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ETHOS • FALL 2026

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ETHOS • FALL 2026

A Note From The President

by Dr. Peggy Pelonis

Sustaining Educational Excellence: ACS Athens’ Collaborative Research Study by MaryAnn Augoustatos and Stavi Dimas

by Amalia Zavacopoulou and Hercules Lianos

by Irini Rovoli and Anastasia Papageorgiou

Humanities Instruction and its Impact on Learning Our Vision: Empowering individuals to become architects of their own learning in a rapidly evolving world to thrive as conscious global citizens and improve life and living on the planet. Our Mission: ACS Athens is a student-centered international school, embracing American educational philosophy, principles and values. Through excellence in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential: academically, intellectually, socially and ethically - to thrive as responsible global citizens. Ethos is an annual publication showcasing the life and activity of ACS Athens Publisher: ACS Athens

Integrating SDGs in Greek Language Arts

Growth Mindset Practices to Foster Resilience

by Christina Birbil, Vicki Klimou, Iliana Eleftheriou, Anna Dimitri, Athena Stavropoulou, Georgia Parmaki

Fostering Conscious Citizenship in Early Learners by Eleftheria Ferentinos and Marianna Panayiotopoulos

by Korinna Kokkali and Zacharoula Stefanidou

by Anna Makris and Avra Petrou

by Daphne Raptis, Sotiris Athanasopoulos, Michael Chryssos, Amaryllis Christou and Katerina Logan

Milestone Development Through Sensory Experiences

Developing Conscious Citizens in Elementary Classrooms

Diplomacy in Action: Empowering Globally Minded, Future-Ready Students Social Emotional Learning Impact on Citizenship by Efi Karatopouzi

The Effects of Logical Consequences

by Farida El Gazzar

by Eugenia Hatziagelides

Developing Critical Thinking through Art

How Drawing Can Impact Global Citizenship by Louisa Maria Stylianidi

The Impact of Modeling Sustainability of Art Practices

Managing Editor: Julie Crain

by Sophia Soseilos

How Music Impacts Empathy and Collaboration

Art Director: Leda Tsoukia

by Peggy Apostolou

Disability Awareness and Empathy Development through P.E.

Copy editors: Julie Crain, Valia Efstathiou

by Athanasia Kotsiani

Original Photography: Valia Efstathiou

Extracurricular Sports Impact on P.E. Performance by Panagiotis Litsas 29 Positive Discipline Class Meetings

Analysis of P.E. Injury Type for Prevention

by Angelos Dimitropoulos, Vasilis Mikros and Antonis Polychronopoulos

Contributors: ACS Athens Faculty, Staff, Students, Parents and Alumni

by Chris Kourtis and Vicki Klimou

Web issue Editor: Maria Matakia

by Charalampos Mikropoulos, Funing Yang, Mila Jezdic-Miletic, Alex Antoniou, Apostolos Adamopoulos and Annaliese Roniotis

by Demetri Pelidis

The Impact of Immediate Feedback on Class Activities

From Incubator to Impact: Shaping Student Leaders for Best-Fit University Success Indentification of Best Fit Career Choices in 5th Graders

by Ifigeneia Rodopoulou

Evaluation of Best Fit Guidance at ACS Athens by Stelios Kalogridakis and Artemis Repouli

129 Ag.Paraskevis Street, GR 15234 Halandri Athens, Greece E: acs@acs.gr W: acs.gr T: +30 210 6393200 F: +30 210 6390051

@acsathens

The Influence of Educational Pathways on College Admission

ACS Athens (American Community Schools)

@acs1945

by Natalia Dadidou

@acsathens

Unifrog’s Effectiveness with Best Fit by Faye Sinos and Philippos Saccopoulos The Impact of EdPuzzle on Chinese Language Learning

38 39 42

by Hsuen-Chin Chen

The Power of Questioning by Vicky Akrivou 43 Three Variables’ Impact on 10th Graders’ Writing and Thinking by Michael Januzzi and Marla Coklas

Building Global Citizens Through Literacy by Laura Kollintzas 45 Functional Literacy Stations in 3rd Grade

by Ioanna Koutris

ONT NTS ChatGPT and Critical Thinking

by Elizabeth Ktorides

The Impact of Immediate and Targeted Feedback

by Artemis Kakaris and Eleftheria Maratou

by Mary Orgianopoulou, Maria Veloudi and Dimitra Psoma

by Maria Marcela Orrego Tamayo

by Melina Kolimpiri and Katerina Pisanias

by Marianna Sidiropoulou

The Use of AI Tools in Elementary Greek Language Arts AI Tools to Learn Spanish

Improving Literacy with AI

Feedback to Improve Writing

Primary Sources and Critical Thinking

by Lia Sinouris and Leonidas Gontzes

Art Vocabulary Incorporation into Curriculum by Evi Sotiropoulou

The Use of AI Tools in Language B

by Tonia Fyrigou, Natasha Stratoglou, and Dennisse Legorreta

The Impact of the Inquiry and Performance Learning Model

54 55

Understanding Phenomena Through Model-based Learning

by Christina Bakoyannis and Victoria Poulou

Fostering Deeper Engagement Cross-Curricularly Using AI and Peer Teaching to Affect Student Performance

by Angela Chamosfakidis and Elina Prodromidi

ChatGPT as a Coding Partner

by Konstantinos Koudounis

Using AI and Peer Teaching to Affect Student Performance by Elina Prodromidi, Natalie Mitchell and Justin Cramer

Creating Powerful Learning Experiences with AI by Christos Pakos

Cultivating Healthy Habits for High School Students by Christos Stachikas

The Influence of Formative Assessment on Learning by Evangelia Theofilou

A Teacher’s AI Quest: Rethinking Feedback for Powerful Learning

The Impact of Digital on IB Tasks

by Eleni Athanatou

Athletic Department Instagram Postings’ Influences

by Theodore Ananiadis, Maddie Comer, Athanasia Kalodiki, Helen Seretis and Mary Roukounaki

by Lora Kordolaimi, Ioannis Exarchou, Maria Giannikopoulou, Petros Kamtsikis, Francesca Malatesta, Marianna Savvas, Spiros Vangelatos and Aspasia Sfyri

by Jenny Kosmas, Iliana Doulami, Stacy Filippou, Cynthia Maggidis, Andromachi SkantzosMaria-Konstantina Zika and Maria Stamboulidis

100

by Dora Andrikopoulos, Matina Stergiopoulos, Harry Leonardatos, Evelyn Pittas and Charalambos Mamas

101

by Mary Manos, Pavlos Dieronitis, Jim Koulyras, Pavlos Vasileiadis, Vicky Anagnostopoulou, Marinos Makris and Mohammed Elsyad

102

by Maria Matakia, Carla Tanas, Lydia Skampavia, Katerina Apostolaki and Leda Tsoukia

103

by Panagiotis Mologousis

104

by Sophia Moros, Katerina Demoulini, Georgia Katsipis, Tonia Kemou, Dionysia Themeli, Donna Maglara, Annie Salourou and Chrysannie Siamou

105

by John Papadakis, Thanasis Palos and Vana Alexopoulou

106

by Sophia Pappas, Anneta Archontidou and Dimitra Liakou

107

by Igor Schoenefeld and Labrini Rontogiannis

108

66 67

Academic Improvement Through the Math/Science Studio

The Effects of ACS Athens Teacher Onboarding Preventing School Viral Infections From Inbox Overload to Impact

The Impact of “No Red Ink” Topics

The Impact of Cost Center Implementation

Transitioning Families into ACS Athens

The Impact of a Teacher Evaluation Rubric The Optimization of I.T. Workflow

Chat-GPT’s (AI) Impact on Implementation of a Brandbook

The Impact of Virtual Learning Grading Practices

Holistic Development of Pre-K Students

75 76 77 78 79

by Aristotelis Thymianos

A Study of Bililngual ESL Students

by Androniki Manoli

by Antonios Karampelas

Transformative Learning Experiences for Middle School Students

The Influence of Color-Coding Strategies

by Erika Hooker, Annie Angelidou, Lena Efthymiopoulou and Chryssoula Xiggi

by Nick Parakatis

by Ioannis Kerkines and Spyros Arsenikos

by Manos Kougioumzoglou

How Coding Impacts Levels of Thinking by Andreas Nikolopoulos 65 How AI-Based Tools Impact Student Performance

Blended Learning: Impact and Refinement in Chemistry

Literacy Assessments Alignment by Andreas Kokkinos 87 The Influence of Reflection on Students with Anger Issues

by Athina Gargali, Konstantinos Kontos and Labrini Moutsiou

Improving Writing through Feedback Methods by Bobby Zervas 60 The Effect of Math Notetaking on 5th Graders

by Liana Tsigaridi, Vassiliki Torega, Angeliki Stamati and Aikaterini Saini

by Andriana Armodorou and Persefoni Georgiou

by Jay Whalen

AI Assisted Learning Checks

The Influence of the Advanced Learners Program by Evi Evloyias 85 Boosting Comprehension with Smart Digital Texts

by Andromachi Fragkou and Anna Velivasaki

by Katherine Bibidakis and Christiana Oikonomidi

by Sofia Gennimata

The Use of The Daily 5

Unlocking Literacy for ESL Learners

by Rodia Constantinidou, George Mehrabian, Stavroula Vasilopoulou, Evgenia Tasiopoulou and Efstathios Mertzani

by Sophia Tsinakis

by Yi-Nai Wang

by Julia Stephanidou, Venie Gaki and Elena Bellou

The Use of AI in Writing

Adapting ESL programs for a New Era

by Valia Efstathiou and Annie Constantinides

by Evan Syropoulos and Sofia Thanopoulou

The Effectiveness of the Literacy Coordinator’s Role

by Martha Chiskaki

The Enhancement of Student Learning through Media

The Impact of the Learning Enhancement Program on Academic Outcomes

Streamlining Tennis Administrative Processes Online Admissions through Skyward by Frances Tottas and Anita Palimeri The Impact of Energy Transition at ACS Athens by Stavros Tzanetakos and Dimitri Grant

109 110

Sustaining Educational Excellence: ACS Athens’ Collaborative Research Study

A Note from the President

Diplomacy

Developing

in Action:

Conscious Citizens

Empowering

in Elementary

Globally Minded,

Classrooms

Future-Ready Students

Three Variables’

Evaluation of

Impact on

Best Fit Guidance

10th Graders’

at ACS Athens

Writing and Thinking

How AI-Based Tools Impact Student Performance

Blended Learning: Impact and Refinement in Chemistry

Adapting ESL programs for a New Era

The Influence of the Advanced Learners Program

101

The Impact of a Teacher Evaluation Rubric

ETHOS • FALL 2026

At the heart of this journey was one essential question: How do we sustain excellence in a world that never stops changing? That question led us to establish six strategic goals that would guide our work. Together, they became the foundation upon which we built a culture of inquiry, reflection, and continuous improvement. Today, I am immensely proud that we have achieved what we set out to accomplish, Sustaining Excellence. Yet, as every educator knows, excellence is never a destination. It is a commitment to continuous learning.

Sustaining Excellence Action Research So what comes next? Colloquium 2026: As the educational landscape continues to evolve, A Leader’s Journey

particularly with the rapid emergence of artificial intelligence and new ways of teaching and learning, we were once again asking ourselves how we can continue to lead with purpose. Our next chapter unfolded through seven new strategic goals that challenge us to remain innovative, reflective, and future-focused.

This has been the work of an entire educational community, our faculty, staff, administrators, and educational professionals, all striving toward a common purpose. Leadership is never about standing in front of people; it is about walking beside them. And that journey was not always easy. When we first introduced action research as an expectation for professional growth, I heard understandable concerns.

A Νote from the President Dr. Peggy Pelonis

eadership is often described as having a vision. But I have learned that true leadership is not simply about seeing what is possible, it is about inspiring others to believe it is possible too. Ten years ago, we embarked on a journey that would transform not only how we approach professional learning, but how we understand ourselves as educators and as a learning community.

In 2016, ACS Athens was selected as one of only seven schools, and the only international school, to participate in the inaugural Sustaining Excellence Action Research Colloquium. It was both an honor and a responsibility. Sixteen faculty members voluntarily stepped forward to present their action research, taking the first courageous steps in what would become a defining chapter in our school’s story.

“We are not researchers.” “Why do we have to do this?” “With everything we already have to do, now we have to work even harder?” These were honest questions. Teaching is demanding, and asking educators to document, analyze, and present their practice feels, to many, like adding another responsibility to an already full plate. But I also believed deeply that if we ask our students to become reflective learners, critical thinkers, and lifelong learners, then we must model those same qualities ourselves. We cannot expect students to embrace inquiry if we are unwilling to embrace it as educators. Rather than asking people simply to “do research,” we designed a professional learning journey that made the process meaningful and manageable. Together, we broke it into clear, achievable steps. We identified authentic needs or initiatives we wanted to improve. We explored the research. We gathered baseline data. We implemented change thoughtfully. We documented our observations through reflective journals. We collected evidence, triangulated our findings, analyzed results, adjusted our practice along the way, and finally shared what we had learned.

Slowly, action research became less about research itself and more about reflective practice. Throughout this process, our internal coordinators became invaluable guides. Principals integrated discussions of action and evaluation research into meetings and professional development days. One message I shared, became especially important in helping our community embrace the journey: “You are already doing this work. Now we simply need to document it in a way that helps us learn from it and share it with others.”

offering one another informal feedback. The atmosphere was supportive, collaborative, and reassuring. Many colleagues left those sessions saying, “I’ve got this.” Several even asked for a second round because they found the experience so valuable. That was the moment I realized the transformation had already happened. The presentations were important, but the real success was the shift in mindset.

That simple shift in perspective changed everything.

Our community had become one of reflective practitioners who were learning with and from one another.

As we approached the Colloquium, most of our faculty had embraced the process, although not everyone was convinced. During the busiest times of the year, grading, examinations, and reports, I still heard comments like, “Here we go again,” or “With everything else we have to do...”

As the final preparations came together, presentation rooms organized, posters displayed, volunteers ready, the Whova app finalized, PTO members supporting every detail, and students preparing to welcome guests, the excitement across campus was unmistakable.

As a leader, I also reflected deeply. Was I asking too much? Was I pushing too hard?

The Colloquium featured 86 presentations, delivered individually and collaboratively through TEDstyle talks and poster sessions. Every presentation represented courage, reflection, collaboration, and growth.

Leadership often requires balancing ambition with empathy. Those moments reminded me that leading change is not about insisting people move faster. It is about providing the support they need to move forward with confidence. So, we slowed down where necessary. We broke the process into even smaller steps. We created opportunities for coaching, feedback, and guidance. At the same time, our students were preparing their own presentations, reminding all of us that learning is a shared experience across our entire community. As presentation day drew closer, I noticed something remarkable. The conversations had changed. Confidence quietly replaced hesitation. Faculty collaborated on scripts, presentation templates, posters, and session designs. Informal “triads” allowed colleagues to rehearse their presentations and receive supportive peer feedback. For many, these practice sessions transformed anxiety into confidence. Some even requested a second round because they discovered the value of learning together. Without anyone announcing it, the culture had shifted. The change we had hoped for had already taken place. Scripts were refined. Templates were shared. Posters were created. Practice sessions became opportunities for encouragement rather than evaluation. One of the most impactful strategies was organizing faculty into triads to practice their presentations and

On the morning of the Colloquium, the campus was alive with energy. What had once been anxiety had become anticipation. Hallways buzzed with conversation. Colleagues encouraged one another. Student volunteers greeted faculty and staff with heartfelt wishes of “Good luck!” a simple gesture that beautifully captured the spirit of our community. The day was an overwhelming success. Perhaps even more meaningful was the external validation that followed. The Middle States Association recognized ACS Athens as an exemplary school, affirming that our commitment to reflective practice and continuous improvement is not only making a difference within our community but is also serving as a model for others. Yet, beyond the presentations, recognitions, and milestones, our greatest accomplishment cannot be measured by numbers. Our greatest achievement is that we became a community of learners. A community that trusts one another enough to ask difficult questions. A community that supports one another through change. A community that believes excellence is strengthened through collaboration rather than competition.

Most importantly, a community that understands that learning is never finished. I watched colleagues who once doubted themselves stand confidently before audiences, sharing their discoveries with pride. I saw professionals who initially questioned the process become advocates for reflective practice. I saw collaboration replace hesitation and confidence replace uncertainty.

Leadership is not about having all the answers. It is about creating the conditions in which others discover what they can achieve. As I reflect on this remarkable journey, I know that sustaining excellence is not the end of our story. It is simply the beginning of our next chapter.

ETHOS • FALL 2026

The educational landscape continues to evolve. New technologies, new research, and new possibilities invite us to keep asking better questions, seeking better solutions, and creating even richer learning experiences for our students. We cannot wait to co-create that future together.

To every faculty member, staff member, administrator, student, parent, and partner who has contributed to this remarkable journey, thank you. Because sustaining excellence has never been about reaching perfection. It has always been about choosing, together, to keep learning. ■

ETHOS • FALL 2026

to better understand and address the evolving needs of its community. All instructional and non-instructional staff engaged in collaborative learning groups, conducting extensive literature reviews of best practices in their areas of expertise. This institutional commitment transformed the school into a vibrant research community, yielding hundreds of research projects throughout the past five years. At the 2026 Colloquium II, 86 projects were presented by both instructional and non-instructional staff, two of which were initiated by students.

Sustaining Yearly, to guide practitioners, the school provided structools, including AR/ER guides, templates, and Educational tured monthly action checklists. Educators followed a contincycle of observing, reflecting, acting, evaluating, Excellence: uous modifying, and moving in new directions. ACS Athens’ Transformational Impact on Student Learning the research framework, ACS Athens examCollaborative Through ined evidence across seven core institutional cohorts to areas of growth, innovation, and measurable Research Study identify impact on student learning. The findings demonstrated by MaryAnn Augoustatos, Director, Learning Commons & Action Research Coordinator, Internal Accreditation Coordinator Chair, MSA RAIL Chair and Stavi Dimas, Faculty, 5th Grade, Social Studies Coordinator, Accreditation Internal Coordinator

n 2021, ACS Athens initiated an authentic collective research study under the Middle States Association (MSA) Sustaining Excellence Protocol. Its purpose was to examine the alignment between the school’s diverse student profile, its American philosophy of education, and its student-centered approach to teaching and learning in sustaining its ability to fulfill its mission and achieve desired student outcomes. The guiding question for the study was, ‘Can we continue to accomplish our mission and ensure that every student graduates and enters the best-fit post-secondary institution of learning?’ An Authentic, Collaborative Research Design In alignment with Middle States Association guidelines, a self-study process, guiding the school community in gathering evidence across key areas such as teaching, learning, and governance (MSA website) was initiated. Over several years, this evolved into a collaborative inquiry involving faculty, staff, and stakeholders through a shared commitment to reflection and continuous improvement. The resulting research framework integrated Action Research (AR) to inform instructional practices and Evaluation Research (ER) to examine the systems and processes that support student success. Grounded in the belief that operational excellence is educational excellence, this approach enabled ACS Athens

how collaborative inquiry, data-informed decision-making, and continuous improvement practices strengthened student outcomes across academic, developmental, and post-secondary readiness domains.

