Teachers' Guide to Differentiated Instruction

La publicación consta de 5 secciones, una en inglés y otras en cada uno de los idiomas de los países participantes en el proyecto (griego, rumano, esloveno y español). María Bermúdez-Martínez es coautora del volumen y proof reading de la sección en español.Se adjunta la sección en españolGuía sobre Enseñanza DiversificadaEuropean Union, Proyecto Erasmus + KA2, Proyecto Differentiation of instruction for teacher professional Development and students' Success (DiDeSu) (Erasmus+ 2015-1-CY01-KA201-011845

Examining the validity and reliability of the Greek version of the Bar-On’s Emotional Quotient Inventory

This study examined the validity and reliability of the Greek version of the Bar-On’s (1997) Emotional Quotient inventory. Participants in the study were 272 Cypriot adults (teachers and student teachers) aged 18-53. The internal reliability of the instrument was very high concerning the total scale and more than adequate for all its composite scales and subscales. The instrument’s construct validity was examined by a combination of exploratory and confirmatory factor analysis. Exploratory factor analysis revealed a different factorial structure concerning the instrument’s subscales from the structure suggested in the technical manual (35 instead of 15). Confirmatory factor analysis revealed that all goodness of fit indexes were gratified for all the EQ-i composite scales but not for the general-total scale of emotional intelligence. Overall, the results suggest that the EQ-i is a reliable instrument to be used across different population samples. Nevertheless, additional research is needed in order to establish the instruments’ underlying theoretical structure

The variations of the teacher profile as reflected in the curricula of teacher training in Cyprus

This paper will review the various curricula underpinning teacher education for elementary school teachers in Cyprus and describe the variations of the indented teacher profile from the English colonial period to the present day. We will discuss how and why the intended teacher profile has shifted from a clear, concise and consistent ethnocentric perspective to a more vague and ambiguous approach that resulted from the allocation of the responsibility for teacher training, from the state to the university. This paper concludes by proposing a new framework that can be used to describe the intended teacher profile in contemporary times taking into consideration the open systems perspective and the notion of autonomy in universities

The variations of the teacher profile as reflected in the curricula of teacher training in Cyprus

This paper will review the various curricula underpinning teacher education for elementary school teachers in Cyprus and describe the variations of the indented teacher profile from the English colonial period to the present day. We will discuss how and why the intended teacher profile has shifted from a clear, concise and consistent ethnocentric perspective to a more vague and ambiguous approach that resulted from the allocation of the responsibility for teacher training, from the state to the university. This paper concludes by proposing a new framework that can be used to describe the intended teacher profile in contemporary times taking into consideration the open systems perspective and the notion of autonomy at universities.

Literacy in Cyprus. Country Report. Children and adolescents

European Literacy Policy Network (ELINET

Literacy in Cyprus. Country Report. Short version

European Literacy Policy Network (ELINET