Παράγοντες που επιδρούν στη συνεργασία των εκπαιδευτικών ειδικής και γενικής αγωγής στο πλαίσιο διαδικτυακών κοινοτήτων

PDF
Δημοσιευμένα: janv. 1, 2015
Λέξεις-κλειδιά:
διαδικτυακές κοινότητες συνεργασία εκπαιδευτικών ειδικής και γενικής αγωγής συμπεριληπτική εκπαίδευση
Σοφία Ευφραιμίδου
Παιδαγωγικό Τμήμα Ειδικής Αγωγής, Πανεπιστήμιο Θεσσαλίας
Χαράλαμπος Καραγιαννίδης
Παιδαγωγικό Τμήμα Ειδικής Αγωγής, Πανεπιστήμιο Θεσσαλίας
Αδαμάντιος Κουμπής
Department of Informatics and Mathematics, University of Passau, Germany
Περίληψη

Στόχος της εργασίας είναι η διερεύνηση των ανθρωπολογικών και τεχνολογικών παραγόντων που μπορούν να επιδράσουν στην διαδικτυακή συνεργασία των εκπαιδευτικών ειδικής και γενικής αγωγής, η οποία νοείται ως συμμετοχή σε επαγγελματικές κοινότητες μάθησης. Στο πλαίσιο της έρευνας, μέσω του συνεργατικού περιβάλλοντος eCollab, οικοδομήθηκε στο διαδίκτυο μία επαγγελματική κοινότητα διαμοιρασμού της γνώσης των εκπαιδευτικών σε ζητήματα συνεργασίας και συμπεριληπτικής εκπαίδευσης, προκειμένου να διερευνηθεί η συμμετοχή τους σ’ αυτήν. Τα γενικά συμπεράσματα της έρευνας είναι ότι ο μέσος όρος του βαθμού συμμετοχής των εκπαιδευτικών στην κοινότητα επηρεάστηκε από επαγγελματικούς παράγοντες όπως η προϋπηρεσία και η επιμόρφωση, από ατομικά επαγγελματικά χαρακτηριστικά που ευνοούν τη συνεργασία και τη μάθηση και από παράγοντες παρακίνησης, καθοδήγησης και υποστήριξης του στατικού και δυναμικού περιεχομένου της κοινότητας. Περαιτέρω, η έρευνα έδειξε ότι διαφορετικοί παράγοντες επηρέασαν το βαθμό συμμετοχής της κάθε επαγγελματικής ομάδας ειδικής και γενικής αγωγής. Τα αποτελέσματα μπορούν να αξιοποιηθούν για τη δημιουργία ανάλογων υποδομών, προκειμένου να καλυφθεί το έλλειμμα της συνεργασίας των εν λόγω ειδικοτήτων και να προωθηθεί η επαγγελματική τους ανάπτυξη κι η αλληλοϋποστήριξη του εκπαιδευτικού τους έργου, στην κατεύθυνση της συμπεριληπτικής εκπαίδευσης.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Articles
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change? Journal of Educational Change, 6(2), 109-124.
Antikainen, M. (2007). The attraction of company online communities. A multiple case study. Department of Management Studies, University of Tampere, Finland. Ανακτήθηκε στις 5 Απριλίου 2013, από https://tampub.uta.fi/bitstream/handle/10024/67697/978-951-44-6850-6.pdf?sequence=1
Arguello, J., Butler, B., Joyce, E., Kraut, R., Ling, K.S., & Wang, X. (2006, April). Talk to me: Foundations for Successful Individual-Group Interactions in Online Communities. Paper presented at CHI 2006 Conference on Human Factors in Computing Systems, Montreal, Canada. Ανακτήθηκε στις 8 Μαρτίου 2013, από https://ils.unc.edu/~jarguell/ArguelloCHI06.pdf
Avramidis, E. (2005). Developing Inclusive Schools: Changing Teachers’ Attitudes and Practices through Critical Professional Development. Paper Presented at the Inclusive and Supportive Education Congress, International Special Education Conference, Inclusion: Celebrating Diversity? 1-4 August 2005, Glasgow, Scotland. Ανακτήθηκε στις 21 Ιουνίου 2012, από http://www.isec2005.org/isec/abstracts/papers_a/avramidis_e.shtml
Brandtzæg, P. B., & Heim, J. (2008). User loyalty and online communities: why members of online communities are not faithful. Paper presented at INTETAIN08 2nd International Conference on Intelligent Technologies for Interactive Entertainment, 8-10 January 2008, Cancun, Mexico. Ανακτήθηκε στις 3 Μαρτίου 2013, από https://www.academia.edu/789515/User_loyalty_and_online_communities_why_members_of_online_communities_are_not_faithful
Breakwell, G.M., Hammond, S., Fife-Schaw, C., & Smith, J. A. (Eds.). (2006). Research Methods in Psychology (3rd ed.). London: Sage.
