Dr Eleni Karagiannidou
Research Associate
Education
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Expectations and emotions concerning infant transitions to ECEC : international dialogues with parents and teachers White E J, Rutanen N, Marwick H, Souza Amorim K, Karagiannidou E, Herold LKM European Early Childhood Education Research Journal Vol 28, pp. 363-374 (2020) https://doi.org/10.1080/1350293X.2020.1755495 The early years technological landscape : reflecting on digital childhoods for pedagogic planning Arnott Lorna, Karagiannidou Eleni, Yelland Nicola 27th European Early Childhood Educational Research Association Conference (2017) An Evaluation of The Early Years Pedagogue Masters (Phase 1) Carey Jenny, Karagiannidou Eleni (2016) Anti-social e-tribes : e-gangs, cybercultures and control in online communities Rogerson Robert, Sadler Sue, Karagiannidou Eleni, Duncan Sallyanne, Ruthven Ian, Tagg Stephen, McDiarmid Alisdair Cyberculture Now Social and Communication Behaviours on the Web (2013) (2013) Cooperative learning in science: follow-up from primary to high school Christie D, Karagiannidou E International Journal of Science Education Vol 32, pp. 501-522 (2010) https://doi.org/10.1080/09500690902721673 Influences on pedestrian risk-taking in young adolescents : the conflicting role of parents and peers Tolmie Andrew, Thomson James, Foot Hugh, O'Connor Rory, Karagiannidou Eleni, Banks Margaret Ann, Sarvary Penelope, O'Donnell Christopher Behavioural research in road safety 2007 seventeenth seminar (2009) (2009)
Publications
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From being (a student) to becoming (a graduate): Exploring graduate attributes in the 21st century Huang, Alan (Principal Investigator) Karagiannidou, Eleni (Principal Investigator) Zike, Jennifer (Post Grad Student) The project aimed to contextualise Graduate Attributes by developing a model of innovative learning and teaching practices to support Initial Teacher Education (ITE) students transitioning beyond Strathclyde. To do this, we drew on real work-based learning experiences encountered by recent graduate teachers in their Probationary year. Some interesting data emerged from focus group discussions with graduates, and initial analysis of the data identified some of the challenges new teachers tended to face, and the ways in which they used knowledge and skills developed during their ITE studies to negotiate these.
Employing the P21 Framework for 21st Century Learning, we developed a Problem-Based Learning (PBL) task which we then used with current students, This focused on the following skills and attributes: self-direction, critical thinking & problem-solving, and collaboration.
Utilising a PBL approach, students were first presented with the problem. They then worked within their own group to brainstorm, research, and discuss this. Once they came to a shared solution to the problem, they presented it to other groups. They also had a chance to learn from the probationary teachers’ problem-solving process, while developing their own solutions. Emerging data allowed for an understanding of the ways in which current students engage with authentic work-base problems. 01-Jan-2017 - 30-Jan-2017 Replication: Understanding the formation of norms and anti-social behaviour on online social networks Duncan, Sallyanne (Co-investigator) Rogerson, Robert (Principal Investigator) McDiarmid, Alisdair (Co-investigator) Karagiannidou, Eleni (Co-investigator) Ruthven, Ian (Co-investigator) Tagg, Stephen (Co-investigator) This is a Bridging the Gap funded project which focuses on understanding behaviour in online social networks and in particular the ways in which deviance from social norms are defined and managed. 30-Jan-2009 - 31-Jan-2010
Projects
Employing the P21 Framework for 21st Century Learning, we developed a Problem-Based Learning (PBL) task which we then used with current students, This focused on the following skills and attributes: self-direction, critical thinking & problem-solving, and collaboration.
Utilising a PBL approach, students were first presented with the problem. They then worked within their own group to brainstorm, research, and discuss this. Once they came to a shared solution to the problem, they presented it to other groups. They also had a chance to learn from the probationary teachers’ problem-solving process, while developing their own solutions. Emerging data allowed for an understanding of the ways in which current students engage with authentic work-base problems.
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Contact
Dr
Eleni
Karagiannidou
Research Associate
Education
Email: eleni.karagiannidou@strath.ac.uk
Tel: 444 8042