This study presents the factor structure underlying Tacit Knowledge Inventory for High School Teachers (TKI-HS) which constitutes an informative measure for the assessment of experienced-based tacit knowledge of Greek secondary school teachers, as well as the effect of the teaching experience factor on teachers' preferred strategies for their workplace interactions. The aim of this study was to provide an insight into the factor structure underlying this instrument in a Greek context, as the structure of its factors has only been assessed in a limited European context. The sample consisted of 279 high-school teachers, 83 men (29.7%) and 196 women (70.3%) who varied in the amount of teaching experience, ranging from 1 to 19 years. The participants completed a Greek version of the TKI-HS inventory consisting of 11 scenarios, each of which provides seven strategies as a framework for evaluating teachers' responses to potentially challenging social situations. Confirmatory factor analyses verified the single-factor structure of each of the seven strategies, which were included in each of the 11 scenarios of the Greek version of the TKI-HS inventory, confirming, in total, a slightly different structure of the Greek version of the TKI-HS Inventory from the one suggested by the inventory designers. Teaching experience has been found to have a small effect on the respondents' choice of tacit knowledge strategies for their interpersonal interactions. Implications for future research were identified and discussed.

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<p>In recent decades, the debate over the successful implementation of accession policy has been growing. Teachers and parents are called upon to face a new reality. This paper discusses the views of parents with children in typical education regarding the inclusion of children with Autism Spectrum Disorder in the general school. Individual goals are to investigate parents' knowledge of ASD and factors that may affect parents' perceptions of inclusion. The research sample consists of 159 parents with children of typical education attending primary education (primary schools). Data were collected using a questionnaire with 10 questions on a Likert scale. The results showed that parents as a whole are positive about inclusion, but their views vary depending on some demographic features such as age, marital status, economic level and educational level.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0663/a.php" alt="Hit counter" /></p>

The present paper is based on data of two samples concerning the Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) that aimed to gain insight into the psychometric properties (internal consistency reliability, structural and convergent validity) of the Greek version of the GRS-P. In both studies, teachers estimated their students’ giftedness with the GRS-P and executive functions with the Childhood Executive Functioning Inventory (Study 1). In Study 2, kindergarteners were examined in cognitive measurements which included the colored progressive matrices, the children category test, the Athena test, and the mini-mental state examination. Statistical analyses (EFA, CFA, Cronbach’s α, and Pearson’s r coefficients) revealed the excellent internal consistency of the scales as well as their good factorial and convergent/discriminant validity. In relation to the children’s cognitive ability measures, it emphasized the fact that the GRS-P is a reliable and valid tool for teachers to assess their gifted students in a Greek cultural context.

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