Bromme, H., Hesse, F. W., & Spada, H. (2005). Barriers, biases and opportunities of communication and cooperation with computers: Introduction and overview. In R. Bromme, F. W. Hesse & H. Spada (Eds.), Barriers and biases in computer-computer-mediated knowledge communication and how they may be overcome (pp. 1-14). New York: Springer.
Brownell, M.T., Adams, A., Sindelar, P., Waldron, N., & Vanhover, S. (2006). Learning from collaboration: The role of teacher qualities. Exceptional Children, 72(2), 169-185.
Camp, G. (1996). Problem-based learning: A paradigm shift or a passing fad?. Medical Education Online, 1:2. Ανακτήθηκε στις 2 Ιουνίου 2034, από: http://www.med-ed-online.org/f0000003.htm
Carboni, L.W. (1999). How might an online discussion forum support teachers’ professional development in mathematics? A first look. Chicago, IL: Association of Mathematics Teacher Education. (ERIC Document Reproduction Service No. ED 444853)
Castro Silva, J., & Morgado, J. (2005). Facilitators to collaboration between teachers: effects of gender, teaching experience and subject area. Paper Presented at the Inclusive and Supportive Education Congress, International Special Education Conference, Inclusion: Celebrating Diversity? Glasgow, Scotland. Ανακτήθηκε στις 3 Αυγούστου 2012, από http://www.isec2005.org.uk/isec/abstracts/papers_c/castrosilva_j.shtml
Clark, H. H., & Brennan, S. E. (1991). Grounding communication. In L. Β. Resnick, J.M. Levine & S. D. Teasley (Eds), Perspectives on Socially Shared Cognition (pp. 127-149). Washington, DC: American Psychological Association.
Cohen, L., Manion, L., & Morrison, K. (2007). Μεθοδολογία εκπαιδευτικής έρευνας. Αθήνα: Μεταίχμιο.
Conley, M., Livingstone, A., & Meharg, S. (2006). Collaborative Problem-based Learning in a Peacekeeping Environment: The Role of the Pearson Peacekeeping Centre in International Peacekeeping Training. Paper presented at the 6th International Conference on Knowledge, Culture and Change in Organisations, 11-14 July 2006, Prato, Italy. Ανακτήθηκε στις 9 Σεπτεμβρίου 2013, από https://www.academia.edu/26335993/Collaborative_Problembased_Learning_in_a_Peacekeeping_Environment_The_Role_of_the_Pearson_Peacekeeping_Centre_in_International_Peacekeeping_Training
Dean, C. D. (2001). They expect teachers to do that? Helping teachers explore and take ownership of their profession. In B. B. Levin (Ed.), Energizing Teacher Education and Professional Development with problem-based learning (pp. 8-23). Alexandria, USA: Association for Supervision and Currirulum Development (ASCD).
DeLaat, M.F. (2006). Networked learning (Unpublished doctoral dissertation). Utrecht University, Utrecht, The Netherlands.
Dillenbourg, P. (1999). What do you mean by collaborative learning?. In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and Computational Approaches (pp.1-19). Oxford: Elsevier.
Driscoll. M.P. (2000). Psychology of learning for instruction (2nd ed.). Needham Heights, MA: Allyn & Bacon.
