International Journal of Elementary Education
Volume 4, Issue 2, April 2015, Pages: 16-24
Received: Jan. 15, 2015;
Accepted: Feb. 1, 2015;
Published: Mar. 2, 2015
Views 2314 Downloads 240
Christina Birbil, American Community Schools of Athens, Athens ,Greece
Theo Koutsopoulos, American Community Schools of Athens, Athens ,Greece
Cathy Makropoulos, American Community Schools of Athens, Athens ,Greece
Alessandra Sax, American Community Schools of Athens, Athens ,Greece
Stefanos Gialamas, American Community Schools of Athens, Athens ,Greece
Konstantinos Koutsopoulos, School of Architecture, National Technical University of Athens, Athens ,Greece
Every academic institution is clearly obliged to have great aspirations for its students. In addition since the world has changed exponentially in ways that are not always easy to understand, so as to accurately predict, and prepare students for the future, a new trajectory in education is urgently needed. ACS Athens has developed and is implementing for the past 8 years a new educational paradigm called the Global Morfosis Paradigm, an authentic, unbounded, and exciting educational paradigm educating students for complex and ambiguous future needs. In particular, students in primary grades, learn in an environment of engagement with creativity and innovation, which should be the norm and not the exception. The program Dogs in Learning (DiL) is designed to use highly trained dogs as an inspirational vehicle to help children understand and apply everyday issues related to human behavior such as: leadership, non-violence, patience, respect, kindness, love, team work, responsibility, confidence, friendship, trust, empathy, etc. In addition a plethora of curriculum contents at the Elementary School are being taught and learned by students in a meaningful and fun way utilizing well trained dogs under the guidance and leadership of teachers.
Dogs in Learning: Transforming Education, International Journal of Elementary Education.
Vol. 4, No. 2,
2015, pp. 16-24.
Ames, C. (1992). Classrooms: Goals structures and student motivation. Journal of Educational Psychology, 84, 267-27.
Avgerinou, M.D. (2014, March 19).i2Flex. The New York Times International&Kathimerini. Available online at http://www.ekathimerini.com/4dcgi/_w_articles_wsite6_1_19/03/2014_538303
Avgerinou, M.D. (2013, Winter). Digital natives, disruptive schooling and other brainteasers. Ethos, 8-11.
Avgerinou, M.D., Gialamas, S., &Tsoukia, L. (in print). i2Flex: The meeting point of web-based education and innovative leadership in a K-12 international school setting. In D.G. Sampson, D. Ifenthaler, J.M., Spector, P. Isaias, P. (Eds.). Digital systems for open access to formal and informal learning. New York: Springer.
Baker, J.A., Dilly, J. (2003). The Developmental Context of School Satisfaction: Schools as Psychologically Healthy Environments. School Psychology Quarterly, 18, 206-221.
Baker, J.A., Derrer, R., Davis, S., Dinklage-Travis, H., Linder, D., & Nicholson, M. (2001). The flip side of the coin: Understanding the school’s contribution to drop-out. School Psychology Quarterly, 16, 406-427.
Bruner, J. (1960). The Process of Education. Cambridge, MA: The President and Fellows of Harvard College.
Collaborative for Academic, Social and Emotional Learning. (2013). Safe and Sound: An educational leader’s guide to evidence-based social and emotional learning programs. Chicago: Author.
Doll, B. (1996). Children without friends: Implications for practice and policy. School Psychology Review, 25, 165-183.
Epstein, J.L., & McPartland, J.M. (1976). The concept and measurement of the quality of school life. American Educational Research Journal, 13, 15-30.
Fullan M., and Langworthy, M., 2013.Towards a New End: New Pedagogies for Deep Learning, http://www.newpedagogies.info/wp-content/uploads/2014/01/New_Pedagogies_for_Deep Learning_Whitepaper.pdf.
Gialamas, S. (2014, May 8).Educational institutions for a more humanistic world.The New York Times International &Kathimerini.Available online at http://www.ekathimerini.com/4dcgi/_w_articles_wsite6_1_08/05/2014_539551.
Gialamas, S. (2011, October 13). Leadership collaboration: High school and college environments. International Herald Tribune. Available at http://www.acs.gr/publications/2011/10/13/leadership-collaboration-high-school-and-college-environment.html.
Gialamas, S., &Pelonis, P. (2009). Morphosis leadership being visionaries in a changing world.Academic Leadership Online, 7(2). Available at http://www.academicleadership.org/327/morphosis-leadershipbeing-visionaries-in-a-changing-world/.
Greenberg, M.T., Weissberg, R.P., O’Brien, M.U., Zins, J.E., Fredericks, L., Resnik, H., & Elias, M.J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional and academic learning. American Psychologist, 58, 466-474.
Koutsopoulos, C. K. (2013).School on cloud: towards a new paradigm. Themes in Science and Technology Education, 1, (1), 47-62.
Koutsopoulos, C. K. (2011).Changing Paradigms in Geography. The European Journal of Geography, 2, (2), 54-75.
Luthar, S.S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543-562.
McCardle, P., et al. (2010). Animals in our lives. Human-Animal Interaction in Family, Community, & Therapeutic Settings. Pacific Grove, CA: Brooks Cole.
Odendaal, J. S., and Meintjes, R. A.(2003). Neurophysiological Correlates of Affiliate Behavior between Humans and Dogs. The Veterinary Journal,6, 15-23.
Pelonis, P., & Gialamas, S. (2010). An international perspective of academic leadership. International Schools Journal, XXX (1),72-85.
Zins, J.E., & Ekias, M.J. (2006). Social and Emotional Learning. In G. bear & K.Minke (Eds.) Children’s needs III. Bethesda, MD: National Association of School Psychologists.