Literacy: The implementation of structured literacy frameworks, including The Daily 5, combined with AI-supported peer feedback loops, strengthened students’ independence, metacognitive awareness, and capacity for self-directed learning. These approaches contributed to measurable improvements in essay organization, writing development, and reading stamina. Mathematics: The integration of coding experiences and consistent structured note-taking strategies enhanced students’ cognitive resilience, conceptual understanding, and performance on summative assessments while contributing to the narrowing of achievement gaps. Science: The incorporation of 3D modeling, interdisciplinary learning opportunities, and student-led clubs deepened conceptual understanding and knowledge retention. Through AI ethics discussions and inquiry-based experiences, students also developed a greater awareness of the social and ethical implications of emerging technologies. ESL/EFL: Through explicit phonics instruction and inquiry-based cultural learning experiences, students accelerated language acquisition and developed greater confidence as multilingual learners. These targeted approaches reduced the average duration of participation in the ESL program to 2.5 years while supporting successful integration into the broader learning community. Optimal Learning Program (OLP): The strategic use of digital reading platforms and visual learning tools reduced cognitive barriers and supported diverse learning profiles. The implementation of Advanced Learning Plans (ALPs) strengthened the identification and accel-

eration of high-achieving students, ensuring that learners were appropriately challenged and supported. Best-Fit Admissions: Through project-based learning pathways, individualized guidance, and early career exploration opportunities, students developed greater ownership of their future pathways. These efforts contributed to a 91% acceptance rate at Top 50 universities and increased final IB examination averages by a full grade level. Conscious Global Citizenship: Experiential learning initiatives, including paralympic curriculum integration and engagement with the United Nations Sustainable Development Goals, cultivated empathy, resilience, and a commitment to meaningful social responsibility. Students increasingly demonstrated the ability to connect learning with real-world challenges and take informed action as global citizens. Conclusion and Next Steps The collective study concluded with a resounding “Yes, we can” — a reflection of the ACS Athens community’s confidence in its ability to continue fulfilling its mission and sustaining educational and operational excellence. Through collaborative inquiry, evidence-based reflection, and a commitment to continuous improvement, this work affirmed the school’s capacity to respond to the evolving needs of its learners. Looking ahead, ACS Athens will continue embedding Conscious Global Citizenship throughout its culture to support academic flourishing and student well-being, while expanding opportunities for student-led research and innovation. As reflective practitioners, we remain committed to ensuring that curiosity, purpose, and meaningful learning continue to define the ACS Athens experience. We are incredibly proud and honored to have collaborated with our exceptional ACS Athens’ colleagues, both instructional and non-instructional staff, over the past five years. Through strategic and sustained support, we have scaffolded the action research and evaluation research process as they worked to investigate a wide range of meaningful and diverse research questions. We invite you to continue reading this special edition of Ethos to explore their inspiring abstracts with insights and findings. These abstracts are grouped into the strategic goals mentioned by Dr. Pelonis. In addition, please visit the Colloquium II website www.acs.gr/colloquium dedicated to archive this event. ■

ETHOS • FALL 2026

CONSCIOUS GLOBAL CITIZENSHIP

addressed concerns that students often view Humanities content as disconnected from their contemporary experiences. The study involved 44 students in Grades 11 and 12 and employed inquiry-based interventions designed to connect historical, philosophical, and cultural themes with present-day social and political issues. Data were collected through pre- and post-intervention surveys, student reflections, classroom discussions, and qualitative learning artifacts.

Humanities Baseline data revealed that while students generally viewed Humanities as important, their understandInstruction ing of its relevance was often superficial, with limited evidence of critical application or personal connecand its Impact tion. Post-intervention findings demonstrated notable growth in students’ ability to make meaningful on Learning connections between Humanities content and contemporary issues. Students showed increased critical by Hercules Lianos and Amalia Zavacopoulou

his Action Research investigated how integrating current events and contemporary issues into the team-taught interdisciplinary Humanities course at ACS Athens influences student engagement, critical thinking, and perceptions of relevance. Grounded in the essential questions, “What makes us human?” and “What gives life meaning?”, the research

thinking, greater awareness of multiple perspectives, and stronger engagement with ethical and societal questions. Many also expressed a deeper appreciation of the Humanities as a framework for understanding themselves and the world around them. The findings suggest that intentionally connecting Humanities content to contemporary issues can significantly enhance student engagement and foster the critical, reflective, and civic-minded thinking essential for navigating an increasingly complex world. ■

Integrating SDGs in Greek Language Arts by Irini Rovoli and Anastasia Papageorgiou

his action research study investigates the impact of embedding the United Nations Sustainable Development Goals (SDGs) into the Middle School Greek Language Arts curriculum to enhance student engagement and global awareness. Traditionally, language acquisition and global citizenship are taught as isolated subjects, creating a gap in young learners’ abilities to apply linguistic skills to real-world, sustainable problem-solving. To address this, a student-led, project-based learning (PBL) framework was implemented over a two-month period. Guided by a structured “learn-think-act” methodology, students selected specific SDGs, analyzed their global impacts, and creatively synthesized these concepts with traditional Greek myths and folktales. This intervention culminated in a student-led exhibition featuring original Greek compositions, student-designed posters, and oral presentations. The findings indicated a notable increase in student engagement, a deeper sense of empathy, and heightened public speaking confidence in the Greek language A. Furthermore, bridging contemporary global challenges with historical cultural narratives significantly advanced vocabulary acquisition and deepened cultural relevance. Ultimately, this study demonstrates that integrating sustainability into language arts provides a scalable, meaningful pedagogical framework for cultivating conscious global citizenship in Middle School students.

Growth Mindset Practices to Foster Resilience set themes such as neuroplasticity, the power of “yet,” affirmations, positive self-talk and perseverance. by Christina Birbil, Vicki Klimou, Iliana Eleftheriou, Anna Dimitri, Athena Stavropoulou, Georgia Parmaki

his presentation explored the impact of fostering a Growth Mindset culture through targeted instruction delivered over three consecutive foundational years (Grades 1–3). As educators seek effective ways to build resilience, perseverance, and positive learning behaviors in students, Growth Mindset practices have emerged as a powerful approach to supporting both academic and personal development. The purpose of this project was to examine how consistent, intentional exposure to Growth Mindset principles influences students’ attitudes toward learning and challenges. To address this, a team of educators designed a multigrade intervention featuring monthly Growth Mind-

These concepts were reinforced through weekly lessons, journaling, teacher modeling, and collaborative planning among teachers. Data collection included classroom observations, student work samples, video recordings, pre -and post- surveys from students and parents, and an exhibition of learning.

Findings indicated noticeable shifts in student language, self-perception, and responses to challenges, with many students increasingly using growth-oriented self-talk and demonstrating greater persistence. However, results also showed variability in impact, highlighting the need for continued explicit instruction and reinforcement for some learners. Overall, the study suggests that a vertically aligned Growth Mindset approach can meaningfully support student development when embedded consistently across grade levels and supported by collaborative teaching practices. ■

ETHOS • FALL 2026

Fostering Conscious Citizenship The study concludes that ChatGPT can be a valuable tool for enhancing SEL curriculum design when used in Early Learners alongside professional judgment and responsive teaching practices. Future research should investiby Eleftheria Ferentinos and Marianna Panayiotopoulos

his action research examined the impact of using ChatGPT to design and enhance social-emotional learning (SEL) activities focused on developing behavioral and emotional self-awareness in Grade 1 students. The study was conducted to explore how artificial intelligence can support educators in creating an engaging SEL curriculum, and differentiated learning experiences that foster emotional growth and self-regulation skills in young learners. A mixed-methods approach was used to collect and analyze data, including teacher reflective journals, student surveys, interviews, and portfolio assessments. Baseline and intervention data were compared to identify changes in students’ behavioral and emotional self-awareness over time. Data triangulation was employed to strengthen the validity of findings and provide multiple perspectives on student development. Results indicated that ChatGPT-supported lesson design contributed positively to student engagement and growth in emotional awareness. Teacher observations and student work samples demonstrated improvements in self-reflection and emotional understanding, although discrepancies were noted between student self-reports and teacher observations. The findings also highlighted the importance of teacher facilitation in guiding AI-generated content and adapting activities to meet individual student needs.

gate long-term impacts, and additional ways AI can support differentiated SEL instruction in early childhood education. ■

ETHOS • FALL 2026

Using a qualitative research approach, data were collected through anecdotal observations, milestone assessments, photographic documentation, reflective journals, and collaborative team discussions. Baseline data were compared with intervention data collected over several months to identify developmental changes and patterns. Data triangulation strengthened the validity of the findings by incorporating multiple sources of evidence and professional perspectives.

Milestone The findings revealed significant improvements in fine and gross motor skills, emotional self-regulation, Development sustained attention, and cooperative social behaviors following the implementation of sensory activities. Through Sensory Results aligned with existing research supporting the developmental benefits of sensory play, while also Experiences highlighting the importance of individualized sensory experiences to address diverse student needs. Senby Korinna Kokkali and Zacharoula Stefanidou

sory movement activities and tactile play were found to be particularly effective, and embedding sensory experiences within daily routines enhanced engagement and reduced classroom disruptions.

his action research project examined the impact of sensory-based activities on the developmental growth of Preschool and Junior Kindergarten students in a mixed-age early learning classroom. The study was conducted to explore how sensory experiences influence motor skill development, emotional regulation, engagement, and social interactions, while identifying effective strategies for integrating sensory play into daily classroom routines.

Overall, the study demonstrates that thoughtfully designed sensory activities can meaningfully support early childhood development when consistently integrated into classroom practice. The findings contribute practical implementation strategies for mixedage learning environments and provide a foundation for future research examining the long-term cognitive and language-related impacts of sensory interventions. ■

implementation components by teachers is that they help students connect to a higher purpose, specifically regarding environmental responsibility. Students are encouraged to understand the future impact of their actions and take personal responsibility for the world around them.

Developing Conscious Citizens in Elementary Classrooms by Anna Makris and Avra Petrou

his evaluation research study assesses the ways in which the ACS Athens Conscious Global Citizenship (CGC) model has been implemented to prepare students in grades 3-5 for real-world problem-solving. The CGC model was designed to enhance each child’s connection to a higher purpose while promoting increased social interest and engagement, both of which have been associated in the research literature with improved mental health and well-being. Qualitative data from 130 students and their teachers were analyzed, collected via questionnaires and journals and analyzed with AI support. The theme of Empathy emerged as the most prominent student theme. Students internalize this concept as “being kind” and “helping others” through daily choices. Students also described the ways in which they self-reflect by apologizing, making amends, and adjusting their behavior. The most surprising conclusion was that even though students are practicing the aspects of CGC every day, they do not know how to explicitly define the term. Teachers scaffold this development by engaging students in reflective questioning and activities that foster constructive problem-solving. One of the most cited

Although causation cannot be inferred, the study suggests that teachers in Grades 3–5 effectively implement the CGC model to support students’ real-world problem-solving skills and their connection to a higher purpose. Future research will track the model’s impact as students progress into Middle School, the Academy and beyond. ■

Grounded in experiential learning (Kolb, 1984), global citizenship education (UNESCO, 2015), and Greek MUN studies (Bastaki, 2017), data was systematically triangulated using observations, journal entries, opening statements, draft resolutions, and post-conference feedback. Qualitative thematic analysis was applied across conference stages to identify recurring patterns of student growth.

Diplomacy in Action: Empowering Globally Minded, The research revealed a profound developmental shift, as participants moved from basic problem deFuture-Ready scription to constructing collaborative, actionable policy solutions. This active learning model yielded Students direct improvements in policy writing, negotiation, and public speaking. Furthermore, student reflecby Daphne Raptis, Sotiris Athanasopoulos, Michael Chryssos, Amaryllis Christou and Katerina Logan Mentors: Ms. Pittas, Ms. Chamosfakidis, and Ms. Augoustatos

raditional Model United Nations (MUN) structures often rely on passive learning, leaving delegates with limited interactive application and varying academic depth. To maximize educational value, this student-led Grade 11 evaluation research project analyzed how transitioning from standard participation to student-led administration impacts student development. The study investigated to what extent a student-led MUN conference can further develop globally minded, future-oriented students through collaborative problem-solving on urgent global risks.

tions showed a deeper appreciation for international cooperation, intercultural understanding, and the systemic complexities of global issues. Ultimately, participants reframed their understanding of MUN, shifting from viewing it as a mere “debate activity” to recognizing it as a highly structured, collaborative system for global learning. The ultimate success of this research-driven planning is its transition to a prestigious global collaboration. As a direct result of this student endeavor, ACS Athens will host the first-ever Harvard World Model United Nations Greece conference from November 27–29, 2026. Designed for grades 6–12, this historic in-person event connects local student leadership with a premier global diplomacy platform, expanding the authentic impact of experiential learning to an international scale. ■

ETHOS • FALL 2026

demonstration of the Mindwaves application, participants will examine the practical implementation of SEL and its impact on student development. Drawing on contemporary research, the presentation highlights how SEL supports emotional well-being, empathy, resilience, and civic responsibility, enabling learners to become more reflective and socially conscious members of society. Special attention is given to the Mindwaves app as a digital tool that promotes emotional awareness and self-regulation through structured reflection and mindfulness practices.

Social Emotional Learning Impact on The discussion also addresses challenges associated with SEL implementation, including teacher Citizenship workload, limited instructional time, and difficulties maintaining consistent practice within busy school by Efi Karatopouzi

his colloquium presentation explores how the integration of Social Emotional Learning (SEL) in educational settings contributes to the development of conscious, responsible, and engaged citizens. SEL focuses on fostering key competencies such as self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making. Through a combination of a PowerPoint presentation, a student-produced video, and an interactive

environments. Despite these limitations, the literature suggests that SEL can positively influence both academic outcomes and the development of ethical, responsible citizenship. The presentation concludes that integrating SEL into everyday educational practice provides meaningful opportunities for nurturing students’ emotional competencies, social responsibility, and active participation in democratic communities. ■

ETHOS • FALL 2026

The Effects of Logical Consequences by Eugenia Hatziagelides

his action research study examined whether logical and reasonable consequences help high school students in the Academic Lab make better decisions regarding their behavior, use of Flex time, and academic progress. The Academic Lab was established to provide students with structured academic support and access to school resources, including teachers, counselors, and the Learning Commons. Students are given the privilege of signing out to access these resources independently; however, some students misuse this opportunity by going to unauthorized locations or failing to report to their designated destinations. To address this behavior, a logical consequence was implemented whereby students who violated sign-out expectations temporarily lost the privilege of leaving the Academic Lab independently for one week. The study was guided by a literature review indicating that logical consequences are generally more effective than punitive measures in promoting positive behavior change among adolescents. Research suggests that when students feel respected, trusted, and supported, they are more likely to develop responsibility, self-discipline, and effective decision-making skills. Logical consequences allow students to connect their actions directly to outcomes while preserving dignity and encouraging reflection and growth. Student behavior was monitored over three academic years (2022–2025) using records that documented rule violations and repeat offenses. In addition to logical consequences, positive reinforcement strategies were implemented. These included occasional reward passes allowing compliant students to spend time outdoors, as well as follow-up emails recognizing improvements in academic progress, attendance, and responsible behavior. The findings demonstrated consistently low rates of repeat offenses. During the 2022–2023 school year, 15 students violated expectations and 2 repeated the behavior. In 2023–2024, 4 students violated expecta-

tions and none repeated the offense. In 2024–2025, 7 students violated expectations and only 1 student reoffended. These results suggest that logical consequences, combined with positive reinforcement, can effectively encourage students to make better choices, use academic support resources appropriately, and take greater ownership of their learning. The study supports the school’s goal of developing conscious, responsible citizens who understand the relationship between actions, consequences, and personal growth. ■

Developing Critical Thinking through Art ful observation and structured reflection strengthens both a student’s artistic technical skills, their cogniby Farida El Gazzar

his study on how students’ from 3rd, 4th and 5th grade can create art through a process of observational drawing sessions and how this can help enhance their concentration, environmental awareness, and artistic confidence through the cycle of seeing, thinking, and creating. While art education often emphasizes free expression, this project addresses the critical need for developing focused visual perception, critical thinking, and metacognitive reflection in young learners. To achieve this, a progressive action plan was implemented, transitioning students from still life to life drawing exercises with a strict focus on observational drawing, measuring proportion, shading, and detail. Student progress was evaluated not just through their physical artwork, but through reflective group discussions and a dedicated student podcast designed to test if they could articulate their artistic choices in words. The findings revealed a profound evolution: initial student hesitation and lack of focus gave way to a notable increase in engagement, attention to detail, and building of self-confidence. Furthermore, the multimedia approach—culminating in an art exhibition, a digital PowerPoint portfolio, and the reflective podcast—demonstrated that hands-on art-making coupled with verbal reflection aligns powerfully with constructivist learning. Ultimately, the study proves that allowing time for care-

tive, expressive capacities., attention to detail while also building their sense of confidence. Why this works:

What it is about & Why it matters (The Problem): How can students’ from 3rd, 4th and 5th grade create art through a series of observational drawing sessions and how this can help enhance their concentration, environmental awareness, and artistic confidence through the cycle of seeing, thinking, and creating, immediately framing the study around concentration, awareness, and the gap in connecting, making art with critical thinking. What you did (The Method): The presentation clearly outlines the progression from still life to life drawing, alongside the podcast and exhibition elements. It presents a demonstration of measurable improvement through a series of observational drawings throughout a certain time frame, a digital portfolio archiving student artwork, enhancing reflection of progress, and a podcast recording of students vocalizing their opinions and thoughts on their artworks. What you found (The Takeaway): It highlights the measurable boost in student confidence, the shift from hesitation to focus, and the power of verbal reflection. ■

How Drawing Can Impact Global Citizenship by Louisa Maria Stylianidi

ver the past three years, the researcher has explored the relationship between material and sculptural processes and brain cognition in high school student learning. The research examined how sculpture could influence students’ thinking, support mental well-being, enhance classroom learning, and encourage them to become more conscious citizens, both within and beyond the art room. One area of inquiry focused on whether sculpture and other three-dimensional processes could influence students’ two-dimensional drawing skills and, in turn, connect to literacy. A significant difference was observed in students’ understanding of shading and drawing after they had first engaged in sculpture. The research also explored whether sculpture could encourage students to reflect more consciously on technology and artificial intelligence. The data indicated that, to a significant extent, it did. Following their experiences in the sculpture room, most students demonstrated greater awareness of their screen time and reflected more thoughtfully on how they could use AI. The researcher also observed differences in students’ levels of concentration when working with clay. This finding connected with the work of Constant Albertson and Miriam Davidson in their essay “Drawing with Light and Clay: Teaching and Learning in the Art Studio as Pathways to Engagement,” which notes that students studying ceramics are more willing to take risks, experiment with unfamiliar approaches, experience failure, and try again (Albertson and Davidson, 2007).