Ferguson, D.L. (1999). On working together: Groupwork, teamwork, and collaborative work among educators. On point…Brief Discussions of Critical Issues in Urban Education. Newton, MA: Education Development Center. (ERIC Document Reproduction Service No. ED 437 473)
Forlin, C. (1998, September). Teachers’ perceptions of the stress associated with inclusive education and their method of coping. Paper presented at the National Conference of the Australian Association of Special Education, Bridbane, Australia. Ανακτήθηκε στις 23 Αυγούστου 2013, από http://www.aare.edu.au/data/publications/1997/forlc042.pdf
Friend, M. P., & Cook, L. (2007). Interactions: Collaboration skills for school professionals. Boston: Pearson Education Inc.
Fulton, K., Yoon, I., & Lee, C. (2005). Induction into Learning Communities. National Commission on Teaching and America's Future, NCTAF, Washington D.C.
Ge, X., & Land, S. M. (2004). A conceptual framework for scaffolding ill-structured problem-solving processes-using question prompts and peer interactions. Educational Technology Research & Development, 52(2), 5-22.
Geer, C. & Hamill, L. (2007). An online interdisciplinary discussion: Promoting collaboration between early childhood and special education preservice teachers. Journal of Technology and Teacher Education, 15(4), 533-553.
Hachen, D. S. J. (2001). Sociology in Action. Cases for Critical and Sociological Thinking. London: Sage.
Hammond, M., & Wiriyapinit, M. (2005). Learning through online discussion: A case of triangulation in Research. Australasian Journal of Educational Technology, 21(3), 283-302.
Hardman, E. L. (2011). Building professional learning communities in special education through social networking: Directions for future research. Journal on Educational Technology, 7(2), 30-38.
Hardman, E.L. (2015). How pedagogy 2.0 can foster teacher preparation and community building in special education. Social Inclusion, 3(6), 42-55.
Hars, A., & Ou, S. (2002). Working for free? Motivations for participating in open source projects. International Journal of Electronic Commerce, 6(3), 25–39.
Hew, K. F., & Hara, N. (2007). Empirical study of motivators and barriers of teacher online knowledge sharing. Educational Technology Research and Development, 55(6), 573-595.
Hinchcliffe, V., & Gavin, H. (2009). Social and virtual networks: Evaluating synchronous online interviewing using instant messenger. The Qualitative Report, 14(2), 318-340.
Hron, A., & Friedrich, H.F. (2003). A review of web-based collaborative learning: factors beyond technology. Journal of Computer Assisted Learning, 19, 90-79.
Huberman, M. (2001). Networks that alter teaching: conceptualizations, exchanges and experiments. In J. Soler, A. Craft & H. Burgess (Eds.), Teacher Development. Exploring our own practice (pp. 141-159). London: Paul Chapman Publishing in association with The Open University.
Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research & Development, 45(1), 65–94.
Jonassen, D. H., & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design: Using stories to support problem solving. Educational Technology Research & Development, 50(2), 65–77.
Jones, A., & Preece, J. (2006). Online communities for teachers and lifelong learners: a framework for comparing similarities and identifying differences in communities of practice and communities of interest. International Journal of Learning Technology, 2(2/3), 112–137.
Jung Won, H., & Brush, T. (2009). Teacher participation in online communities: Why do teachers want to participate in self-generated online communities of K-12 teachers? Journal of Research on Technology in Education, 41(3), 279-303.
Karagiannidis, C., Efraimidou, S., & Koumpis, A. (2011). Multi-vocality and post-processualism as methodological assets of the ‘Collaboration game’. In M. M. Cruz-Cunha, V. H. Varvalho & P. Tavares (Eds.), Computer Games as Educational and Management Tools: Uses and Approaches (pp. 10-22). USA: IGI Global.
Khalid, F., Joyes, G., Ellison, L., & Daud, M.D. (2014). Factors influencing teachers’ level of participation in online communities. International Education Studies, 7(13), 23-32.
Kiely, T. (1993). Learning to share. CIO, 6(15), 38-44.
