Evaggelos Anagnou
Biographic Data
| ID | 6299622 |
|---|---|
| NAME | Evaggelos Anagnou |
| GIVEN NAMES | Evaggelos |
| FAMILY NAME | Anagnou |
| SIGNATURE | ANAGNOU E |
| AFFILIATIONS | University of Patras |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 1 |
The Contribution of Mentoring and Action Research to Teachers’ Professional Development in the Context of Informal Learning
This paper focuses on the idea of using informal learning for designing a school-based teachers’ professional development (PD) programme. Initially, the issue is discussed in view of educational policy. Following, the theoretical roots and the forms of informal learning are presented. This conversation leads to a suggestion for designing, implementing and evaluating a teachers’ PD programme based on informal learning, with specific reference to m…
Adult student assessment in second chance schools in Greece
The present study aims at presenting the views of second chance school (SCS) teachers, seconded from formal education schools. Firstly, on the positive outcomes resulting from project and portfolio assessment and student self evaluation in SCSs, secondly, the difficulties experienced during the assessment process and, thirdly, the combined use of descriptive and numerical assessment in SCSs. Two hundred and seventeen teachers, working in SCSs in …
The Contribution of Mentoring and Action Research to Teachers’ Professional Development in the Context of Informal Learning
This paper focuses on the idea of using informal learning for designing a school-based teachers’ professional development (PD) programme. Initially, the issue is discussed in view of educational policy. Following, the theoretical roots and the forms of informal learning are presented. This conversation leads to a suggestion for designing, implementing and evaluating a teachers’ PD programme based on informal learning, with specific reference to m…
Adult student assessment in second chance schools in Greece
The present study aims at presenting the views of second chance school (SCS) teachers, seconded from formal education schools. Firstly, on the positive outcomes resulting from project and portfolio assessment and student self evaluation in SCSs, secondly, the difficulties experienced during the assessment process and, thirdly, the combined use of descriptive and numerical assessment in SCSs. Two hundred and seventeen teachers, working in SCSs in …
Adult student assessment in second chance schools in Greece
The present study aims at presenting the views of second chance school (SCS) teachers, seconded from formal education schools. Firstly, on the positive outcomes resulting from project and portfolio assessment and student self evaluation in SCSs, secondly, the difficulties experienced during the assessment process and, thirdly, the combined use of descriptive and numerical assessment in SCSs. Two hundred and seventeen teachers, working in SCSs in …
The Contribution of Mentoring and Action Research to Teachers’ Professional Development in the Context of Informal Learning
This paper focuses on the idea of using informal learning for designing a school-based teachers’ professional development (PD) programme. Initially, the issue is discussed in view of educational policy. Following, the theoretical roots and the forms of informal learning are presented. This conversation leads to a suggestion for designing, implementing and evaluating a teachers’ PD programme based on informal learning, with specific reference to m…
Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Teacher Education and Leadership Studies (2 works) · Action (physics (1 works) · Action research (1 works) · Adult and Continuing Education Topics (1 works) · Communication (1 works) · Communication (1 works) · Computer Science (1 works)