This observation was particularly significant because it reflected what the researcher had witnessed in the art classroom and suggested a connection between working with clay and developing the confidence, resilience, and awareness associated with becoming more conscious citizens. ■

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The Impact of Modeling Analysis of the data revealed a consistent increase in Sustainability students’ awareness of environmental issues and a stronger appreciation of the role of art and design in of Art Practices promoting sustainability. Student reflections indicated a heightened understanding of the environmental by Sophia Soseilos

his action research examined the impact of integrating sustainable art practices into a high school Design curriculum on students’ awareness and attitudes toward environmental sustainability. The study was conducted with mixed-grade (9–12) Design students and was motivated by the need to connect creative learning with contemporary environmental challenges while fostering responsible citizenship. The intervention involved a collaborative design project in which students created functional lamps using predominantly recycled plastic bottles and other upcycled materials. The project was implemented across two semesters and included exposure to contemporary artists working with recycled materials, class discussions on pollution and sustainability, hands-on design activities, and a school-wide exhibition. Data were collected through pre- and post-surveys, student reflections, interviews, teacher journal observations, evaluation of student artwork, and community feedback, allowing for triangulation of findings.

impact of plastic waste, greater recognition of the value of recycling, and increased personal responsibility toward sustainable practices. Findings from surveys, observations, and reflections were closely aligned, demonstrating no significant contradictions across data sources. The study concludes that sustainable art practices can effectively promote environmental awareness while supporting creativity, collaboration, and critical thinking. By transforming waste materials into functional artworks, students developed both artistic skills and a deeper sense of environmental responsibility. The findings suggest that integrating sustainability-focused projects into art and design education can contribute meaningfully to the development of environmentally conscious and engaged citizens. ■

ETHOS • FALL 2026

How Music Impacts Empathy and Collaboration by Peggy Apostolou

his action and evaluation research project investigated the role of collaborative ensemble music-making in fostering empathy, collaboration, and the development of Conscious Citizenship among middle and high school students. The study emerged from a practical challenge within the ACS Athens music program: limited rehearsal space requires multiple ensembles to practice simultaneously, creating a shared but acoustically dense environment characterized by overlapping sound, high noise levels, and frequent auditory distraction, in which students must not only share physical space but also actively listen, adapt, and synchronize their musical performance with others in real time. This context highlighted the importance of both shared rehearsal space and musical synchronization as drivers of social and emotional learning. The research explored the following questions: Does music help learners develop empathy and collaboration? Do collaborative music performances and shared rehearsal environments promote these skills? What role do ensemble synchronization, active listening, and the interdependence of musical parts play in student development and the cultivation of Conscious Citizenship?

A review of the literature revealed substantial evidence linking music to emotional expression and empathetic understanding. However, limited research exists regarding how the processes of ensemble synchronization—including negotiating sound within noisy shared environments, balancing individual volume with group clarity, listening across parts, and adjusting timing and expression in response to others—within shared rehearsal environments contribute specifically to empathy, collaboration, and civic-minded behaviors. This gap informed the focus of the study. To communicate the research findings, participants engaged in an interactive workshop combining a brief presentation with an experiential ensemble activity. Participants selected instruments, learned a shared musical piece, and performed together. The activity required continuous active listening, real-time synchronization, adjustment to the musical contributions of others, and sustained awareness of how individual parts interwove to form a unified whole. Importantly, students were also confronted with the challenge of managing personal musical expression within a crowded sonic environment, requiring them to reduce excessive volume, regulate enthusiasm, and intentionally compromise individual “musical dominance” in service of ensemble balance and cohesion. Following the performance, participants engaged in structured reflection and discussion, providing feedback on both the research themes

and their lived experience of ensemble coordination. The outcomes highlighted that empathy and collaboration were most strongly developed not simply through shared musical space, but through the ongoing process of synchronization and musical responsiveness. Participants reported that actively listening to others in order to align rhythm, timing, and expression required attentiveness, patience, and perspective-taking. They also noted that recognizing how their individual part interlocked with others deepened their understanding of interdependence and collective responsibility. These processes fostered increased awareness of others, stronger appreciation for collaborative musical construction, and a clearer sense that individual actions directly affect group outcomes. Beyond musical learning, the study demonstrates that ensemble synchronization and interdependent performance practices are central mechanisms for nurturing Conscious Citizenship. Through sustained musical listening, adjustment, and alignment with others— and through negotiating personal expression within a shared and sometimes chaotic sound environment— learners develop empathy, accountability, and respect for diverse contributions, contributing to a learning environment in which every voice is essential. This project supports ACS Athens’ commitment to sustaining excellence in teaching and learning by demonstrating the transformative potential of ensemble music-making as a structured practice for developing socially aware, collaborative, and conscious citizens. ■

quantitative pre/post-surveys, student reDisability Awareness triangulate flective “Sportfolios,” and qualitative faculty observajournals. Data initially tracked a “deep-dive” samand Empathy tion ple size of 113 students within a broader institutional pool of 321 middle schoolers across grades 6–8. Development impact The intervention executed a sequential, five-layered plan: parallel integration of Paralympic sports through P.E. action (such as Goalball and Sitting Volleyball) directly into standard PE Olympic units; hands-on experiential staby Athanasia Kotsiani

his multi-year action research study investigates how embedding a comprehensive, multi-layered disability awareness and Paralympic sports framework directly into the Physical Education curriculum influences students’ empathy, attitudes and behaviors toward individuals with disabilities. Aligned with the ACS Athens “Sustaining Excellence” protocol, this project supports the core institutional mission of cultivating Conscious Global Citizens. The study addresses a profound “Awareness Gap” identified in initial baseline data, which revealed that 59.8% of students possessed little to no knowledge of the Paralympic Games, 71.6% were unfamiliar with Down Syndrome and initial interactions frequently provoked nervous anxiety or perspectives rooted in “pity”. Shifting students from theoretical awareness to real-world responsibility transforms how they perceive human diversity, successfully replacing assumptions of limitation with an admiration of skill and shared human dignity. Grounded in Allport’s Contact Theory, Kolb’s Experiential Learning and Service Learning frameworks, the methodology utilized a mixed-methods approach to

tions during Disability Awareness Week; collaborative service trips to nine local organizations supporting individuals with physical and intellectual disabilities; a live talent showcase celebrating lived voices for World Down Syndrome Day; and a community-wide 24-Hour Swimathon fundraiser that raised €3,500 for the Hatzipaterion Center and Liberty Guide Dogs.

The research offers definitive evidence of a sustainable culture shift, demonstrating a 91% growth in student empathy and a 79.3% increase in individual comfort levels when interacting with the disability community. Ultimately, 92.3% of participants requested that these inclusion events become permanent fixtures in the school calendar, while 97% validated disability education as a vital component of Physical Education. This study establishes a replicable “4-E Model” (Educate, Experience, Engage, Empower) at ACS Athens, proving that structured, sensory-based experiences successfully shape student identity as active allies. Building upon this success, the current phase of the study expands the framework into the Elementary School (Grades 3–5). By introducing adapted sports and sensory-based awareness at a younger age, the program intentionally plants the seeds of empathy earlier, moving the institutional trajectory beyond a cycle of temporary action to establish inclusion as a natural, lifelong instinct and permanent element of student identity. ■

Analysis of P.E. Injury Type for Prevention by Angelos Dimitropoulos, Vasilis Mikros and Antonis Polychronopoulos

his action research study investigated how targeted safety interventions can improve student awareness and reduce injuries in Physical Education (PE). The purpose of the study was to examine the effectiveness of a comprehensive approach to promoting safer behaviors and minimizing injury risk during PE activities. Concerns regarding inconsistent adherence to safety expectations, unsafe use of equipment, and recurring injuries highlighted the need for proactive strategies that would strengthen students’ understanding of safe practices and foster a culture of responsibility.

A series of targeted interventions was implemented throughout the study. These included regular safety discussions to reinforce expectations, visual prompts displayed in activity areas to provide ongoing reminders, school announcements emphasizing key safety messages, and upgrades to sports equipment to improve the physical learning environment. The interventions were designed to address both behavioral and environmental factors that contribute to injuries in PE settings. Multiple sources of qualitative and quantitative data were used to evaluate the impact of these strategies. Student discussions provided insight into their perceptions and understanding of safety protocols, while systematic observations during PE lessons documented student behavior and adherence to safety expectations. In addition, injury records were reviewed to identify patterns in the frequency and severity of incidents before and after the interventions. The findings indicated that the combined interventions had a positive effect on student safety awareness and behavior. Students demonstrated greater

understanding of safety procedures, increased responsibility during activities, and more consistent application of safe practices. Observations revealed improved behavior during PE sessions, while injury records showed a noticeable reduction in both the number and severity of injuries. These outcomes suggest that integrating educational reinforcement with environmental improvements can effectively enhance safety in Physical Education. Overall, the study demonstrates that a multifaceted approach incorporating safety education, visual reminders, communication strategies, and equipment enhancements can significantly reduce injury risk and promote a safer, more supportive learning environment. Embedding safety awareness into daily practice may contribute to lasting behavioral change and help ensure that students participate confidently and responsibly in physical activity. ■

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mance (Tanner, 2017), this study revealed that when the final grade of the lesson of physical education is a result of a participation based rubric, participation in ECA and athleticism has no impact on the final PE grade.

Extracurricular Sports Impact on P.E. Performance by Panagiotis Litsas

he purpose of the present study was to examine the relationship between academic performance in Physical Education (in the form of Academic final grade), and participation in extra-curricular activities (ECA). It has been suggested by previous studies (Ara et al. 2006) that health markers such as total lean mass, bone mass and overall athleticism, are influenced by participation in ECA. Moreover, it has been shown that ECA may support academic success, but outcomes are influenced by confounding factors such as motivation, confidence, and well-being (Tanner, 2017). This study examined the relationship between the PE grades which were a result of a participation-based rubric of 104 students, and their participation in ECA. The hypothesis of the research was “Since athletic students are more likely to perform well is sports activities, and athleticism is linked with participation in ECA, are students who participate in ECA ore likely to achieve high academic PE grades when the final grade is a result of a participation-based rubric? To examine this, 104 high school students participated in this study. They were divided into two groups: Group 1= Participating in ECA, & Group 0= Non-Participating in ECA. Then the academic PE grades of the students were collected, and the level of statistical significance was set to p<= 0.05. Mann Whitney U test was used to reveal any relationship. The results revealed that there was no statistically significant correlation between the grades of the two groups. In other words, when utilizing a participation based rubric system to grade high school students, both groups of Participating in ECA & Non-Participating in ECA performed equally well within the range of 85-100% as demonstrated by the descriptive statistics of the study. Although previous studies have shown that participation in ECA increases overall physical activity (De Meester et al., 2014) and supports academic perfor-

These findings suggest that when students are encouraged and supported to participate in PE, instead of being pushed to achieve high sports standards, they all achieve equally high grades regardless of their athletic background or their participation in ECA. However, more studies are necessary to reveal what could possibly overall impact PE Academic performance, and how to better support high school students in PE. ■

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an action research approach, regular 10 to Positive Discipline Using 15-minute class meetings were held over the course semester for the high school classes, year-long in Class Meetings ofthea elementary school setting. Meetings followed a by Chris Kourtis and Vicki Klimou

his experiential workshop explores the implementation of Positive Discipline meetings as a practical framework for fostering social-emotional development, student agency, and community building across diverse learning environments, including elementary classrooms, high school physical education programs, and in the family setting. Aligned with the mission of developing conscious global citizens, the project examines how structured, collaborative meetings can transform relationships, improve behaviors, and empower young people to become architects of their own learning, responsible and engaged members of their communities. The project addresses a growing educational challenge: how to move beyond traditional discipline systems based on rewards, punishments, and compliance toward approaches that cultivate belonging, empathy, self-regulation, and intrinsic motivation. Drawing on the work of Jane Nelsen and Lynn Lott, as well as Adlerian principles emphasizing connection and community, Positive Discipline offers a proactive model that encourages students (and all human beings) to develop the life skills necessary for respectful collaboration, problem-solving, and responsible decision-making.

consistent structure that included compliments and appreciations, reflection on previous solutions, collaborative discussion of current challenges, goal setting, and planning for future actions. Students were encouraged to contribute ideas, participate in decision-making, and take ownership of both individual and group outcomes.

Findings revealed significant positive impacts on classroom climate, student engagement, and interpersonal relationships. Students demonstrated increased leadership, self-management, and conflict-resolution skills, while reporting greater happiness, confidence, and a sense of belonging. Quantitative data showed improvements in attendance, participation, academic performance, and compliance with class expectations. Overall, the study suggests that Positive Discipline meetings provide an effective and adaptable strategy for creating supportive learning communities and nurturing responsible, respectful, and resourceful citizens prepared to contribute positively to society. ■

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ETHOS • FALL 2026

BEST FIT The Impact of Immediate Feedback on Class Activities by Natalia Dadidou

his action research explored the extent to which immediate feedback on chunked, IB assessment-aligned activities may strengthen IB Economics students’ conceptual understanding and support improved IB results. The purpose was to refine classroom practice by increasing active learning time, designing shorter and more focused learning tasks, providing immediate feedback during the learning process, and using GenAI-supported resources to help students prepare for Paper 1, a demanding externally examined component that requires the application of economic theory to real-world evidence. The research was significant because high achievement in IB Economics supports ACS Athens students in accessing their “best fit” higher education institutions. It also added value to teaching practice by

connecting classroom routines more directly to IB assessment demands, student engagement, feedback literacy, and independent study habits. The intervention aligned with the ACS Athens goal of powerful teaching and learning. The approach combined secondary and primary research. Secondary research focused on feedback literacy, continuous feedback, and the educational use of GenAI. Primary research included student survey data on active learning, chunked materials, feedback types, and the usefulness of GenAI resources. Student perceptions were examined alongside final IB Economics results, comparing the May 2025 cohort after the intervention with the May 2023 cohort and world averages. The main findings suggest that students valued structured class time, assessment-focused materials, and immediate individual feedback. GenAI-supported real-life evidence resources were also perceived as helpful for Paper 1 preparation. Final results showed a higher May 2025 class average than both the May 2023 class average and the May 2025 world average, with a stronger distribution of top grades. The key takeaway is that structured, feedback-rich, assessment-aligned learning can improve engagement, independence, and performance when consistently embedded in classroom practice. ■

From Incubator to Impact: Shaping Findings indicate substantial growth in students’ confidence, critical-thinking abilities, communicaStudent Leaders for tion, organization, collaboration, and engagement in meaningful learning. Students reported greater conBest-Fit University fidence in presenting ideas, managing projects and responsibilities, and addressing complex challenges. Success Teacher observers similarly noted improvements in leadership presence, professionalism, adaptability, by Charalampos Mikropoulos, Funing Yang, Mila Jezdic-Miletic, Alex Antoniou, Apostolos Adamopoulos and Annaliese Roniotis Mentor: MaryAnn Augoustatos

his evaluation research project examines the influence of participation in the ACS Athens Incubator on students’ academic, leadership, and interpersonal development. As part of a ten-year initiative in innovation and experiential learning, the Incubator culminates annually in the International Innovation Summit, a student-led event that brings together approximately 500–600 participants, 40– 60 student presenters, and representatives from multiple schools. The study explores how project development, organizational leadership, collaboration, and peer communication contribute to students’ critical thinking, confidence, organizational skills, engagement, and presentation abilities. A mixed-methods approach was employed, combining quantitative and qualitative data collected through surveys and written reflections from three stakeholder groups: student presenters, teacher chaperones and observers, and Summit participants. This triangulation of perspectives provided a comprehensive assessment of the Incubator experience and its impact on student development.

communication, and students’ ability to articulate ideas and engage diverse audiences.

The findings also highlight the Incubator’s contribution to student agency, purpose-driven learning, and an innovative mindset. Through authentic problem-solving, project-based learning, and collaborative leadership, students connect academic knowledge with real-world challenges and develop transferable competencies that extend beyond the classroom. Overall, the evaluation demonstrates the value of the ACS Athens Incubator as a transformative experiential learning environment. Over its ten-year history, the initiative has engaged hundreds of students in research, innovation, leadership, and collaborative learning. The findings suggest that the Incubator supports the development of critical thinking, communication, collaboration, leadership, and adaptability—competencies that prepare students not only to pursue best-fit university pathways but also to become lifelong learners, responsible global citizens, and purposeful contributors to society. ■

awareness. Students demonstrated a stronger understanding of their interests, strengths, and preferences and were able to identify at least two Best-Fit career pathways aligned with their Holland personality types.