Knowles, M. 1973. The Adult Learner: A Neglected Species. Houston, TX: Gulf Publishing Company.
Kollock, P. (1999). The economies of online cooperation: gifts and public goods in cyberspace. In M. Smith and P. Kollock (Eds.), Communities in Cyberspace (pp.119-140). London, Routledge.
Koutrouba, K., Vamvakari, Μ. & Theodoropoulos, Ε. (2008). SEN students’ inclusion in Greece: actors influencing Greek teachers' stance. European Journal of Special Needs Education, 23(4), 413-421.
Kurtts, S., Hibbard, K., & Levin, B. (2005). Collaborative online problem solving with preservice general education and special education teachers. Journal of Technology and Teacher Education, 13(3), 397-414.
LaFasto, F., & Larson, C. (2001). When teams work best. Sage Publications.
Lipponen, L. (2002). Exploring foundations for computer-supported collaborative learning. In G. Stahl (Ed.), Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community (pp. 72-81). Boulder, Colorado: International Society of the Learning Sciences.
Lucey, T.A., O΄Μalley, G.S., & Jansem, A. (2009). Using online reflection and conversation to build community. Journal of Interactive Online Learning, 8(3), 199-217.
Mason, B. (1999). Issues in virtual ethnography. In K. Buckner (Ed.), Proceedings of Esprit i3 Workshop on Ethnographic Studies in Real and Virtual Environments: Inhabited Information Spaces and Connected Communities (pp. 61-69). Edinburgh: Queen Margaret College.
Mason, J. (2003). Η διεξαγωγή της ποιοτικής έρευνας. Αθήνα: Ελληνικά Γράμματα.
Minocha, S. (2009). Role of social software tools in education: a literature review. Education and Training, 51(5/6), 353-369.
Moreillon, J. (2007). Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. ALA Editions.
Morrison, T. (2001). Actionable learning: A handbook for capacity building through case-based learning. Ανακτήθηκε στις 2 Μαρτίου 2013, από https://www.adb.org/sites/default/files/publication/159394/adbi-actionable-learning-handbook-capacity-building-through-case-based-learning.pdf
Nielsen, J. (2006). Participation inequality: Encouraging more users to contribute. Ανακτήθηκε στις 7 Μαΐου 2014, από http://www.nngroup.com/articles/participation-inequality
Nonaka, I., & Takeuchi, H. (1995). The Knowledge Creating Company. New York: Oxford University Press.
Nonnecke, B., & Preece, J. (2001). Why lurkers lurk. AMCIS 2001 Proceedings, paper 249. Ανακτήθηκε στις 12 Οκτωβρίου 2013, από http://www.cis.uoguelph.ca/~nonnecke/research/whylurk.pdf
Nonnecke, B., & Preece, J. (2000). Lurker demographics: Counting the silent. In T. Turner, G. Szwillus, M. Czerwinski, F. Peterno & S. Pemberton (Eds.), Proceedings of the ACM CHI 2000 Human Factors in Computing Systems Conference (pp. 73-80). The Hague, The Netherlands: ACM Press.
Nov, O. (2007). What motivates Wikipedians?. Communications of the ACM, 50(11), 60–64.
Olofsson, A. D. (2010). Discussions in online learning community forums-Do they facilitate teachers’ professional development? The University of the Fraser Valley Research Review, 3(2), 54-68.
Peck, S. M. (1987). The Different Drum: Community Making and Peace. Simon & Shuster.
Preece, J. (2001). Sociability and usability in online communities: determining and measuring success. Behaviour & Information Technology, 20, 347-356.
Preece, J. (2004). Etiquette, empathy and trust in communities of practice: Stepping-stones to social capital. Journal of Universal Computer Science, 10(3), 294-302.
Preece, J., & Maloney-Krichmar, D. (2003). Online communities. In J. Jacko & A. Sears (Eds.) Handbook of Human-Computer Interaction (pp. 596-620). Mahwah, NJ: Lawrence Erlbaum Associates.
Preece, J., Nonnecke, B., & Andrews, D., (2004). The top five reasons for lurking: Improving community experiences for everyone. Computers in Human Behavior, 20(2), 201-223.
