: An international review
This paper reviews studies on teacher stress and burnout conducted over the past decade. The range of studies considered indicates that this topic is now of major international concern. Such studies have led to a much clearer understanding of teacher stress and burnout. Priority now could usefully be given to exploring how such understanding can foster the reduction of stress levels in schools.
Teachers' Perceptions of Pupils' Behaviour Problems at a Comprehensive School
This study sought to explore teachers' perceptions of pupils' behaviour problems at a single comprehensive school. Sixty‐four teachers at the school rated a list of 23 behaviour problems in terms of their seriousness. The findings indicated that the teachers' perceptions were dominated by disruptive behaviours, although ‘under‐achieving’ by pupils was a major cause of concern. A principal components analysis identified three major factors: proble…
Active Learning in Secondary School Mathematics
In recent years there has been widespread advocacy for a greater variety of learning activities to be used in the teaching of mathematics in secondary schools, and in particular calls for greater use of active learning. In essence, active learning may be described as the use of learning activities where pupils are given a marked degree of ownership and control over the learning activities used, where the learning experience is open‐ended rather t…
Undergraduates' Views of Teaching as a Career Choice
This study explored undergraduates' views of teaching as a career choice. A total of 298 students completed a questionnaire in which they were asked to rate the importance of 20 factors in influencing their choice of career, and then the extent to which they thought teaching as a career offers these factors. A comparison was made between the views expressed by three groups of students: those who were definitely not considering teaching (N = 102),…
Teacher Stress: Directions for future research
Research on teacher stress has become a major area of international research interest. This paper reviews research findings on teacher stress and suggests five directions for future research: (i) monitoring the extent to which particular educational reforms are generating high levels of teacher stress; (ii) exploring why some teachers are able to successfully negotiate periods of career reappraisal and retain a positive commitment to the work, wh…
Teacher training and teacher education in England and Norway: A comparative study of policy goals
In this paper, we examine the complementary and differing state‐defined roles of beginning schoolteachers in England and Norway by investigating centrally mandated initial teacher preparation programmes in both countries. Through comparative analysis, we get to see the roles that the policy‐makers in London and Oslo seek to confer upon the educators of future generations of schoolchildren, as well as exploring opportunities for cross‐cultural pol…
Beginning teachers’ expectations of teaching
Improving Urban Practice: Leadership and Collaboration By M. Ainscow and M. West
Improving Urban Practice: Leadership and Collaboration. By M. Ainscow and M. West (Eds). Pp. 168. Maidenhead: Open University Press. 2006. £19.99 (pbk). ISBN 033521911X
Action Research: A Methodology for Change and Development - by Bridget Somekh
Action Research: a Methodology for Change and Development. By Bridget Somekh. Pp. 226. Maidenhead: Open University Press. 2006. £60.00 (hbk). £18.99 (pbk). ISBN 0335216595 (hbk), 0335216587 (pbk)
Lifelong Learning: Concepts and Contexts - Edited by Peter Sutherland and Jim Crowther
Lifelong Learning: Concepts and Contexts. By Peter Sutherland and Jim Crowther (Eds). Pp. 247. London: Routledge, 2006. £70 (hbk). ISBN 0-415-35372-6
Rethinking School Mathematics - By Andrew Noyes
Rethinking School Mathematics. By Andrew Noyes. Pp. 140. London: Paul Chapman. 2007. £18.99 (pbk). ISBN 1-4129-2103-1 (pbk)
Social pedagogy in schools: Student teacher attitudes in England and Norway
This study explored the views of student teachers in England and Norway regarding the extent to which they felt the school should take the lead role (in comparison to the roles played by parents and other professional agencies) in addressing the needs of pupils identified by the school as experiencing a problem. A questionnaire comprising 30 problem areas was developed and distributed to student teachers at two universities in England and at two …
Social pedagogy: Heart and head
Bullying interventions in schools: Six basic approaches . By K. Rigby
"Bullying interventions in schools: six basic approaches. By K. Rigby." British Journal of Educational Studies, 62(1), pp. 74–75
Teacher Stress and Burnout: Methodological Perspectives
Cyberbullying of teachers by students on YouTube: Challenging the image of teacher authority in the digital age
There has been a rapid increase in the cyberbullying of teachers in schools by their students. One aspect of this phenomenon is the posting of visual recordings of teachers and teacher–student interaction on easily accessible websites such as YouTube. Whilst research on the cyberbullying of students by other students has received a great deal of attention, research on the cyberbullying of teachers by students is still in its infancy. This paper a…
Social pedagogy and bullying in schools: The views of university students in England, Greece and Norway
This study explores the extent to which a social pedagogic perspective is evident in the views of bullying in schools held by a sample of university students in England, Greece and Norway studying in the area of the education, care and welfare of children. A total of 469 university students completed a questionnaire in which they were asked to rate their strength of agreement with 30 statements concerning bullying in schools. Twelve of these stat…
Pedagogy (19 works) · Psychology (19 works) · Mathematics education (13 works) · Sociology (9 works) · Teacher Education and Leadership Studies (9 works) · Computer Science (6 works) · Social Psychology (6 works) · Bullying, Victimization, and Aggression (5 works) · Medicine (5 works) · Stress and Burnout Research (5 works)