Indentification of Best Fit Career Choices in 5th Graders by Demetri Pelidis

his action research project examined how early career exploration can help fifth-grade students identify best-fit career pathways. The study was grounded in John L. Holland’s Career Theory and the RIASEC model, which provides a framework for helping students connect their interests and personality characteristics to career environments. Traditionally career guidance has been introduced during the middle and high school levels. Research supports early career development, including the work of Jennifer Curry, suggests that elementary-level career exploration can promote self-awareness, identity development, and awareness of future Best-Fit opportunities. The study was conducted through our Elementary School Guidance Seminar Program and included three components: an Admission Ticket (pre-assessment), a Holland-based Career Interest Inventory, and an Exit Ticket (post-reflection). Students identified their Holland personality types and explored related career pathways using Holland’s World of Work Map. Data collected from assessments and student reflections indicated increased self-awareness and career

The findings suggest that fifth-grade students can successfully engage in developmentally appropriate career exploration and make meaningful connections between their interests and future career possibilities. Students successfully identified at least two Best-Fit career cluster pathways aligned with their interests and Holland’s personality types. Results support the integration of early career exploration within elementary school counseling programs as a foundation for future academic and career planning. ■

ETHOS • FALL 2026

The Influence of Educational Pathways on College Admission by Ifigeneia Rodopoulou

his study examines the relationship between participation in innovative learning pathways at ACS Athens and students’ university admission outcomes at highly selective institutions in the United States and the United Kingdom. The research focuses on whether alternative educational experiences, such as project-based and personalized learning opportunities, provide students with an advantage compared to traditional academic pathways. The topic is significant because university admissions, particularly at top-tier institutions, increasingly emphasize holistic review processes in which factors beyond grades and standardized test scores play an important role. Understanding how innovative educational experiences contribute to student success can help schools better prepare students for competitive admissions environments. Using a comparative analysis of student admission outcomes between 2023 and 2026, the

study evaluated two groups of students: those participating in innovative pathways, including ACS Athens OPEN, Innovation Lab, and Innovation Summit projects, and those following more traditional academic routes focused primarily on GPA, AP courses, and SAT performance. The findings indicate that students involved in innovative learning pathways demonstrated significantly stronger admission outcomes, including higher acceptance rates to top 50 universities, greater success in securing topchoice admissions, and increased scholarship awards. The study concludes that innovative, project-based learning experiences strengthen students’ overall profiles and provide a measurable advantage in holistic university admissions processes. ■

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attention is given to students’ long-term success Evaluation of less following enrollment. Drawing on longitudinal data ACS Athens graduates, national and institutionBest Fit Guidance from al retention benchmarks, standardized test scores college admission outcomes, this study evaluates at ACS Athens and whether students are enrolling in institutions that align with their academic profiles, aspirations, and by Stelios Kalogridakis and Artemis Repouli

his action research study examines the extent to which college counseling practices facilitate effective student-institution fit, as evidenced by postsecondary persistence and retention outcomes. While college counseling programs are often evaluated through admissions and matriculation results,

developmental needs. Findings provide insight into the effectiveness of a student-centered counseling model and offer implications for strengthening evidence-based practices that support informed postsecondary decision-making and sustained student success.

structured, longitudinal guidance supports stuUnifrog’s how dents’ college and career readiness. Drawing on reemphasizing the importance of early career Effectiveness search exploration and psychometric testing, the intervenintegrates interest inventories, career assesswith Best Fit tion ments, university research tools, and advisor-guided reflection activities over a three-year period. by Faye Sinos and Philippos Saccopoulos

his action research study investigates the impact of psychometric assessment tools and university search resources available through the Unifrog electronic platform on high school students’ ability to identify and select “Best Fit” higher education institutions. Implemented within the Academic Advisory Program for students in Grades 9–12 at an international secondary school, the study examines

The study employs a mixed-methods action research design utilizing triangulated data sources, including student and parent questionnaires, faculty reflective journals, and data extracted from student Unifrog profiles. Participants include approximately 440 students enrolled in advisory classes across all high school grade levels. Quantitative analysis of survey responses revealed that Grade 12 students reported high confidence in their university choices (M = 4.16), while also perceiving the university search tool as beneficial (M = 3.55). Grade 9 students demonstrated moderate confidence in understanding their strengths and interests (M = 3.75), although they reported only moderate usefulness of psychometric assessments for narrowing career options (M = 2.83). Preliminary findings suggest that early and sustained engagement with psychometric and university search tools, combined with personalized advisor support, contributes positively to students’ confidence in postsecondary decision-making. The results align with existing literature advocating for early college and career readiness interventions and highlight the value of a centralized platform for facilitating self-reflection, informed decision-making, and long-term educational planning. As a longitudinal study, future research will examine the extent to which students who engage with the platform throughout their entire high school experience demonstrate greater satisfaction with their eventual higher education choices and outcomes. ■

ETHOS • FALL 2026

LITERACY The Impact of EdPuzzle on Chinese Language Learning by Hsuen-Chin Chen

his longitudinal action research study examines the impact of sustained Edpuzzle integration on student achievement, engagement, and equity in a Chinese 3 language classroom at ACS Athens. The study emerged from the challenge of teaching mixed-proficiency learners who demonstrate diverse levels of prior language exposure, literacy skills, confidence, and learning independence. Traditional instructional approaches often favor higher-performing students and may unintentionally widen achievement gaps. To address this challenge, Edpuz-

zle was implemented as part of a blended learning model to provide structured, self-paced learning opportunities through interactive video lessons with embedded comprehension checks. Using a quantitative action research design, data were collected over five academic years, including two pre-intervention years (FY21–FY22) and three years of sustained implementation (FY23–FY25). Participants included Grade 8–10 non-native Chinese language learners enrolled in Chinese 3. Data sources consisted of final academic grades, attendance records, and Edpuzzle learning analytics, including completion rates, time on task, and performance on embedded assessments. Analysis focused on trends in average achievement and standard deviation to evaluate both academic growth and learning consistency. Findings revealed a steady increase in average grades from 87.18 to 91.01 and a reduction in standard deviation from 12.03 to 6.77, indicating improved performance and reduced variability among learners. Edpuzzle analytics further demonstrated strong engagement, high completion rates, and increased learner independence over time. The findings suggest that sustained implementation of Edpuzzle supports language literacy development, critical thinking, and learner agency while contributing to more equitable learning outcomes. This study highlights the importance of intentional instructional design and long-term integration of educational technology in fostering student success and reducing achievement gaps in world language classrooms.

The Power of Questioning confidence, and ownership of their learning when by Vicky Akrivou

creating their own questions rather than responding solely to teacher generated prompts.

his action research project investigates how a structured question formulation strategy can improve literacy, student engagement, and classroom participation in middle school Social Studies and ESL settings. Conducted at ACS Athens with Grade 6 and Grade 8 students, the study emerged from concerns about declining reading engagement and the need to promote deeper thinking and active learning. Drawing on the work of Arthur Costa, Warren Berger, Carl Sagan, and the Question Formulation Technique (QFT), the intervention taught students to generate questions at varying cognitive levels, progressing from factual recall to analysis and independent inquiry.

The study concludes that explicit instruction in question formulation can serve as an effective literacy strategy, fostering critical thinking, motivation, and student voice. While limitations included difficulties measuring long-term reading growth and the need for continued reinforcement, the results suggest that empowering students to ask meaningful questions can transform classroom participation and support deeper learning across disciplines.

Over a four week period, data were collected through observations, interviews, surveys, and student work samples. The findings revealed a substantial increase in student participation, rising from a baseline of approximately 10% to nearly 100% during the intervention. Students demonstrated greater enthusiasm,

For question formulation strategies to have a lasting and meaningful impact, they should be implemented consistently across classrooms and subject areas, allowing students repeated opportunities to develop questioning as a habit of mind rather than an isolated classroom activity. ■

and develop independent thinking. While AI can Three Variables’ back provide immediate and detailed responses, meaninglearning requires students to analyze, evaluate, Impact on ful and apply feedback rather than simply receive it. one semester, 78 students participated in a feed10th Graders’ Over back cycle that included handwritten self-reflection, review, teacher guidance, and AI-generated feedWriting peer back. Data were collected through student surveys, writing samples, grade comparisons, and and Thinking reflections, teacher observations. by Michael Januzzi and Marla Coklas

his study explored the impact of combining handwritten self-reflection, peer feedback, teacher feedback, and AI-supported feedback on the critical thinking and logical writing skills of 10th-grade students in an American Studies History and Literature course. The purpose was to determine whether a structured, hybrid feedback model could strengthen students’ ability to think critically about their writing and make purposeful revisions. This research matters because the increasing presence of artificial intelligence in education raises important questions about how students process feed-

The findings suggest that AI is most effective when paired with reflection and human feedback. Students reported that AI helped identify specific areas for improvement, while reflection and discussion deepened their understanding of why changes were needed. Class averages improved from 72% to 79%, and most students identified the combination of AI, teacher, and peer feedback as the most effective approach. The study concludes that hybrid feedback models can promote stronger writing, greater autonomy, and deeper critical thinking. ■

ETHOS • FALL 2026

Building Global Citizens Through Literacy by Laura Kollintzas

his action research investigated the question: How does a literacy curriculum, enriched with activities and information about the United Nations Sustainable Development Goals (SDGs), lead to awareness of world issues and foster active, conscious citizens who aim to improve life and living on the planet? The study was conducted across all Grade 5 classrooms through a multi-week literacy unit integrating read-alouds, informational texts, articles, videos, TED Talks, discussions, debates, reflective activities, and project-based learning connected to the SDGs.

The intervention aimed to use literacy as a vehicle for developing critical thinking, empathy, global awareness, and active citizenship. Data was collected through pre -and post- intervention Google Forms, teacher anecdotal records, student reflections, reading and writing notebooks, Padlet activities, speeches, essays, and social commitment pledges. Findings suggest that integrating global issues into literacy instruction increased student awareness of the SDGs, strengthened critical reading, writing, speaking, and reasoning skills, and fostered empathy toward issues beyond students’ immediate communities. Students demonstrated growing engagement with global issues and began translating their learning into personal commitments and solution-oriented thinking. Overall, the research indicates that literacy can be a powerful tool for promoting conscious global citizenship and inspiring positive social change. ■

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Functional Literacy Stations in 3rd Grade by Ioanna Koutris

his action research investigated the impact of functional literacy stations on the reading growth and development of third-grade students at ACS Athens, with a focus on fluency, comprehension, word study, and vocabulary acquisition.

The study was motivated by the absence of a structured literacy program during guided reading lessons, which limited differentiated instruction and left both high-level and struggling readers — including ESL students — without adequate support. Using a mixed-methods approach, the teacher-researcher designed and implemented five rotating literacy stations alongside leveled guided reading groups across the 2024–2025 academic year, collecting qualitative data through anecdotal journals, student writing samples, and station observations, as well as quantitative data through trimester reading level assessments, weekly spelling assessments, and a vocabulary assessment administered in May 2025. Results indicated measurable progress in reading levels and writing performance across trimesters, with a shift away from lower performance categories toward meeting or exceeding grade-level benchmarks; spelling scores remained consistently high, though students struggled to transfer spelling accuracy to daily writing. Vocabulary acquisition showed the least growth and was identified as an area requiring revised intervention strategies in future implementation.

ChatGPT and Critical Thinking by Elizabeth Ktorides

sing ChatGPT as a Critical Thinking Thought Partner: Exploring Authorship, Voice, and Literary Analysis in the Secondary English Classroom. The rapid rise of generative artificial intelligence (AI) has created both opportunities and challenges for educators, particularly in literacy-based disciplines where critical thinking, authorship, and student voice are central to learning. This workshop explores the use of ChatGPT as a critical thinking thought partner rather than a replacement for student thinking. Drawing on the first year of a longitudinal action research study conducted in a Grade 9 English classroom, the session examines how AI can support literary analysis while preserving students’ unique interpretive voices.

The study focused on students’ analysis of characterization in George Orwell’s Animal Farm. Students first completed independent literary analysis and then used carefully designed prompts to generate ChatGPT responses based on textual evidence from the novel. Participants compared AI-generated interpretations with their own work and reflected on the strengths and limitations of each. Data were collected through formative and summative assessments, student reflections, and survey responses. Findings suggest that while ChatGPT can be an effective tool for differentiation, brainstorming, and modeling writing conventions, it is limited in its ability to replicate the nuanced insights students develop through classroom discussion and personal interpretation. Students frequently identified gaps in AI-generated analyses, noting the absence of interdisciplinary connections, contextual understanding, and authentic authorial voice. At the same time, the experience highlighted

the importance of teaching prompt writing as a critical literacy skill and encouraged students to evaluate AI outputs rather than accept them uncritically. Through interactive activities, workshop participants will experiment with prompt design, analyze AI-generated literary interpretations, and consider practical strategies for ethical AI integration. The session encourages educators to view AI as a collaborative tool that can enhance learning while reinforcing the value of human creativity, critical thinking, and student voice. ■

The Impact of Immediate and Targeted Feedback by Artemis Kakaris and Eleftheria Maratou

his action research project investigates the impact of immediate, targeted feedback paired with structured student reflection on the academic writing of 7th-grade Language Arts students, with a particular focus on analytical thinking and organizational development. Over a three-year period, students completed weekly literary analysis responses using the scaffolded RACES format (Rephrase, Answer, Cite, Explain, Summarize) to address a gap in logical organization and MLA-cited textual evidence. The project shifted from digital tracking to a student-centered model: students wrote weekly responses by hand, received direct handwritten feedback on a rubric covering ideas and content, organization, and conventions, then entered their own scores and wrote personal reflections to monitor their progress. Data was triangulated across student writing packets, tracking templates, scored rubrics, and a faculty journal. Findings revealed meaningful academic gains alongside a notable shift in student mindset: students became highly engaged with the weekly learning check process, developing a stronger sense of ownership and purpose in their formative work. Beyond measurable score improvements, the reflective component transformed feedback from a final evaluation into an active learning cycle, fostering student autonomy and meta-

cognitive awareness. Students also demonstrated successful transfer of the RACES structure into their broader literary body paragraphs. For educators, these findings affirm that systematized feedback loops embedded with authentic student voice are powerful levers for growth in middle school writing instruction. ■

ETHOS • FALL 2026

The Use of AI Tools in Elementary Greek cluded Microsoft Reading Coach for real-time reading fluency feedback, Google Docs smart features Language Arts toguided support writing organization and grammar, and ChatGPT sessions for collaborative storytellby Mary Orgianopoulou, Maria Veloudi and Dimitra Psoma

his action research question investigated how the integration of AI-powered tools in Grades 2 - 4 Greek Language Arts courses enhances

student engagement, supports personalized language development, and creates meaningful learning experiences. The study was inspired by the ACS Athens vision of empowering students to become “Architects of their Own Learning” after identifying inconsistent levels of engagement and varying rates of progress during traditional language instruction. Conducted over the 2024 - 2026 academic years, the research examined the impact of AI applications designed to address diverse learning needs. These in-

ing, brainstorming, and writing planning. Data were triangulated through teacher reflection journals, student work samples (essays and projects), and structured classroom observation checklists. The findings demonstrated a significant positive impact on student learning. Student participation increased by 25%, writing quality improved by 30%, and grammatical and spelling errors decreased by 40%. Read-

ing comprehension scores also increased from a baseline average of 72% to 87%. Qualitative data revealed greater student motivation, confidence, and ownership of learning, with students valuing the immediate, personalized feedback provided by the AI tools. The research concludes that AI can be a powerful instructional tool that enhances differentiation, supports personalized learning pathways, and promotes deeper engagement. However, effective implementation depends on teacher scaffolding to address digital literacy needs and prevent over-reliance on technology. The study recommends integrating AI literacy workshops to foster responsible AI use while strengthening independent thinking, creativity, and academic integrity. ■

ETHOS • FALL 2026

AI Tools to Learn Spanish by Maria Marcela Orrego Tamayo

his Action Research study investigated whether the structured integration of AI-supported educational tools could improve vocabulary learning, student engagement, and motivation in Spanish 2 classes at ACS Athens. The study emerged from classroom observations indicating that while students enjoyed using digital tools, technology use alone did not consistently lead to meaningful vocabulary retention or measurable learning gains. Grounded in the ACS Athens RAIL (Responsible AI Literacy) Framework, the research emphasized the intentional and pedagogically sound use of technology to support literacy development and student agency. The study involved 32 Spanish 2 students in grades 6–10. Using an Action Research approach, Quarter 1 served as baseline data reflecting less structured digital tool use, while Quarter 2 implemented a structured intervention using Quizlet and Wordwall to provide spaced practice, immediate feedback, and gamified vocabulary reinforcement. Data sources included Skyward gradebook performance data, Wordwall analytics, and teacher reflection journals. Quantitative findings revealed an increase in class average performance from 88.9% in Quarter 1 to 93.32% in Quarter 2, representing a mean improvement of 4.42%. Additionally, 56% of students exceeded the average growth rate. Qualitative observations indicated increased student engagement, greater confidence, reduced anxiety related to language learning, and stronger participation during classroom activities. The findings suggest that AI-supported tools can positively influence vocabulary learning when integrated intentionally and aligned with pedagogical goals. This study reinforces ACS Athens’ commitment to sustaining excellence in teaching and learning by demonstrating that technology is most effective when guided by reflective practice, responsibility, literacy development, and intentional instructional design. ■

study also highlights critical challenges, including Improving The an increased risk of student over-reliance on technoland a notable decline in peer-to-peer collaboraLiteracy with AI ogy tion. Furthermore, the results emphasize that prompt engineering is an essential pedagogical skill that maxby Melina Kolimpiri and Katerina Pisanias

his action research study investigates the integration of artificial intelligence (AI) tools in literacy instruction to support student writing, reading comprehension, and engagement. Utilizing a mixed-methods approach, the research triangulates data from baseline and post-intervention writing samples, student interviews, teacher journals, and AI-generated artifacts over a semester-long period. The findings indicate that thoughtful AI integration significantly enhances essay structure, thesis development, and textual analysis through visual aids, while simultaneously boosting student writing confidence.

imizes the efficacy of AI as a learning scaffold. While the intervention successfully uncovered hidden potential in underperforming students, persistent gaps remain regarding how to evaluate critical thinking objectively and establish standardized ethical boundaries for generative AI use in the classroom.