Reeves, T.C., Benson, L., Elliott, D., Grant, M., Holschuh, D., Kim, B., Kim, H., Lauber, E., & Loh, C.S. (2002). Usability and instructional design heuristics for e-learning evaluation. In P. Barker & S. Rebelsky (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 1615-1621). Chesapeake, VA: AACE.
Rienties, B., Giesbers, B., Tempelaar, D. T., Lygo-Baker, S., Segers, M., & Gijselaers, W.H. (2012). The role of scaffolding and motivation in CSCL. Computers & Education, 59(3), 893-906.
Schlager, M.S., & Fusco, J. (2003). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse?. The Information Society, 19, 203-220.
Sergiovanni, T. J. (1992). Why we should seek substitutes for leadership. Educational Leadership, 49(5), 41-45.
Sharpe, M. N., & Hawes, M. E. (2003). Collaboration between general and special education: Making it work. Issue Brie, 2(1). Ανακτήθηκε στις 2 Ιουνίου 2014, από http://www.ncset.org/publications/viewdesc.asp?id=1097
Skrtic, T.M. (1995). Deconstructing/reconstructing public education: Social reconstruction in the postmodern era. In T.M. Skrtic (Ed.), Disability and democracy: Reconstructing (special) education for postmodernity (pp. 233-273). New York: Teachers College Press.
Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1992). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. In T. M. Duffy & D. H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp. 57-76). Hillsdale, NJ: Lawerence Erlbaum Associates.
Ssemugabi, S., & De Villiers, M.R. (2010). Effectiveness of heuristic evaluation in usability evaluation of e-learning applications in higher education. South African Computer Journal, 45, 26-39. Ανακτήθηκε στις 5 Ιουνίου 2014, από https://pdfs.semanticscholar.org/23e8/33a500352b2d8fcabb8de20c17582d7ea7a2.pdf
Sweetland, J. (2008). Making dissatisfaction divine: an inspired approach to whole-school reform. International Journal of Whole Schooling, 4(1).
Tan, V. M. (2011). Examining the posters and lurkers: Shyness, Sociability, and community-related attributes as predictors of SNS participation online status. Doctoral dissertation, The Chinese University of Hong Kong.
Terre Blanche, M., Durrheim, K., & Painter, D. (Eds.) (2006). Research in practice: Applied Methods for the Social Sciences (2nd ed.). Cape Town: UCT Press.
Thomas, M. J. W. (2002). Learning within incoherent structures: The space of online discussion forums. Journal of Computer Assisted Learning, 18(3), 351-366.
Thomas, S. (2011). Virtual communities of practice: An inquiry into the creation, benefits, motivations, enablers and barriers to participation. JALT CALL Journal, 7(2), 231-243.
UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.
UNESCO (2001). Understanding and Responding to Children’s Needs in Inclusive Classrooms. Ανακτήθηκε στις 15 Ιουλίου 2014, από http://unesdoc.unesco.org/images/0012/001243/124394e.pdf
Ward, R. (1998). Active, collaborative, and case-base learning with computer-based scenarios. Computer & Education, 30(1/2), 103-110.
Wasko, M., & Faraj, S. (2005, March). Why should I share? Examining social capital and knowledge contribution in electronic networks of practice. MIS Quarterly, 29(1), 35-57.
Watkins, A. (2007) Η Αξιολόγηση στο πλαίσιο της Συνεκπαίδευσης: Θέματα-Κλειδιά Πολιτικής και Πρακτικής. Odense, Denmark: European Agency for Development in Special Needs Education. Ανακτήθηκε στις 13 Ιανουαρίου 2012, από https://www.european-agency.org/sites/default/files/assessment-in-inclusive-settings-key-issues-for-policy-and-practice_Assessment-EL.pdf
Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. USA: Harvard Business School Press.
Widerman, H. (2010). Online teacher learning communities: a literature review. Institute for Research on Learning Technologies Technical Report 2010-2. York University. Ανακτήθηκε στις 2 Ιουνίου 2013, από http://irdl.info.yorku.ca/files/2014/01/TechReport2010-2.pdf
Wilkins, T., & Nietfeld, J. L. (2004). The effect of a school-wide inclusion training programme upon teachers’ attitudes about inclusion. Journal of Research in Special Educational Needs, 4(3), 115-121.
