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All Outputs (8)

Who wants to be a teacher? Findings from a survey of undergraduates in England (2021)
Journal Article
Gorard, S., Ventista, O. M., Morris, R., & See, B. H. (2023). Who wants to be a teacher? Findings from a survey of undergraduates in England. Educational Studies, 49(6), https://doi.org/10.1080/03055698.2021.1915751

Having enough (appropriate) teachers is a foundation for a good education system, yet teacher shortages in some areas and subjects are a widespread problem. This paper examines the views of 4,469 undergraduate students in 53 universities in England,... Read More about Who wants to be a teacher? Findings from a survey of undergraduates in England.

A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education (2018)
Journal Article
Siddiqui, N., & Ventista, O. (2018). A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education. International Journal of Educational Research, 90, 117-132. https://doi.org/10.1016/j.ijer.2018.06.003

This paper presents a review of interventions which have the evidence of impact on students’ non-cognitive skills. The review included 3000 studies out of which 138 studies were found relevant. Only 13 studies could be considered for the final result... Read More about A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education.

Teaching Philosophy through Paintings: A Museum Workshop (2017)
Journal Article
Ioannou, S., Georgiou, K., & Ventista, O. (2017). Teaching Philosophy through Paintings: A Museum Workshop. Analytic teaching and philosophical praxis, 38(1), 62-83

There is wide research about the Philosophy for/with Children program. However, there is not any known attempt to investigate how a philosophical discussion can be implemented through a museum workshop. The present research aims to discuss aesthetic... Read More about Teaching Philosophy through Paintings: A Museum Workshop.

Multi-Trait Multi-Method Matrices for the Validation of Creativity and Critical Thinking Assessments for Secondary School Students in England and Greece (2017)
Journal Article
Ventista, O. (2018). Multi-Trait Multi-Method Matrices for the Validation of Creativity and Critical Thinking Assessments for Secondary School Students in England and Greece. International journal of assessment tools in education, 5(1), 15-32. https://doi.org/10.21449/ijate.335167

The aim of this paper is the validation of measurement tools which assess critical thinking and creativity as general constructs instead of subject-specific skills. Specifically, this research examined whether there is convergent and discriminant (or... Read More about Multi-Trait Multi-Method Matrices for the Validation of Creativity and Critical Thinking Assessments for Secondary School Students in England and Greece.

Introducing a Philosophical Discussion in your Classroom: An Example of a Community of Enquiry in a Greek Primary School (2016)
Journal Article
Ventista, O., & Paparoussi, M. (2016). Introducing a Philosophical Discussion in your Classroom: An Example of a Community of Enquiry in a Greek Primary School. Childhood & Philosophy (Rio de Janeiro. Online), 12(25), 611-629. https://doi.org/10.12957/childphilo.2016.24994

Philosophy for Children (P4C) is implemented in different countries, but there are not many studies which examine P4C in Greek primary schools. This research examines a P4C intervention in a primary school in northern Greece. This study can be used a... Read More about Introducing a Philosophical Discussion in your Classroom: An Example of a Community of Enquiry in a Greek Primary School.

Which school interventions are beneficial for the development of non-cognitive skills of primary school students? A review of existing evidence (2016)
Presentation / Conference Contribution
Ventista, O., & Siddiqui, N. (2016, August). Which school interventions are beneficial for the development of non-cognitive skills of primary school students? A review of existing evidence. Paper presented at The European Conference of Educational Research (ECER) 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers., Dublin, Ireland

The impact of school interventions on attainment –and particularly on Reading and Mathematics - is the focus of educational policies and educational research. However, it can be questioned whether this type of knowledge is indeed important for the la... Read More about Which school interventions are beneficial for the development of non-cognitive skills of primary school students? A review of existing evidence.