To address these limitations, future iterations will implement refined critical thinking rubrics, structured student self-reporting tools, and explicit strategies to preserve collaborative learning. Ultimately, this paper outlines actionable recommendations and a dissemination plan to help educators balance AI innovation with traditional pedagogy, ensuring technology serves as a meaningful supplement to human reasoning and inquiry. ■

to the organization of paragraphs, the use Feedback to extended of introductions and conclusions, the development of and the overall coherence of written exImprove Writing transitions, pression. The action research also showed that effecby Marianna Sidiropoulou

he research question guiding this study was: “What types of effective feedback can be used to improve students’ writing tasks performance?” The purpose was not only to identify which feedback students preferred, but also to examine which forms of feedback supported them in understanding their

strengths and weaknesses, revising more effectively, and becoming more active participants in the writing process. The intervention was designed around structured and repeated feedback cycles. Students engaged in iterative writing tasks through drafts and final submissions, while receiving different types of feedback, including teacher written feedback, audio feedback, peer feedback, and combined teacher-peer feedback. These practices were supported by rubrics, guiding questions, model paragraphs, vocabulary banks, transition-word practice, class discussions, Moodle forum posts, and explicit instruction on paragraph and essay structure. Data were collected through student writing samples, assessment scores, Moodle posts, questionnaires, teacher observations, and reflections connected to criteria and rubrics. The findings indicated that students improved consistently across the drafting stages. Their mean scores increased from Draft 1 to Draft 2 and reached stronger levels in the final submissions, suggesting that feedback became more effective when students had time and opportunities to apply it through revision. The most visible improvement appeared first in the development of content and ideas. Students began to enrich their responses, connect their arguments more clearly to the topic, and support their thinking with more relevant details. Gradually, this improvement

tive feedback strengthened students’ metacognitive skills. Through rubrics, guiding criteria, and reflective questionnaires, students became more aware of what successful writing requires. They were able to identify their own strengths, such as content development and argument building, as well as areas for growth, such as organization, word choice, and logical sequence. This self-awareness helped them move beyond seeing feedback as a summative correction or grading and begin to understand it as part of a forma-

tive learning process. In this way, feedback supported not only writing improvement but also reflection, goal-setting, and self-monitoring. Collaboration and collective knowledge were also strengthened through peer feedback and guided classroom discussions. While peer feedback was carefully structured by the teacher and connected to clear criteria, students became more willing to read each other’s work, recognize features of effective writing, and offer constructive suggestions. Collaborative writing conversations helped students exchange ideas, clarify expectations, and understand that writing is not an isolated task but a process that can be improved through dialogue, shared responsibility, and revision. Overall, the research confirmed that the most effective feedback is timely, clear, specific, supportive, and connected to opportunities for revision. Students preferred simple written feedback and valued peer feedback when it was guided and purposeful. Most importantly, the intervention helped students develop greater confidence, persistence, and responsibility for their own learning. By learning how to interpret, apply, and reflect on feedback, students became more aware of their role in the writing process and more prepared to take ownership of their academic growth. ■

ETHOS • FALL 2026

Primary Sources and Critical Thinking by Lia Sinouris and Leonidas Gontzes

his action research study investigates the impact of integrating primary sources into a 7th-grade Social Studies unit on Islam in Medieval Times at ACS Athens, with the aim of enhancing students’ critical thinking and historical understanding. The study addresses a persistent instructional challenge: students often demonstrate surface-level content recall without developing deeper analytical skills, particularly when relying on textbooks that offer limited or selective historical perspectives. Conducted over a three-month period (December 2024-March 2025), the study involved 89 students, including English as a Second Language (ESL) learners and students receiving additional learning support (OLP). A structured five-phase instructional model was implemented, consisting of baseline assessment, explicit instruction in primary source analysis, guided practice, independent application, and ongoing

feedback. Students engaged with diverse primary sources, including letters, speeches, and artifacts, to interpret historical perspectives and construct evidence-based understanding. Data collection methods included pre- and post-assessments, student reflections, collaborative tasks, and classroom observations. Initial findings indicated student hesitation and dependence on teacher scaffolding when engaging with primary sources. However, sustained exposure and structured support led to increased confidence, engagement, and independence. Quantitative results demonstrate significant improvement: the proportion of students achieving A-level performance increased from 27% to 48%, while those performing at a C level or below decreased from 25% to 16%. These findings suggest that scaffolded primary source integration can substantially enhance middle school students’ historical thinking and analytical skills across diverse learner groups. While challenges remain, particularly in supporting struggling readers and determining long-term skill transfer, the study underscores the effectiveness of primary source-based instruction in promoting deeper, more meaningful learning in Social Studies education. ■

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asked to discuss their artistic choices. This revealed a significant gap between creative engagement and academic articulation. Aligned with the school-wide goal of teaching literacy through critical thinking and logical structure, the intervention used a two-year, multi-pronged approach that included explicit terminology instruction, structured artist statement prompts, repeated writing practice, and rubric-based feedback. Data were triangulated through longitudinal analysis of artist statement journals, faculty observation logs, student surveys, rubric scores, and selected case-study samples.

Art Vocabulary Incorporation into Findings indicate a strong relationship between Curriculum structured vocabulary instruction and analytical depth. Students’ mean rubric score rose from 1.25, by Evi Sotiropoulou

his action research study investigates how explicit art vocabulary instruction supports the critical thinking, visual literacy, and reflective writing of middle school Art Studio students. The study began with a recurring classroom challenge: students were deeply engaged in creating artwork, yet often relied on vague, subjective language such as “it looks cool,” “I like the colors,” or “it’s nice” when

categorized as Beginning, to 3.9, categorized as Advanced, while the frequency of technical vocabulary in student reflections increased substantially over time. More importantly, student writing shifted from personal reaction and surface description toward evidence-based analysis, technical precision, and intentional reflection. This research concludes that art vocabulary functions as more than terminology; it serves as a cognitive tool that helps students move from “I like it” to meaningful artistic reasoning. ■

The Use of AI Tools in Language B by Tonia Fyrigou, Natasha Stratoglou, and Dennisse Legorreta

he rapid emergence of Artificial Intelligence (AI) technologies has prompted educators to reconsider traditional approaches to language instruction and explore innovative pedagogical practices that enhance student learning. This action research study examined the impact of AI integration in Language B classroom, focusing on its influence on language acquisition, cultural understanding, student engagement, and learning outcomes. Grounded in theories of personalized learning, experiential learning, and reflective practice, the study investigated how AI-supported instruction could foster meaningful and transformative learning experiences for adolescent language learners. The research was conducted with 115 students aged 14–17 enrolled in Greek and Spanish Language B courses at ACS Athens. Using an action research framework characterized by iterative cycles of planning, implementation, observation, reflection, and modification, AI tools such as ChatGPT and language-support applications were integrated into writing, research, and language-learning activities. Data were collected through methodological triangulation, including teacher reflective journals, classroom observations, student surveys and reflections, formative assessments, and analyses of student work samples. Findings indicate that AI-enhanced instruction contributed positively to student engagement, motivation, and language development, particularly in the areas of writing accuracy, vocabulary acquisition, and learner confidence. The adaptive and immediate feedback provided by AI tools supported differentiated instruction and encouraged greater

student autonomy. However, the study also identified significant challenges, including student overreliance on AI-generated content, concerns regarding academic integrity, and limited evidence of growth in higher-order critical thinking skills. Furthermore, while AI facilitated exposure to cultural content, its impact on the development of intercultural competence was less substantial than anticipated, suggesting the need for more intentional pedagogical scaffolding. The findings support existing literature on the educational potential of AI while underscoring the continued importance of teacher guidance, critical digital literacy, and reflective instructional design. The study concludes that a balanced, pedagogically informed integration of AI can enhance language learning outcomes while fostering responsible and meaningful engagement with emerging technologies. ■

where students explored the relationship beThe Impact of (2022), tween Sophocles’ Oedipus Rex, Artificial Intelligence, Conscious Citizenship through performance and the Inquiry and and Socratic Seminars, and The Graduation of Amanda B a Middle School project examining empathy Performance (2023), as a pathway to citizenship. These large-scale expeinformed later classroom-based implemenLearning Model riences tations, including the integration of the Live from by Evan Syropoulos and Sofia Thanopoulou

his Action Research project investigates how the Inquiry and Performance Learning Model (IPLM) can enhance students’ conceptual and experiential understanding of Conscious Citizenship in Middle School English Language Arts and Drama. The project emerged from a recurring challenge in citizenship education: while students can often define concepts such as responsibility, empathy, identity, and civic participation, they frequently struggle to connect these abstract ideas to their lived experiences. Grounded in social constructivism, dialogic pedagogy, and Theater in Education methodologies, the IPLM combines inquiry, performance, and reflection into a cyclical learning process. Drawing on the work of Vygotsky, Freire, Bakhtin, Alexander, Taylor, Wiles, and O’Neill, the model seeks to bridge the gap between conceptual understanding and meaningful action by positioning students as active participants in the co-construction of knowledge. The development of the IPLM has unfolded through a series of progressively scaled interventions. Early applications included the school-wide Oedipus Fest

Mount Olympus podcast series into Grade 6 English Language Arts and Drama and, most recently, the Grade 7–8 Voice Project (2025), a student-devised process drama exploring themes of identity, belonging, responsibility, and ethical decision-making.

Data were collected through qualitative triangulation, including teacher journals, student-created artifacts, and student reflections. Findings consistently indicated that students engaged more deeply with citizenship concepts when learning was experiential, collaborative, and performance-based. Reflections revealed increased empathy, stronger connections between personal experiences and civic themes, greater willingness to engage in dialogue, and more sophisticated understanding of social responsibility. The findings suggest that the IPLM provides an effective framework for transforming abstract civic concepts into lived experiences. By bringing together inquiry, dialogue, dramatic action, and reflection, the model creates meaningful opportunities for students to develop the knowledge, dispositions, and habits associated with Conscious Global Citizenship. The project will continue through further integration into Middle School curricula and ongoing refinement of inquiry-driven, performance-based learning practices. ■

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show meaningful gains in both reading and The Effectiveness Results writing. Using Fountas and Pinnell benchmarks, 57– of students in Grades 1–3 met or exceeded endof the Literacy 69% of-year reading expectations, with Grade 3 showing largest growth (12%). Writing data showed even Coordinator’s Role the stronger results, with Grade 2 reaching 100% meeting/ exceeding expectations by year’s end, and all grades by Sophia Tsinakis

showing gains across narrative, information, and opinion genres. Qualitative data indicate increased teacher confidence in guided reading, greater use of data to dif-

his research examines how expanding the role of a Literacy Coordinator in instructional guidance and teacher collaboration supports the implementation of structured literacy practices in a JK–5 program. The project addresses a problem common to many schools: individual teachers working hard and effectively, but without a shared framework connecting their efforts across grade levels, leaving literacy growth fragmented rather than cumulative. Beginning in 2020, the work proceeded through four cumulative phases. The first established foundational infrastructure, including JK–5 classroom libraries, a shared whole-class reading and writing approach, and normed writing rubrics developed through calibration sessions. The second phase (2022) introduced a KG–5 universal reading assessment using Text Level Assessments, a guided reading curriculum, and structured grade-level data conversations. The third phase (2024) launched the Literacy Hub, a centralized platform for pacing calendars, resources, and data tracking, which dramatically improved data completion and quality school-wide. The fourth phase (2025) added a school-wide phonics curriculum for KG–2 and expanded grammar instruction across content areas. Methodologically, the study used a triangulated, longitudinal approach (2022–present), drawing on a reflective coaching journal, student assessment data (TLAs, Running Records, and formal/informal writing assessments), grade-level meeting notes, and classroom observation logs. Quantitative findings are drawn primarily from the 2024–25 school year, the first year of high-fidelity data collection, covering 189 students in KG–5.

ferentiate instruction, and a shared instructional language across grade levels. The findings affirm existing research on coaching, curriculum-linked professional development, and collaborative culture (Joyce & Showers; L’Allier & Brown; Fullan), while extending it in two ways. First, professional development is most effective when paired with sustained, personalized coaching rather than general theory. Second, even within small-group instruction, individual students need targeted support—small groups alone are not a one-size-fits-all solution. The study concludes with recommendations emphasizing depth over breadth, sustained data-driven collaboration, and continued investment in coaching infrastructure as a model for building coherent, school-wide literacy systems. ■

ETHOS • FALL 2026

The Use of AI in Writing by Yi-Nai Wang

his action research explores how the purposeful integration of artificial intelligence (AI) can enhance students’ writing while promoting critical thinking, collaboration, and meaningful application of knowledge in an IB Chinese A Language and Literature classroom. As AI writing tools become increasingly accessible, educators face the challenge of leveraging their benefits without reducing students’ independence, creativity, or ethical decision-making. The study was conducted over one academic year with nine Grade 11 students using an action research approach. Data were collected through teacher reflection journals, student surveys and interviews, writing portfolios, and classroom observations to evaluate changes in students’ writing development and learning experiences. The findings indicate that AI-supported instruction improved students’ organization, clarity, grammar, and confidence in the writing process. AI also facilitated collaborative learning by supporting brainstorming

and discussion. However, some students became overly dependent on AI suggestions, highlighting the importance of explicit instruction in AI literacy, critical evaluation, and ethical use. Overall, the study concludes that AI can be an effective educational tool when integrated intentionally within a structured pedagogical framework that prioritizes student thinking, reflection, and ownership of learning. ■

The Use of The Daily 5 by Jay Whalen

his action research project looked at whether the Daily 5 Literacy Framework could help Grade 4 students become more independent — specifically, whether it would reduce spelling errors and cut down on how often students interrupted instruction to ask for help. The Daily 5 structures literacy time into five rotating activities: Read to Self, Work on Writing, Read to Someone, Listen to Reading, and Word Work. The underlying logic is that consistent, student-directed practice builds stamina and self-monitoring over time, gradually reducing how much students lean on the teacher. The project grew out of patterns I kept seeing in my classroom. Students interrupted frequently, often for spelling help. Written work was inconsistent, and reading progress was uneven. These challenges were complicated further by language — many students were working in English as an additional language, some navigating two or three languages at once. The intervention ran activities in 15–20 minute rotations, introduced through mini-lessons and built into FLEX time. Tracking was informal but intentional: observation, one-on-one conferences, and notes on whether students were on task and drawing on strategies independently, all logged in Google Sheets. For writing, I compared a pre-intervention narrative unit to a post-intervention opinion unit using Lucy Calkins rubrics. Reading progress came from Fountas & Pinnell benchmark data collected before and after. The writing results were clear. Spelling help requests dropped noticeably. Students began reaching for classroom resources and applying phonics strategies on their own rather than waiting for me. Accuracy improved, particularly on high-frequency words, and writing scores went up across organization, idea development, and overall confidence. Reading moved in the same direction. Fountas & Pinnell data showed levels advancing slightly faster after implementation, and students were sustaining independent reading for longer with

stronger comprehension. The data captured part of the picture. The rest was harder to measure but equally visible — students were more willing to attempt something before asking for help, they had more ownership over their work, and the atmosphere during literacy time shifted noticeably. For multilingual learners in particular, the predictable structure and built-in peer interaction through Read to Someone and Word Work seemed to lower the stakes enough to encourage risk-taking. Going forward, I want to develop Word Work more deliberately — more targeted spelling pattern work — and use the Daily 5 structure as a foundation for differentiating by language proficiency and reading level more systematically.

and short-answer responses. Students received coded feedback aligned with criteria such as figurative language analysis, quote analysis, essay organization, and evidence-based reasoning. After receiving assessments, students used feedback guides to identify areas for growth, reflect on their performance, and discuss questions with the instructor.

Improving Writing through Feedback Methods Data were collected through student work samples, feedback guides, and Google Forms surveys. To by Bobby Zervas

his action research study investigated the effect of a numerical comment code feedback method on improving logical structure and critical thinking skills in middle school essay writing. Conducted with approximately 60 eighth-grade English Language Arts students, the study addressed a common instructional challenge: providing timely, coherent, and effective written feedback while promoting meaningful student engagement with that feedback. Existing research emphasizes the importance of clear goals, criteria, and targeted feedback in developing student writing proficiency. Building

on these principles, the study implemented a structured comment code system that linked numerical annotations on student work to detailed feedback guides outlining specific writing skills and areas for improvement. The intervention was applied across three writing contexts: annotation assessments, literary essays,

strengthen validity through triangulation, six students were selected from three class periods based on demonstrated motivation, assignment completion, and consistent engagement with feedback. Survey responses indicated that students perceived the feedback guides as clear, targeted, and helpful for understanding both strengths and areas requiring improvement. Evidence from student writing samples suggested increased ability to explain figurative language, analyze textual evidence, and construct more logically organized written responses. Findings suggest that the numerical comment code method can serve as an efficient and organized feedback system that enhances students’ understanding

and application of writing skills while reducing the instructional burden associated with extensive written comments. The study concludes that structured feedback guides may support the development of logical writing structures and critical thinking, with potential for implementation across grades 6–8 English Language Arts programs. ■

ETHOS • FALL 2026

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ETHOS • FALL 2026

MATHEMATICS The Effect of Math Notetaking on 5th Graders by Katherine Bibidakis and Christiana Oikonomidi

his action research study investigated the effect of daily structured math note-taking on 5th-grade students’ reflection, comprehension, and independence in mathematics. The study was inspired by the observation that elementary students are often provided with pre-typed notes, resulting in limited opportunities to develop independent note-taking skills. As students transition into upper elementary grades, the ability to record, organize, and utilize their own notes becomes increasingly important for academic success. Drawing on research related to math journals, guided notes, and student self-reflection, we implement-

ed a year-long intervention that focused on explicitly teaching effective note-taking strategies and encouraging students to regularly use their notes as learning tools. Students were guided in organizing mathematical concepts, recording examples, and referring back to their notes when completing classwork, homework, and assessments. Data were collected through three sources: teacher journals, student math notebooks, and assessment results. Analysis of the data revealed several positive outcomes. Students demonstrated increased independence by referring to their notes before seeking assistance, improved use of mathematical vocabulary, and greater confidence when solving complex problems. Assessment data indicated overall growth in student performance, particularly in multi-step problem solving and conceptual understanding. Additionally, students showed an increased ability to make connections between mathematical concepts and reflect on their learning. The findings support existing literature suggesting that structured note-taking promotes deeper learning, metacognition, and student engagement. While individual differences and varying note-taking abilities presented some limitations, the overall results indicate that daily structured note-taking can serve as an effective strategy for enhancing student comprehension, reflection, and independence in mathematics. Future implementation will focus on introducing note-taking routines earlier and exploring additional ways to support diverse learners. ■

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engagement, confidence, and higher-order thinkHow Coding dent ing skills. Average assessment scores increased from 70–80% at the beginning of the interImpacts approximately vention to 80–90% by the final assessment. Students greater independence in developing Levels of Thinking demonstrated programs, increased participation during classroom

The findings revealed significant improvements in stu-

by Andreas Nikolopoulos

his action research project investigated the impact of coding instruction on motivating and engaging 7th-grade students while promoting the application of all levels of Bloom’s Taxonomy. As coding has become an essential component of developing future-ready learners, this study explored how structured programming activities can strengthen critical thinking, problem-solving, and computational thinking skills in middle school students. The research was conducted over a semester during a JavaScript animation unit with approximately 60 students. The instructional approach combined direct instruction, guided demonstrations, hands-on programming activities, collaborative learning opportunities, and progressively challenging assignments. Particular emphasis was placed on debugging activities, allowing students to analyze errors, evaluate solutions, and create independent programs. Data were collected through multiple sources, including weekly quizzes, summative assessments, classroom discussions, observational notes, and student reflections to ensure triangulation of evidence.