Winn, J., & Blanton, L. (2005). The call for collaboration in teacher education. Focus on Exceptional Children, 38(2), 1-10.
Wood, D. F. (2003). ABC of learning and teaching in medicine: Problem based learning. British Medical Journal, 326, 328-330. Ανακτήθηκε στις 5 Ιουλίου 2014, από http://cet.usc.edu/resources/teaching_learning/docs/Problembased.pdf.
Xie, K., & Bradshaw, A. C. (2008). Using question prompts to support ill-structured problem solving in online peer collaborations. International Journal of Technology in Teaching and Learning, 4(2), 148-165.
Zaharias, P., & Poulymenakou, A. (2009). Developing a usability evaluation method for e-learning applications: beyond functional usability. International Journal of Human-Computer Interaction, 25(1), 75-98.
Zhao, Y., & Rop, S. (2001). A critical review of the literature on electronic networks as reflective discourse communities for inservice teachers. Education and Information Technologies, 6(2), 81-94.
Zoniou-Sideri, A., & Vlachou, A. (2006). Greek teachers' belief systems about disability and inclusive education, International Journal of Inclusive Education, 10(4-5), 379-394.
Βλάχου, Α., Διδασκάλου, Ε., & Μπέλιου, Β. (2004). Η αναγκαιότητα δημιουργίας δομών στήριξης και συνεργασίας για τη βελτίωση της λειτουργίας των τμημάτων ένταξης: Οι απόψεις των ειδικών παιδαγωγών. Στο Μ. Ζαφειροπούλου & Γ. Κλεφτάρας (Επιμ.), Εφαρμοσμένη κλινική ψυχολογία του παιδιού (σ. 65-106). Αθήνα: Ελληνικά Γράμματα.
Ευφραιμίδου, Σ., Καραγιαννίδης, Χ., & Κουμπής, Α. (2011). Υποδομή κοινωνικής δικτύωσης με στόχο τη δυναμική δημιουργία και χρήση σεναρίων συνεργασίας εκπαιδευτικών Ειδικής και Γενικής Αγωγής. Θέματα Ειδικής Αγωγής, 53, 78-89.
Ζώνιου-Σιδέρη, Α., Καραγιάννη, Π., Ντεροπούλου-Ντέρου, Ε., Παπασταυρινίδου, Γ., & Σπανδάγου, Η. (2004). Η σημασία και ο ρόλος του αναλυτικού προγράμματος στην ενταξιακή εκπαίδευση των τυφλών παιδιών στην Ελλάδα. Στο Α. Ζώνιου-Σιδέρη, & Η. Σπανδάγου (Επιμ.), Εκπαίδευση και τύφλωση. Σύγχρονες τάσεις και προοπτικές (σ. 189-200). Αθήνα: Ελληνικά Γράμματα.
Ιωσηφίδης, Θ. (2008). Ποιοτικές μέθοδοι έρευνας στις κοινωνικές επιστήμες. Αθήνα: Κριτική.
Παπαδόπουλος, Π. Μ. (2009). Σχεδίαση και Αξιολόγηση Περιβαλλόντων Διαδικτύου για την Υποστήριξη της Μάθησης με Μελέτη Περιπτώσεων. Διδακτορική διατριβή, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης. Ανακτήθηκε στις 2 Ιουνίου 2014, από http://users.auth.gr/pmpapad/pmpapad-PhD-Dissertation.pdf
Πατσίδου, Μ. (2010). Συνεκπαίδευση παιδιών με ή χωρίς ειδικές ανάγκες: Στάσεις εκπαιδευτικών και μαθητών στη δευτεροβάθμια εκπαίδευση. Διδακτορική διατριβή, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης. Ανακτήθηκε στις 4 Ιανουαρίου 2016, από http://phdtheses.ekt.gr/eadd/handle/10442/19218