Polyxeni Stylianou

Polyxeni Stylianou
Cyprus Pedagogical Institute · In-service training

PhD in Educational Theory and Curriculum Development

About

8
Publications
22,000
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228
Citations
Citations since 2017
6 Research Items
157 Citations
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Introduction
I received my Master degree in Education (Psychology) from the Institute of Education, University of London and my Doctorate in Educational Theory and Curriculum Studies from the Open University of Cyprus. My research interests cover the integration of the concepts of death, loss, and grief in primary education. I currently work as a primary school teacher in public schools in Cyprus and as a teacher trainer at Cyprus Pedagogical Institute (external associate). postdeatheducation.com
Additional affiliations
September 2016 - August 2018
Cyprus Pedagogical Institute
Position
  • Teachers' training
Description
  • Currently I am working as an external trainer.
September 2001 - present
Ministry of Education and Culture
Position
  • Primary School TEacher
Education
September 2009 - August 2013
Open University of Cyprus
Field of study
  • Theory of Education/Curriculum Development
October 2004 - August 2005
University of London
Field of study
  • Education (Psychology)
September 1997 - July 2001
University of Cyprus
Field of study
  • Educational Studies - Primary Education

Publications

Publications (8)
Chapter
Full-text available
Το να συζητά κανείς την απώλεια και το πένθος, τόσο ως έννοιες όσο και ως εμπειρία, εξακολουθεί να αποτελεί ταμπού στις δυτικές κοινωνίες. Η εμπλοκή των παιδιών σε έναν τέτοιο διάλογο δημιουργεί μια πρόσθετη δυσκολία κυρίως για τους ενήλικες, οι οποίοι, θέλοντας να προστατέψουν τα παιδιά από τον πόνο, συχνά τα κρατούν μακριά από σχετικές συζητ...
Article
Full-text available
This article attempts to discuss the way Year 3 students from Cyprus perceive the impact of Covid-19 pandemic on their education during the school year 2020-2021. The data presented comes mostly from the field notes of a teacher i.e. the author, after a discussion she conducted with her class on how the coronavirus crisis affected their education a...
Article
The purpose of this article is to analyze elementary school teachers' perceptions and affective experiences of an in-service training on death education taught by the first author over three years at the Cyprus Pedagogical Institute. The teacher training focused on how to teach about issues of death, loss, and grief at the elementary school. The ar...
Chapter
Full-text available
Το βίωμα μιας σημαντικής απώλειας στην παιδική ηλικία, πιθανόν, να έχει βραχυπρόθεσμες και μακροπρόθεσμες επιπτώσεις στην ψυχική υγεία των παιδιών. Το παρόν κεφάλαιο στοχεύει σε μια σύνοψη των γνώσεων που χρειάζεται να κατέχουν οι ενήλικες για το πένθος των παιδιών, μιας και, συχνά, αγωνιώντας να τα προστατέψουν από τον πόνο, δεν αναγνωρίζουν την α...
Article
As educational interventions that integrate death issues in the school curriculum are rarely designed, implemented and evaluated, our action research (AR) project aimed at investigating the complexities of integrating the concepts of loss and grief in the primary school curriculum of Cyprus. The purpose of this paper is to identify and analyze conv...
Article
This article investigates children’s views on providing peer support to bereaved children. The data (pre-and post-interviews and written documents) comes from an action research study of a teacher-researcher and her 16 children aged 10-11 years old. Analysis of the data shows children’s ideas on supporting a bereaved child and how this support shou...
Article
This article presents an action research study that explores how a fifth-grade classroom of 10- to 11-year-old children in Cyprus perceive the concepts of grief and grieving, after an educational intervention provided space for discussing such issues. It also explores the impact that the intervention program had on children’s emotions while explori...
Article
Full-text available
This study examined the hypotheses that (a) the relationship between listening and reading comprehension becomes stronger after decoding mastery; (b) the difference between listening and reading decreases with increasing grade level; and (c) similar patterns of relationship and difference are obtained with narrative and expository texts. The sample...

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