discussions, and stronger collaborative problem-solving abilities. The number of students struggling with logic-based problem solving decreased substantially throughout the intervention. Although some students continued to experience challenges with debugging and independent application of concepts, most students showed measurable growth in analytical thinking and computational reasoning. The results align with existing research emphasizing the importance of scaffolding, progressive instruction, and debugging as essential components of computer science education. This study demonstrates that carefully structured coding experiences can successfully engage middle school students in all levels of Bloom’s Taxonomy, from remembering and understanding to analyzing, evaluating, and creating. The findings also highlight the importance of differentiated support, collaborative learning environments, and authentic programming tasks in fostering sustained student growth and preparing learners for increasingly complex problem-solving challenges. ■

ETHOS • FALL 2026

How AI-Based Tools Impact Student Performance Quantitative analysis confirmed statistically signifby Nick Parakatis

his action research project investigated how integrating web-based, AI-supported personalized learning tools (Khan Academy and DeltaMath) impacts performance, engagement, and conceptual understanding in Grade 9 Remedial Algebra. The study targeted a critical educational bottleneck: foundational skill gaps and math anxiety exacerbated by traditional, one-size-fits-all teaching and delayed feedback. Over a two-to-three-week intervention sprint with 30 students, a comparative analysis was conducted between a traditional paper-based review group (n = 15) and an AI-supported online review group (n = 15) utilizing a real-time, 0-second feedback loop. Data collection was triangulated using software performance metrics, student surveys, and reflective faculty journals.

icant improvement; a one-tailed t-test rejected the null hypothesis (p = 0.0270 , α = 0.05), with the AI group achieving a mean score of 73.1% compared to the traditional group’s 66.3%. Furthermore, the AI group’s standard deviation tightened from 12.19 to 8.5, indicating more uniform learning outcomes and fewer students falling through the cracks. Qualitatively, replacing a 48-hour feedback loop with instant micro-error diagnosis shifted student mindsets from “I’m bad at math” to proactive self-correction, increasing time-on-task and fostering student agency. However, persistent conceptual gaps (e.g., factoring quadratics) and disengagement remained for some students, indicating that technology alone cannot solve human motivation. The study concludes that optimal math remediation requires a synthesis: utilizing adaptive technology to automate diagnosis while leveraging the human teacher for empathy, motivation, and macro-conceptual framing. ■

AI Assisted Learning Checks by Liana Tsigaridi, Vassiliki Torega, Angeliki Stamati and Aikaterini Saini

his action research investigated how AI-assisted learning checks can be integrated into IB and AP Mathematics classrooms to foster powerful learning by enhancing students’ critical thinking, collaboration, and conceptual understanding. The study emerged from a recurring instructional challenge: misconceptions often became visible only during formal assessments, limiting opportunities for timely intervention. Drawing on the work of Black and Wiliam (1998), Pellegrino et al. (2001), and Pane et al. (2015), the project explored how formative assessment, cognitive alignment, and adaptive technologies could be combined to provide earlier, more meaningful feedback. Two types of AI-assisted learning checks were implemented with approximately 60 Grade 11–12 IB and AP Mathematics students. The first utilized digital platforms such as Khan Academy and DeltaMath to provide immediate feedback, multiple attempts, and real-time performance data. The second employed ChatGPT as a design tool to transform mathematical concepts into curriculum-aligned IB and AP assessment formats that emphasized reasoning, justification, and problem-solving. Quantitative data from four learning checks and four corresponding assess-

ments were analyzed, alongside qualitative data from student surveys and teacher observations. Results demonstrated consistent improvement from learning checks to assessments, with positive mean gains observed across all sessions and positive correlations between learning check and assessment performance. Findings suggest that AI-assisted learning checks help identify misconceptions earlier, support deeper mathematical thinking, and create more responsive learning environments. The study highlights the potential of thoughtfully integrated AI tools to strengthen formative assessment practices and improve student readiness for assessment. ■

ETHOS • FALL 2026

SCIENCE

Blended Learning: Impact and success, with Final Exam averages rising from 76.92% Refinement in toformance, 81.92% and eventually overtaking midterm perdemonstrating improved long-term reChemistry tention. Qualitatively, we documented a significant metacognitive shift where students transitioned from by Ioannis Kerkines and Spyros Arsenikos

his research investigates how a granular blended learning model impacts High School Chemistry students’ performance, self-confidence, and engagement. Traditional assessments often serve as evaluative endpoints that fail to foster the resilience necessary for deeper understanding, frequently leaving students in a state of broad confusion. To address this, a three-year longitudinal study (2022–2025) was conducted at the American Community Schools of Athens using a LLM-based platform featuring a question bank of over 2,500 granular items. The approach utilized randomized “calculated” questions and frequent retrieval practice to prioritize conceptual mastery over rote memorization. Quantitative data revealed a steady upward trajectory in academic

vague statements of non-understanding to precise, objective-linked inquiry. The study concludes that reframing assessments as dynamic learning tools rather than mere metrics fosters “Powerful Learning” deeper understanding and transformative engagement. Future refinements aim to transition from inferred to documented reflection through embedded LLM confidence checks, further empowering students to take ownership of their intellectual growth.

by Christina Bakoyannis and Victoria Poulou

he workshop titled “Understanding Phenomena through Model-based Learning” presented two action research studies examining the role of model-based learning in science education. Each study was introduced through a real-world phenomenon demonstration, mirroring the pedagogy being researched and involving workshop participants in the sensemaking process. The first study, conducted by Christina Bakoyannis with 53 eighthgrade students during the 2024–2025 academic year, explored how model-based learning can enhance scientific inquiry and explanation of physical phenomena. By integrating modeling into lab experiments and demonstrations, while also connecting hands-on activities to real-world phenomena, the study found measurable improvements in physical science test scores and deeper conceptual understanding, though results also revealed persistent misconceptions requiring targeted intervention. The second study, conducted by Victoria Poulou with 23 Grade 12 IB Biology students during 2022–2023, investigated the effect of instructor-driven and student-driven 3D modeling on engagement and academic performance in the human body systems unit. Findings showed that handson modeling shifted classroom dynamics away from memorization toward collaborative sensemaking, with students demonstrating stronger participation, deeper conceptual discussion, and greater confidence. Both studies converged on a shared conclusion that when students build, test, and revise models to explain phenomena, scientific understanding becomes visible and lasting. Future directions include expanding modeling as a shared instructional practice across grade levels and exploring AI-assisted tools as an extension of model-based learning. In the second half of

the workshop, participants experienced model-based learning in a collaborative setting through four interactive lab station rotations, specifically Graph your Motion, Skateboarding as a Pendulum, Mechanics of Breathing, and a Heart Working Model, each linking a real-world phenomenon to hands-on inquiry and modeling activities.

Fostering Deeper Engagement CrossCurricularly Using AI and Peer Teaching to Affect Student Performance by Angela Chamosfakidis and Elina Prodromidi

his research project explores how student-led interdisciplinary collaboration between Biology and Psychology promotes deeper engagement and enhances critical thinking across domains. Originating from a shared interest in connecting concepts across disciplines, the initiative evolved into the “Intersection Club: Where Biology Meets Psychology” at ACS Athens, providing students with opportunities to engage in authentic, inquiry-based learning experiences. The project addresses the challenge of fragmented subject learning by creating meaningful connections between scientific and psychological concepts through active participation and collaborative problem-solving. Using a longitudinal, design-based approach, data were collected through student artifacts, surveys, reflective journals, and participant feedback. Students designed and implemented a range of experiential, inquiry-based activities that they presented and facilitated both within the school, through events such as Innovation Summits and Literacy festivals, and beyond the school community at venues including the Athens Science Festival. These experiences integrated biological and psychological perspectives while encouraging creativity, reflection, and the application of knowledge to real-world contexts. Findings indicated sustained growth in student participation and an increase in student-led activities over time. The initiative has fostered stronger research skills, greater engagement, and enhanced con-

fidence among participants. The results suggested that interdisciplinary, student-centered learning environments can promote deeper understanding and support the development of higher-order thinking skills across disciplines. ■

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ChatGPT as a Coding Partner by Antonios Karampelas

his study explored how high school students experienced ChatGPT as a coding partner while learning Python, with particular attention to how AI-supported programming could foster critical thinking, problem-solving, and reflective practice. The action research responded to a common challenge in introductory coding: students often encountered syntax as a barrier before computational thinking had a chance to develop, leading to frustration, low confidence, and disengagement. More specifically, 35 9th and 10th grade students in the ACS Athens High School Artificial Intelligence

course worked with ChatGPT to debug code, create documentation, and learn Python commands, using AI as an augmentation rather than a replacement for their thinking. A survey, class observations, and a teacher journal were employed to gauge students’ perceptions of coding with ChatGPT. Findings suggested that, when used responsibly, ChatGPT could empower novice programmers to move from fearing syntax toward imagining computational solutions.

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Transformative Learning Experiences for healthy and diseased lungs. Data were collected utiMiddle School lizing a triangulated approach through teacher reflective journals, analysis of student-written scientific Students explanations, and student reflections. High levels of engagement and transformative learning were obby Konstantinos Koudounis

earning occurs when students are actively engaged. Educators should employ innovative strategies to present content in ways that enhance both engagement and learning effectiveness. This action research study investigated the impact of integrating STEAM activities into science instruction. A cyanotype project was designed to engage students cognitively and emotionally while strengthening their ability to construct scientific explanations. The challenge of student disengagement in traditional science instruction is addressed by exploring how interdisciplinary learning can foster creativity, empathy, and a deeper understanding of real-world health problems, including the effects of smoking and vaping. Students created cyanotype prints representing

served as students moved from passive participation to active knowledge construction. Students demonstrated improved scientific reasoning, produced accurate and sophisticated explanations, and employed visual symbolism to communicate complex concepts. The results suggest that STEAM-based instruction provides meaningful opportunities for differentiated expression, supports multiple ways of knowing, and promotes the development of creative, informed, and socially conscious learners. These findings emphasize the potential of arts integration to enhance both scientific understanding and student engagement in middle school classrooms. ■

for scientific accuracy, curriculum alignment, Using AI and edited and appropriate use of IB command terms. IB Biology were trained to interpret the mark schemes Peer Teaching to students and mentor Biology 9 students through self-assesspeer feedback, and revision of extended reAffect Student ment, sponses. Evidence was collected through instructor student surveys, written work, and Performance observations, performance on comparable midterm and final-exam questions. Biology 9 students’ mean extended-reby Elina Prodromidi, Natalie Mitchell and Justin Cramer

his action research investigated whether AI-generated model answers and mark schemes, combined with structured peer teaching, could improve assessment literacy, scientific writing, conceptual retention, and student engagement in secondary biology. The study involved 37 Biology 9 students and 32 IB Biology Year 1 students at ACS Athens over one semester. Teachers used ChatGPT to generate model answers and mark schemes for IB-style biology questions, which were then reviewed and

sponse score increased from 3.92 out of 8 before the intervention to 5.58 out of 8 afterward. A paired-samples t-test indicated that this improvement was statistically significant, t(37) = 3.2, p = .0025. Survey responses and classroom observations also suggested increased confidence, engagement, understanding of command terms, and ability to identify the features of high-quality scientific answers. These findings suggest that teacher-reviewed AI-generated exemplars, when combined with vertical peer teaching, can strengthen assessment literacy and scientific communication while supporting learning for both younger students and their IB mentors. ■

Creating Powerful triangulation of findings. Students engaged in collaborative research, formal debates, reflective writing, Learning and class discussions designed to promote critical thinking, ethical reasoning, and global citizenship. Experiences Analysis of qualitative and quantitative data revealed with AI significant growth in students’ ethical awareness and their ability to articulate complex perspectives on recby Christos Pakos

his action research study investigated how integrating structured classroom debates and reflective writing activities within an Artificial Intelligence (AI) and Machine Learning (ML) unit could create powerful learning experiences that enhance students’ understanding of the ethical implications of recommender systems. The study was conducted with 9th and 10th grade students in the Department of Technology at ACS Athens and addressed the growing need for students to critically examine the societal impact of AI technologies, including issues of privacy, algorithmic bias, user autonomy, and filter bubbles.

Using an action research framework, a three-week intervention was implemented with 44 students. Data were collected through faculty journals, student artifacts, reflective writing assignments, debate performances, and pre- and post-unit surveys to ensure

ommender systems. Students demonstrated a deeper understanding of privacy concerns, algorithmic bias, manipulation, and the societal consequences of AI-driven technologies. Their responses evolved from general observations to nuanced, evidence-based arguments that balanced the benefits of personalization with the need for fairness, transparency, and accountability. Reflective writing further showed increased self-awareness and the ability to connect technological issues to broader social and global contexts.

The findings suggest that debate and reflection are effective pedagogical strategies for fostering transformative learning, ethical reasoning, and critical engagement with emerging technologies. This research highlights the importance of integrating ethical inquiry into AI education to develop informed, reflective, and responsible global citizens. ■

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Cultivating Healthy Habits for High School Students by Christos Stachikas

his research investigates the relationship between building healthy habits and student academic performance within a high school setting. Conducted during the 2023–2025 academic cycles at ACS Athens, the study examines how a structured Health Education curriculum—focusing on nutrition, sleep, and physical activity—can help 10th-grade students develop sustainable healthy habits. Using a methodology that includes student journals, activity trackers, and surveys, the project aims to determine if increased awareness and self-monitoring lead to measurable improvements in both physical well-be-

ing and academic outcomes. Preliminary results from the first three semesters indicate high levels of student engagement and an increased perception of health concepts. While external factors and the limitations of self-reported data present challenges, the study suggests that integrating habit-tracking into the curriculum is a valuable strategy for responsible citizenship and lifelong wellness. ■

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consistent performance and a reduction in learning gaps. Student surveys and classroom observations also revealed increased confidence, participation, and engagement in learning activities.

The Influence of Formative Assessment on Learning by Evangelia Theofilou

his action research study examined the impact of digital formative assessment on student understanding, engagement, and academic performance in an 8thgrade science classroom. The study was motivated by the varied levels of understanding demonstrated by students, as science learning requires the integration of scientific concepts, mathematical reasoning, data analysis, and the explanation of natural phenomena. The purpose was to determine whether regular formative assessment could help identify misconceptions and improve learning outcomes. Over two academic quarters, digital tools including Kahoot, Blooket, and Moodle quizzes were integrated into daily instruction with 72 students. Assessment results were analyzed after each activity and used to inform subsequent lessons, allowing misconceptions and learning gaps to be addressed through targeted review and reteaching. Data were collected through assessment scores, student surveys, and a reflective teacher journal. The findings indicated a positive impact on both achievement and engagement. The class mean score increased from 73% to 82%, while the median score rose from 66% to 86%. The standard deviation decreased from 12% to 8%, suggesting more

Overall, the study suggests that digital formative assessment is most effective when assessment results are used to guide instruction. By providing immediate feedback and enabling targeted intervention, formative assessment can enhance academic performance, increase student engagement, and support a more responsive and inclusive science classroom. ■

A Teacher’s AI Quest: Rethinking Feedback for Powerful Learning by Aristotelis Thymianos

ffective feedback is one of the most powerful drivers of student learning, yet in practice, it consistently arrives too late, too generic, and too disconnected from the moment students actually need it. This action research project investigated how AI-generated feedback can enhance student engagement and learning outcomes in a 10th-grade Physics classroom at ACS Athens. Grounded in Hattie & Timperley’s feedback framework, which calls for timely, individualized, and action-oriented responses, the study explored whether AI tools could bridge the gap between research-based best practices and everyday classroom reality. Working with 86 students across six lab report cycles, the teacher piloted AI-generated feedback on Physics lab reports, collecting both quantitative revision data and qualitative student reflections. Results showed a significant increase in revision rates, rising from 78% after the first lab to 92% by the sixth, with students producing deeper, more substantive revisions: clarifying variables, restructuring reasoning, and strengthening scientific explanations. Students also engaged faster, acting on feedback while still in the learning moment rather than days later. Qualitative data revealed increased confidence and greater ownership of learning, though some students noted that AI feedback felt imperson-

al, underscoring that teacher presence and empathy remain essential. The central finding: AI provides clarity and speed; teachers provide humanity and context. Together, they make learning continuous, iterative, and deeply human. Next steps include integrating peer feedback alongside AI support and expanding the approach to Grades 8 and 9. ■

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ESL/EFL A Study of Bililngual ESL Students by Martha Chiskaki

s global migration increases, modern classrooms face a growing need to support multilingual learners. This study investigates the dynamics of multilingualism in early childhood education by exploring how four bilingual elementary students (ages 7 to 12) acquired English as a third language (L3) at an international school in Greece. To

uncover how individual, cognitive, and environmental factors interact during language development, the research utilized a mixed-methods approach. Qualitative face-to-face interviews capturing demographics, learning strategies, and personal challenges were combined with a quantitative analysis of WIDA Model test records from 2021 to 2024 across reading, writing, listening, and speaking domains. The results reveal that although students initially faced severe oral and written challenges—scoring at Pre-A1 levels—daily immersion, targeted school ESL frameworks, and home support enabled most to achieve B2 proficiency within 1 to 1.5 years. Typological similarities, such as a shared Latin alphabet, accelerated language acquisition, whereas distinct language families combined with learning disabilities extended the timeline to 3 years. Crucially, an educator’s own multilingualism served as a vital instructional and emotional bridge, lowering anxiety and building student confidence. Ultimately, the research concludes that a structured, supportive environment allows educators to effectively leverage a child’s existing linguistic repertoire. This approach fosters successful additive bilingualism, directly impacting academic achievement and allowing students to adapt to new environments without compromising their native mother languages.

Adapting ESL programs for response, the ESL team implemented targeted a New Era Ininterventions at both the elementary and middle by Julia Stephanidou, Venie Gaki and Elena Bellou

his presentation examines how ACS Athens, an international school in Greece, redesigned its English as a Second Language (ESL) programs across grades K–12 to better support multilingual learners amid shifting global demographics and the lasting disruptions of the COVID-19 pandemic. Drawing on longitudinal data collected since 2018— including WIDA proficiency scores, teacher surveys, classroom observations, and student interviews— the study traces the evolution of ESL support from 2007 to the present. The research matters because traditional assumptions about second-language acquisition timelines often overlook the complex realities students face: interrupted schooling, weak first-language foundations, cultural dissonance, learning differences, and the emotional toll of repeated transitions. These factors intensified after 2020, when incoming students arrived with lower English proficiency and greater socio-emotional needs than in previous years.

school levels. Key changes included establishing a sheltered content-based program for beginners, extending induction periods focused on survival English, and aligning ESL instruction directly with grade-level Language Arts curricula. Co-teaching models were expanded, and groupings were restructured to address mixed proficiency levels more effectively. The results were significant: students now reach academic English proficiency nearly a full year faster than before, while maintaining strong GPAs. Teacher feedback confirmed improvements in vocabulary, grammar, and literary analysis. Yet the study also revealed that not all students progress on predictable timelines—prompting a shift toward more personalized, emotionally supportive approaches. The team concludes that effective language programs must honor both the science of acquisition and the human stories behind each learner’s journey. ■

Unlocking Literacy for tured sequence of instruction, progressing from and sounds to words, high-frequency words, ESL Learners letters sentences, and connected texts. Multisensory and by Sofia Gennimata

his workshop, Unlocking Literacy for ESL Learners, presents an action research project conducted at ACS Athens Elementary School that investigated whether an intensive reading intervention based on explicit phonics instruction could improve reading achievement in Grade 1 English as a Second Language (ESL) students. ESL learners are expected to access grade-level content, learn to read, read to learn, and demonstrate understanding despite often having limited English proficiency. Without strong foundational reading skills, these students often experience frustration and may struggle to keep pace with classroom demands, making early intervention critical for long-term academic success. Research supports systematic, explicit, and cumulative phonics instruction as an effective approach for developing literacy because it directly teaches sound-symbol relationships, strengthens decoding skills, and helps students form orthographic mappings that lead to automatic word recognition and fluent reading. This intervention followed a struc-

interactive activities were incorporated throughout the year to reinforce decoding, encoding, vocabulary development, fluency, and comprehension.

Seven Grade 1 ESL students participated in the intervention. Students began the year reading significantly below grade level, with most performing at a Pre-K reading level. By the end of the intervention, all students demonstrated substantial reading growth and met Grade 1 benchmark expectations, with one student exceeding end-of-year expectations. These findings suggest that intensive, explicit phonics instruction can effectively accelerate literacy development in Grade 1 ESL learners and provide the foundational skills necessary for successful reading achievement. ■

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OLP

The Influence of the Advanced Drawing on the theoretical and practical framean institutional task force developed a threeLearners works, phase ALP framework for Mathematics. Phase I teacher observations and standardized Program employs benchmarks (MAP, MathPro) to identify students by Evi Evloyias

“W

hat is the impact of the ALP framework on attracting, engaging and challenging high-performing students?” This longitudinal evaluative study examines the impact of the Advanced Learning Plan (ALP) framework on the identification, engagement, and academic advancement of high-performing students at ACS Athens. The study investigates how a transition from subjective, ad hoc models of gifted support to a systematic, data-driven framework improved outcomes for advanced learners. Prior approaches to supporting high-ability students including pull-out sessions with a single specialist and a faculty mentor program were limited by unclear selection criteria, scheduling constraints, inconsistent implementation, and a lack of programmatic continuity. Faculty surveys further revealed that teachers, while capable of identifying outliers, felt insufficiently equipped to differentiate instruction within the regular classroom. These findings, coupled with student perceptions that enrichment amounted to additional rather than qualitatively different work, underscored the need for a comprehensive, research-based alternative.

for targeted in-class enrichment in Grades 3–5. Phase II applies rigorous screening instruments—including the Cognitive Abilities Test (CogAT) and the Test of Mathematical Abilities for Gifted Students (TOMAGS) to evaluate students for potential acceleration. Phase III provides structured after school instruction to prepare qualifying students for advancement to higher-grade-level mathematics. Implementation of the framework yielded measurable outcomes. Students were successfully accelerated into higher-grade mathematics. Notably, the objective screening process identified previously unrecognized high-ability learners who had not been flagged through teacher recommendation alone, thereby broadening the program’s inclusivity. Students not meeting advancement thresholds continued to receive differentiated enrichment within Phase I, ensuring ongoing support. The ALP framework replaced subjective identification practices with a replicable, evidence-based system for serving advanced learners. Future directions include extending the framework to literacy and continuing longitudinal monitoring of student outcomes. ■

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reading activities designed to strengthen comBoosting tured prehension strategies, increase reading confidence, promote independent learning. Comprehension and were collected through multiple sources, inwith Smart Data cluding pre -and post- assessments, CommonLit student surveys, classroom observations, Digital Texts analytics, work samples, and teacher reflection journals. A triangulated approach was used to ensure the validity and reliability of findings.

by Andriana Armodorou and Persefoni Georgiou

his action research project investigated the impact of implementing CommonLit as a structured reading intervention program on the reading comprehension skills of middle school and academy students receiving support through the Optimal Learning Program (OLP) at ACS Athens. The study emerged from ongoing observations that many students experienced difficulties identifying main ideas, making inferences, understanding academic vocabulary, and engaging meaningfully with grade-level texts. The intervention was conducted over a 12-week period and involved 12 students in Grades 6–11. CommonLit was selected as the primary instructional tool due to its differentiated reading materials, scaffolded supports, vocabulary instruction, and opportunities for repeated practice. Students participated in struc-

Results demonstrated significant improvements in reading comprehension, with student performance increasing by 16%–19% across grade levels. In addition to measurable academic gains, students reported increased confidence, greater engagement with reading tasks, and improved use of comprehension strategies. Teachers also observed stronger reading stamina, reduced avoidance behaviors, and greater independence during literacy activities. The findings suggest that structured digital literacy platforms such as CommonLit can effectively support diverse learners by providing accessible, differentiated, and evidence-based reading instruction. This research aligns with the ACS Athens mission of fostering personalized learning, student agency, and academic excellence while supporting the OLP goal of strengthening inclusion practices and improving outcomes for students with diverse learning needs. ■

Literacy Assessments Alignment eracy Footprints assessment results, teacher obserby Andreas Kokkinos

his action research project examined the impact of Literacy Footprints Guided Reading materials and regular progress monitoring through running records on the reading accuracy and comprehension of Grade 3–5 students enrolled in the OLP program. At this stage, reading is a critical access skill across all subjects, and students reading below grade level are at risk of continued academic difficulty. The guiding research question asked: “ To what extent will the frequent use of structured guided reading instruction, combined with ongoing running records, improve reading accuracy and comprehension over one academic year? “ Eight students identified as significantly below grade level participated in the intervention, all of whom had a diagnosis related to a Specific Learning Disability (SLD) in reading comprehension or reading accuracy. Instruction focused on small-group guided reading using Literacy Footprints materials targeting decoding, fluency, and comprehension strategies. Running records were used consistently to monitor progress, identify error patterns, and inform instructional adjustments. Data triangulation included Lit-

vation notes, and communication with Homeroom Teachers. This provided a comprehensive view of student progress across intervention and classroom settings. Collaboration with colleagues and the literacy coordinator supported instructional alignment, while communication with classroom teachers helped track transfer of skills. Findings indicated improvements in reading accuracy, fluency, and student confidence, particularly when instruction was structured and responsive to ongoing assessment data. However, challenges included inconsistent data collection, variable student engagement, and limited measures capturing deeper comprehension growth. Overall, the study suggests that structured guided reading combined with frequent progress monitoring supports measurable reading development in struggling readers and strengthens alignment between intervention and classroom literacy goals. At the same time, student progress is shaped by multiple interacting factors, making it difficult to attribute outcomes solely to the intervention. Further research with larger samples and richer data sources is therefore needed to build a more nuanced understanding of its impact on literacy development. ■

design. The intervention consisted of 24 The Influence tervention weekly individual sessions, each lasting 30 minutes, on Socratic dialogue, guided philosophical of Reflection on based reflection, and creative expressive activities. Outwere assessed before and after the intervenStudents with comes tion using the STAXI-I for anger, the Connor-DavidResilience Scale (CD-RISC) for resilience, and the Anger Issues son Toronto Alexithymia Scale (TAS-20) for emotional awareness/alexithymia. Pre–post differences were by Manos Kougioumzoglou

ackground: Adolescents experiencing anger dysregulation often present with difficulties in emotional awareness,v reflective functioning, and adaptive coping. Philosophical reflection, rooted in Socratic dialogue and Hellenistic traditions, may offer a structured school-based approach for enhancing self-examination, emotional regulation, and resilience. Objective: This pilot action-research study examined whether an individual philosophical reflection intervention, delivered within a school-based clinical counseling context, was associated with changes in anger levels, resilience, and emotional awareness among adolescents presenting with anger dysregulation and emerging personality traits. Methods: Ten high school students aged 16–18 years (6 females, 4 males) participated in a pre–post in-

examined using paired-sample t-tests and descriptive statistics.

Results: Following the intervention, participants demonstrated a statistically significant reduction in anger levels (STAXI-I, p=.03), a statistically significant increase in resilience (CD-RISC, p=.000118), and a statistically significant improvement in emotional awareness, reflected by lower TAS-20 scores (p=.045). Discussion: Findings suggest that philosophical reflection may constitute a promising complementary intervention within school-based clinical counseling for adolescents with anger dysregulation. By integrating reflective inquiry, emotional exploration, and meaning-making, the intervention may support emotional regulation and self-reflective capacities. Limitations: Results should be interpreted cautiously due to the small sample size, lack of a control group, and absence of long-term follow-up. ■

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The Influence of Color-Coding student work samples, teacher observations, and pre- and post-intervention student surveys.Findings Strategies indicated that color coding had a positive impact on student learning, particularly in writing. Students by Androniki Manoli

his Action Research project investigated the impact of color-coding strategies on the reading comprehension and writing organization of Grade 6 students with specific learning disorders,ADHD, and processing speed weaknesses. The study was conducted within the Optimal Learning Program (OLP) at ACS Athens and emerged from the need to provide students with effective visual support to reduce cognitive overload and improve literacy outcomes.Research suggests that color coding can serve as a visual scaffold, helping students identify key information, organize ideas, and engage more effectively with academic tasks. To explore its effectiveness in practice, students participated in a four-month intervention during which color-coding strategies were explicitly implemented to both reading and writing assignments. Baseline and post-intervention data were collected through

demonstrated improved paragraph/essay organization, clearer identification of key ideas, and increased confidence when approaching literacy tasks. Observational data also revealed greater engagement and independence, with several students applying the strategy without prompting. While reading comprehension improved for many students, the strategy was used more consistently and effectively in writing tasks. The research also highlighted the importance of individualized implementation, as some students required additional support or experienced cognitive overload when too many visual cues were introduced.Overall, the study suggests that color coding is a practical and accessible instructional strategy that can support literacy development, engagement, and independence for students with learning disorders when implemented thoughtfully and consistently. ■

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The Impact of Digital on IB Tasks by Eleni Athanatou

his action research study investigates the impact of digital platforms and automation tools on the efficiency of managing Creativity, Activity, Service (CAS) and Extended Essay (EE) tasks within the International Baccalaureate (IB) Office. The study examines the implementation of the International Baccalaureate Information System (IBIS), Google Workspace applications (Docs, Sheets, Forms, and Drive), and automation tools such as Microsoft Power Automate, form notifications, and conditional formatting to streamline administrative processes and improve communication. Drawing on existing literature, the research explores how digital systems enhance educational management, increase student accountability, and support timely communication while acknowledging challenges, such as user resistance and technical difficulties. Data were collected over four years, tracking task completion rates, administrative workload, and communication effectiveness among students and supervisors. Findings indicate substantial improvements following the introduction of digital tools. Student milestone completion increased from 70% in the baseline year to 95% by the fourth year of implementation. Administrative workload decreased from 5–6 hours per week to approximately 2 hours per week, while communication satisfaction improved from 40% reporting poor feedback timing to 90% expressing satisfaction with communication processes. Initial challenges related to training and technical issues were successfully addressed through ongoing professional development and system refinement. The study concludes that the strategic integration of digital platforms and automation tools can significantly enhance administrative efficiency, accountability, and stakeholder communication in IB program, leading to more effective management of CAS and EE requirements. ■

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findings suggest that a dedicated athletics social Athletic Department The media presence can significantly enhance communistudent recognition, and school spirit. More Instagram Postings’ cation, broadly, the initiative demonstrates the potential of storytelling to strengthen community connecInfluences digital tions and promote a culture of pride, visibility, and belonging within an international school setting. by Valia Efstathiou and Annie Constantinides

s part of the ACS Athens Colloquium, the Athletics Department conducted an evaluation research study examining the impact of a dedicated athletics Instagram account on student engagement, communication, and school spirit. The initiative emerged from a broader institutional effort to explore best practices among international schools and identify innovative approaches to strengthening departmental communication and community engagement. Prior to 2022, ACS Athens lacked a dedicated social media platform for athletics, despite the growing importance of visual and real-time communication channels in educational settings. Research suggests that athletic social media accounts can serve as effective tools for promoting student recognition, fostering community connections, and communicating departmental values. Guided by these findings, the Athletics Department launched @acsathens.athletics in August 2022 with the goal of creating a centralized platform to celebrate student-athletes, share athletic experiences, and strengthen school spirit. The account features a variety of content, including athlete spotlights, game highlights, event announcements, community service initiatives, and posts aligned with the school’s values and global citizenship model. Beyond providing information, the platform was designed to promote storytelling, recognition, and a sense of belonging among students, parents, alumni, and the broader school community. To evaluate the initiative’s effectiveness, a survey was administered to 116 student-athletes in grades 9–12 between September 2025 and March 2026. Results indicated high levels of engagement, with 79% of respondents following the athletics account and nearly 90% interacting with its content on a weekly basis. Participants identified athlete recognition posts, game highlights, and motivational content as the most engaging features. Many students reported feeling more recognized, appreciated, and connected to the school community when featured on the platform. Qualitative feedback further revealed that the account contributes positively to school pride, visibility, and community engagement. Students also recommended increasing behind-the-scenes content, practice footage, and coach perspectives to enhance authenticity and personal connection. As of May 2026, the account had surpassed 1,100 followers, reflecting sustained growth and community interest.

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Academic Improvement Through the Math/ students was also conducted. The results confirmed that for 55%-70% of students a substantial improveScience Studio ment in grades in mathematics was registered. The results also showed that the earlier gaps in learning by Rodia Constantinidou, George Mehrabian, Stavroula Vasilopoulou, Evgenia Tasiopoulou and Efstathios Mertzanis

he purpose of the research was to determine the extent of improvement in Mathematics learning with one-on-one or small group personalized instruction at the Math & Science Studio for Grades 6–12. The Studio’s purpose is to provide such assistance therefore the study on the effectiveness of such programs. The research consisted of an analysis of published research papers on such programs, including a comprehensive study of 250,000 students over 25 years in the US, as well as the in-house collection of data on grade changes over the course of a year for students that have sought assistance for 7 times or more. An in-house qualitative survey of the

are identified and the earlier the students seek help at the Studio (or similar services) the greater the improvement that is registered. The conclusions of the published papers and the internal research data were in line with one another. The qualitative student survey indicated a high level of appreciation among the student body for the services and tutoring staff of the Math-Science Studio. ■

support through regular check-ins and formalThe Effects of tional ized mentorship feedback loops to sustain a cycle of professional growth. ACS Athens continuous evaluate the program’s impact, the study trianguTeacher Onboarding Tolated quantitative data (turnover rates and NFOP survey scores) with qualitative data (new hire and menby Andromachi Fragkou and Anna Velivasaki

his action/evaluation research project investigates the critical and direct relationship between structured faculty onboarding and teacher retention. Prompted by an upward trend in faculty turnover, which rose from 6.0% in 2022–23 to a peak of 9.2% in the 2023–24 school year, following a fluctuating five-year trend (6.5% in 2019–20, 3.4% in 2020–21, and 6.7% in 2021–22), the inquiry sought to determine how a comprehensive onboarding process influences retention and motivation among new teachers and what positive implications this has for the learning experiences of the school’s 1,200 students. Grounded in educational literature from Medina (2024), Webb (2022), and Schroepfer (2021), which highlights that onboarding must be a continuous process driven by mentorship, continuous feedback, and reflective practice, the researchers designed a three-pillar onboarding blueprint. Pillar One strengthens pre-boarding by establishing the “New Beginnings” digital HR intranet portal, which digitizes the relocation guide and visa processes to remove administrative friction and reduce international hire anxiety. Pillar Two delivers an enhanced professional orientation through the New Faculty Orientation Program (NFOP), integrating institutional culture with intercultural awareness and practical tools to foster relationships. Pillar Three provides continuous institu-

tor interviews, reflective journals, and HR meeting logs). Quantitatively, the intervention successfully stabilized retention, yielding a 50% reduction in faculty turnover from 9.2% in 2023–24 to 4.6% in 2024–25. NFOP survey scores reflected high satisfaction: 100% of participants gave positive overall ratings (53% rating it five stars and 47% rating it four stars, across 17 total votes), while 71% of participants rated facilitator effectiveness at five stars. Qualitative sentiment analysis indicated that new faculty felt inspired, prepared, connected, and more confident. Testimonials from Academy Guidance Specialist Jennifer Dryfoos, Elementary Music Teacher Nicholas Stanford in Greece, and Academy Principal Dr. Harry Leonardatos further validated the human impact of building an international community of belonging. The findings demonstrate a vital “ripple effect,” whereby low teacher anxiety and high motivation directly support engaged classrooms, ensuring continuity of care and enabling the school’s Conscious Global Citizenship model to thrive. Although the project successfully transformed mentorship from an informal practice into a cornerstone of support, evaluation also revealed a key gap: a distinct need for hands-on assistance in the local housing market. Consequently, the researchers recommend developing a formal, personalized housing assistance program, expanding mentorship, and continuing to leverage surveys for data-informed iteration and development. This study serves as a benchmark for sustaining excellence through early faculty investment. ■

Preventing School Viral Infections by Athina Gargali, Konstantinos Kontos and Labrini Moutsiou

his action research project examined the effectiveness of school-based interventions in minimizing the spread of viral infections among elementary students and reducing illness-related absenteeism. Frequent viral illnesses can significantly disrupt student learning, making attendance and health promotion critical priorities within the school environment. The study sought to determine how targeted hygiene education, early detection practices, and ongoing monitoring could contribute to healthier school attendance patterns. The intervention was conducted from September 2024 through June 2025 and involved 430 students in Pre-Junior Kindergarten through Grade 5 at ACS Athens. Guided by current research highlighting the importance of consistent hygiene reinforcement for young learners, the nursing team implemented a comprehensive health promotion program. Strategies included age-appropriate hygiene lessons, classroom presentations, educational posters, demonstrations of proper handwashing and respiratory etiquette, daily symptom screening, parent communication, and data-driven monitoring of illness trends and attendance records through Skyward.

To evaluate the intervention, attendance records, illness logs, and health screening data were analyzed before and after implementation. Findings indicated an overall reduction in illness-related absenteeism of approximately 12%, with most grade levels demonstrating fewer absentee days following the intervention. Qualitative feedback from parents suggested improved understanding of illness management procedures and appreciation for the school’s proactive communication efforts. Observations also indicated that younger students benefited most when hygiene practices were consistently reinforced by both nursing staff and classroom teachers. The findings suggest that comprehensive, schoolbased hygiene initiatives can positively influence student health and attendance. Sustained collaboration among nurses, educators, students, and families remains essential for maintaining healthy habits, reducing the spread of viral infections, and supporting uninterrupted learning. ■

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From Inbox Overload volume, inconsistent message clarity, ineffective timing of communications, and difficulty distinguishing to Impact essential information from routine announcements. These findings informed a year-long intervention foby Erika Hooker, Annie Angelidou, Lena Efthymiopoulou and Chryssoula Xiggi

ffective school–family communication is fundamental to fostering parental engagement, trust, and student success. As schools increasingly rely on email as their primary communication channel, many communities experience information overload, reduced message salience, and declining stakeholder engagement. Despite the widespread use of email in educational settings, limited research has examined how strategic communication practices can improve communication quality while reducing parent fatigue. This evaluation research study, From Inbox Overload to Impact, investigated whether implementing evidence-based email communication protocols could improve parents’ perceptions of communication effectiveness, reduce perceived email overload, and strengthen school–family partnerships within the Elementary School community at ACS Athens.

Conducted as part of the Middle States Association Sustaining Excellence Protocol, the study employed a mixed-methods evaluation research design that combined quantitative survey data with qualitative reflective journals and document analysis. Preliminary data were collected through a literature review, reflective journals maintained by school administrators, and a parent perception survey to identify communication challenges and establish benchmarks for improvement. Four recurring issues emerged: excessive email

cused on three evidence-based strategies: consolidating messages to reduce email volume, improving readability through concise formatting and descriptive subject lines, and optimizing email scheduling to align with parent availability. The intervention’s effectiveness was evaluated through an Impact Survey administered one year later. Comparative analysis revealed significant improvements across all major indicators. Parents reported a 68% increase in overall communication quality and a 53.5% reduction in perceived email overload. Additionally, 52% of respondents indicated that important messages were easier to identify, while 49% reported improved clarity and readability.

The findings demonstrate that strategically designed communication systems extend beyond administrative efficiency by strengthening trust, transparency, and meaningful school–family partnerships. By positioning communication as a strategic organizational function rather than an administrative task, schools can reduce informational fatigue, enhance stakeholder engagement, and build more informed and connected educational communities. This study provides practical evidence that intentional, data-informed communication practices can serve as a sustainable framework for improving organizational effectiveness and supporting student success. ■

ETHOS • FALL 2026

The Impact of “No Red Ink” Topics by Theodore Ananiadis, Maddie Comer, Athanasia Kalodiki, Helen Seretis and Mary Roukounaki

he Writing and Research Studio of the Learning Commons presented an interactive workshop at the ACS Athens Colloquium II, sharing the results of a three-year action research project and five years of school-wide implementation of the NoRedInk platform in grades 5–8. Through games, role play, and an interactive presentation, attendees explored how NoRedInk has supported literacy growth and improved MAP reading and language scores across these grades. The workshop highlighted key findings from the research, which demonstrated a positive relationship between consistent NoRedInk use and student achievement. Data showed that students who engaged more regularly with the platform experienced greater gains in reading and language performance. Student feedback further reinforced these findings, with many describing NoRedInk as “good,” “fun,” and “helpful” in supporting their learning. Teachers identified several features that contributed to

the platform’s success, including its differentiated instruction, ready-made activities, immediate feedback, and broad range of topics. These tools enabled educators to provide personalized learning experiences while strengthening writing, grammar, and language skills across grade levels. By combining research findings with interactive audience participation, the session offered practical insights into the effective integration of educational technology in literacy instruction. The study demonstrated measurable progress toward ACS Athens literacy goals and showcased how sustained, school-wide implementation of an AI-driven digital learning platform can support student engagement, achievement, and long-term literacy growth. ■

The impact of this new system was evaluated The Impact of ment. using data triangulation, which analyzed comparative data, continuous stakeholder feedback from Cost Center budget Area Leaders, and qualitative notes from executive Implementation meetings. The findings reveal that adopting cost centers achieved by Lora Kordolaimi, Ioannis Exarchou, Maria Giannikopoulou, Petros Kamtsikis, Francesca Malatesta, Marianna Savvas, Spiros Vangelatos and Aspasia Sfyri

s ACS Athens experienced rapid institutional growth, a “financial fog” emerged due to a lack of granular data, creating a critical gap in strategic financial reporting and department-level budget monitoring. To address this problem and link financial commitments directly to educational objectives, the Business Office transitioned the school from a centralized accounting model to a decentralized “Cost Center” framework. Implemented over a strategic, multi-year rollout, this intervention established distinct mini-accounts for every individual school program and depart-

radical financial transparency and shifted institutional culture toward shared fiscal responsibility, transforming functional departments into self-monitoring resource centers. Specifically, the data-driven approach successfully reduced under-collected program revenue, corrected major payroll misallocations across departments, and deferred non-essential expenditures to significantly reduce immediate capital requests. These structural efficiencies allowed the administration to transition from reactive to proactive financial management. As the ultimate payoff after all is the student impact, this framework empowers leaders to make highly informed decisions that optimize fund allocations, ensure program viability, and sustain a wider wealth of student programs. ■

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Transitioning Families into ACS Athens by Jenny Kosmas, Iliana Doulami, Stacy Filippou, Cynthia Maggidis, Andromachi Skantzos, Maria-Konstantina Zika and Maria Stamboulidis

taff members and teacher aides working in the Middle School and Academy observed that new students and parents entering the school at the beginning of each academic year consistently had similar questions regarding school procedures. Most questions related to technology, locker assignments and locks, physical education uniforms, and other practical aspects of school life. During the first days of school, long lines of students frequently formed outside the offices seeking assistance, while parents contacted the school with similar concerns. Recognizing this recurring challenge, the team decided to investigate how orientation practices could be improved to better support new students and families entering both schools. After identifying their research question, the team examined various school websites and reviewed literature related to student orientation and transition programs. Their research highlighted the importance of a smooth orientation process and demonstrated that effective orientation can positively influence students’ academ-

ic experience, confidence, and overall adjustment to a new school environment. Based on these findings, the team developed an action plan that included surveys of students and parents regarding their first-day experiences. Cross-departmental meetings were also organized to gather feedback from other areas of the school and develop a broader understanding of the challenges faced by new students and families. The research resulted in several improvements to the orientation process. One significant change involved locker assignments during the 2022–2023 school year. Previously, lockers and locks were assigned only after students arrived at school and completed payment, often creating delays and confusion. Under the revised procedure, students began receiving their locker assignments and locks before the start of the school year. Locker numbers and combinations were printed directly on student schedules, and the process was clearly explained. ■

ETHOS • FALL 2026

The Impact of a their instructional approaches and enhance student engagement. Teacher Evaluation Designed as an engaging and collaborative learning exRubric perience, the workshop invited participants to actively analyze classroom instruction, assess student engageby Dora Andrikopoulos, Matina Stergiopoulos, Harry Leonardatos, Evelyn Pittas and Charalambos Mamas

t the 2026 ACS Athens Colloquium, the three Principals and Assistant Principals of ACS Athens presented an interactive workshop highlighting the findings of a comprehensive three-year Evaluation Research study focused on the effectiveness of the ACS

Athens Standards of Excellence (SoE) teacher evaluation framework in advancing student learning and promoting instructional excellence. The study drew on multiple sources of evidence collected between 2022 and 2025, including faculty feedback, classroom observations, teacher self-assessments, surveys, student engagement indicators, and professional development participation data. The purpose of the research was to examine how a structured, research-based evaluation system can strengthen teaching practices, support continuous professional growth, and contribute to improved student outcomes across grade levels. The findings demonstrated a consistent increase in commendations and a corresponding decrease in recommendations throughout the three-year period, suggesting measurable growth in instructional quality, teacher effectiveness, and the overall impact of classroom practice on student learning. The data further indicated that targeted feedback, reflective dialogue, and purposeful professional development opportunities played a significant role in helping educators refine

ment, and apply both the ACS Athens Standards of Excellence and the Danielson Framework for Teaching. Participants examined a component that was common to both rubrics– student engagement. The ACS Athens SoE focused on teacher performance while Danielson’s Framework focused on student performance. Participants examined the two rubrics and saw that the Framework focused on student learning while the SoE focused on the teacher as a disseminator of knowledge. We then applied these rubrics to a classroom setting.

Participants watched an abbreviated classroom lesson and were asked to rate the teacher according to the two rubrics. Participants saw that based on the two rubrics, the teacher received different ratings. The challenge is to ensure that the instrument measuring performance needs to be consistent, based on research, is reliable and valid, and transparent to everyone–both the evaluator and the evaluated. The session emphasized the value of clear performance standards, evidence-based evaluation processes, and ongoing professional learning as essential components of school improvement. Participants examined how meaningful feedback can foster reflective practice, encourage innovation in teaching, and support a culture of continuous growth. The workshop concluded by reaffirming ACS Athens’ commitment to student-centered evaluation systems, instructional excellence, and the pursuit of educational practices that empower both teachers and learners to achieve their highest potential. ■

ETHOS • FALL 2026

The Optimization of I.T. Workflow by Mary Manos, Pavlos Dieronitis, Jim Koulyras, Pavlos Vasileiadis, Vicky Anagnostopoulou, Marinos Makris and Mohammed Elsyad

his evaluation research initiative of the Technology Department at ACS Athens investigates how an educational organization can systematically optimize its operational workflows to serve all departments efficiently while remaining within budget. Educational institutions frequently suffer from severe administrative inefficiencies caused by outdated, manual, or paper-based processes that consume valuable time and resources. Overcoming these challenges matters because workflow automation directly improves transparency, task speed, and data accuracy, allowing school staff to shift their focus from repetitive tasks to strategic improvements and meaningful interactions that enhance the learning environment. To address this, the school’s technology team analyzed the historical evolution of their system which progressed from manual paper trails through disjointed digital tools (such as K-12USA and Google Calendars) and early unified platforms (QWare) before successfully implementing a modern solution through TMA Systems. The methodology involved a mixed-methods approach to evaluate this transition, capturing and analyzing data from historical logs, targeted interviews, and formal surveys distributed to general system users and departmental supervisors. The study concluded that the integration of TMA Systems created clearer operational processes, generated faster maintenance turnaround times, and drastically improved school-wide resource management. While general users found the automated notifications straightforward and supervisors reported more effective daily task management, varied feedback regarding the event-booking module indicates a need for targeted staff training. Ultimately, by fostering a highly efficient, well-managed institutional environment, the implementation of this centralized platform indirectly elevates the day-to-day environment for student learning and growth. ■

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Chat-GPT’s (AI) Impact on Implementation of a tunities to apply branding principles through the creof communication materials. Findings showed Brandbook ation strong engagement in content creation but signifby Maria Matakia, Carla Tanas, Lydia Skampavia, Katerina Apostolaki and Leda Tsoukia

his action research examined how artificial intelligence could support the consistent application of organizational branding guidelines. The study emerged from the observation that leaders and students who create communication materials often lacked familiarity with key brand elements, resulting in inconsistent branding practices. The research investigated whether a custom GPT tool could help users apply the organization’s brand book more effectively, improving communication, strengthening brand identity, and increasing efficiency. The proposed solution was a custom GPT trained on official branding resources to provide branding guidance and design support. A review of relevant literature revealed limited research directly addressing AI-supported brand guideline implementation. However, studies on chatbots indicated potential benefits, including increased efficiency, personalized support, and assistance with administrative tasks, while also emphasizing the importance of continuous feedback and ongoing refinement. The research employed both quantitative and qualitative methods. Survey data collected from 21 participants assessed familiarity with branding resources, logo usage, and visual identity standards. Interactive workshops with students provided practical oppor-

icant gaps in awareness and correct application of branding guidelines. Most participants were unfamiliar with available brand resources, and knowledge of key visual identity elements was limited, despite widespread recognition of the official logo.

Although the initial plan centered on implementing a custom GPT solution, financial considerations and data privacy requirements made large-scale deployment impractical. As a result, the project evolved toward the development of a centralized ACS Athens Brand Center website. This platform will provide direct access to approved logos, color palettes, templates, communication guidelines, and brand assets, offering a cost-effective and sustainable solution for promoting consistent brand application while preserving organizational brand integrity. Furthermore, the centralized Brand Center aims to reinforce and facilitate the strategic positioning of ACS Athens by ensuring that all communications consistently reflect the institution’s identity, values, and distinctive educational mission. ■

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The Impact of Virtual Learning Grading Practices To evaluate the effectiveness of the intervention, parby Panagiotis Mologousis

his evaluation research examined the implementation and impact of the Foundational Grading Pillars framework within the ACS Athens Virtual Program during the 2025–2026 academic year. The purpose of the intervention was to strengthen the alignment between grading practices, instructional design, and the program’s hybrid learning methodology, while promoting greater consistency across virtual courses. The research was initiated following a review of gradebooks from nine virtual courses taught by ten instructors across five academic disciplines and involving seventy students in Grades 9–12. The analysis revealed variation in grading categories, weighting systems, and assignment types. Despite these differences, most learning activities could be grouped into three core dimensions: synchronous learning, asynchronous learning, and assessment. These findings highlighted the need for a unified framework to support coherent instructional and assessment practices. In response, the Foundational Grading Pillars framework was developed and introduced. Grounded in existing gradebook practices, the program’s hybrid learning model, and research-informed principles of online teaching and assessment, the framework established three grading pillars—Synchronous Learning, Asynchronous Learning, and Assessment—supported by clearly defined learning tasks and implementation guidelines for faculty.

ticipating instructors completed a post-implementation survey. Results indicated a positive impact on academic rigor (80%), student learning outcomes (80%), equity and reliability in grading (70%), and the overall quality of online instruction (70%). Instructors also reported benefits within each pillar, including enhanced opportunities for immediate feedback and collaboration in synchronous learning, increased student autonomy and reflection in asynchronous learning, and improved consistency and meaningful feedback through assessment practices. The findings suggest that the Foundational Grading Pillars framework provides a practical structure for aligning grading practices with hybrid learning principles, contributing to improved instructional quality and assessment coherence. Future evaluation efforts should focus on incorporating student perspectives and performance data to examine the long-term effectiveness and sustainability of the framework. ■

ETHOS • FALL 2026

Holistic Development of intervention is grounded in theories of social learning and the Zone of Proximal Development, alongside Pre-K Students self-regulation and executive function frameworks emphasizing the role of predictable routines and guidby Sophia Moros, Katerina Demoulini, Georgia Katsipis, Tonia Kemou, Dionysia Themeli, Donna Maglara, Annie Salourou and Chrysannie Siamou

his action research examines the impact of a structured play intervention within an early childhood daycare setting for children aged 3–4, focusing on improving self-regulation, engagement, and classroom climate. Classroom observations identified the post-lunch period as a consistently highrisk time for fatigue, emotional dysregulation, and behavioral escalation, leading to increased peer conflict and reduced learning engagement. In response, a targeted intervention was implemented, consisting of a 15–30-minute post-lunch structured play session delivered in small groups, incorporating cooperative games, sensory-motor activities, and calm, predictable routines, supported by educator scaffolding. The

ed interaction in supporting behavioral and cognitive control. Observed outcomes indicated reductions in behavioral incidents, improved peer interactions, increased sustained attention, and a calmer, safer classroom environment. These findings suggest that intentionally integrating structured play aligned with children’s regulatory needs can enhance both developmental outcomes and classroom functioning. Further research is recommended to evaluate long-term effects and scalability across diverse early childhood contexts. ■

ETHOS • FALL 2026

The Enhancement of Student Learning through Media by John Papadakis, Thanasis Palos and Vana Alexopoulou

n contemporary K–12 education, media literacy is shifting from passive analysis to active, learner-led multimodal expression. This research examines how hands-on media production environments, such as the ACS Athens Media Studio, serve as vital interdisciplinary laboratories that promote student engagement and holistic learning through student-led initiatives such as the “Owlcast” podcast and vidicast productions. By transforming learners from passive consumers into active creators, these programs prepare students for academic, professional, and personal growth. The core pedagogical framework utilizes a structured three-phase media production cycle consisting of pre-production, production, and post-production, with each phase fostering distinct cognitive and social competencies. Pre-production tasks, such as scripting, scheduling, and storyboarding, cultivate executive functioning, strategic planning, and organizational skills. The active production phase relies on collaborative roles, including directors, camera operators, and sound engineers, helping students develop mutual respect, social-emotional intelligence, and teamwork. Finally, the post-production editing phase promotes deep reflection as students analyze footage, assess narrative clarity, and evaluate their creative choices. This systematic workflow facilitates integration across diverse academic disciplines, bridging STEM,

humanities, and wellness curricula. Rather than treating media as an isolated subject, student productions make abstract concepts tangible by connecting them to literature, global ethics, international law, neuroscience, astronomy, and the high-level IB Theory of Knowledge (TOK) curriculum. Furthermore, learner-led media serves as a powerful vehicle for global citizenship and inclusivity. Student-led advocacy programs address topics such as refugee support and international diplomacy, while technical workflows introduce universal design principles through accessibility methodologies, including audio description (AD) for blind audiences, subtitles (SDH) for deaf and hard-of-hearing audiences, and neurodiverse-friendly FilmPix pictograms. Empirical educator feedback underscores the benefits of this integrated curriculum, highlighting growth in student creativity, presentation skills, teamwork, and time management. Additionally, the resulting audio and video archives help preserve institutional history and strengthen alumni connections. To maintain future readiness and sustain excellence, the strategic direction of these programs incorporates advanced workflows in spherical storyboarding for VR/AR, digital storytelling with AI, and AI ethics. Ultimately, this pedagogical approach equips learners with technical literacy, independence, and civic responsibility. ■

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mixed-methods approach was employed, combinThe Impact of Aing both quantitative and qualitative data. Surveys were administered to LEP students and instructors to the Learning explore their perceptions and experiences of the program, while a secondary analysis of MAP assessment Enhancement scores was conducted to evaluate academic growth in language, reading, and mathematics. Participants Program on included LEP students in Grades 5–10 and program instructors during the 2023–2024 academic year. Academic Outcomes The findings indicated that students generally perby Sophia Pappas, Anneta Archontidou and Dimitra Liakou

his evaluation study examined the impact of the Learning Enhancement Program (LEP) at ACS Athens on the academic outcomes of Middle School and Lower Academy students, as well as the experiences of both students and instructors participating in the program. The LEP is an after-school academic support initiative designed to help students improve or maintain their academic performance through targeted homework assistance and mathematics support. Evaluating the program’s effectiveness is essential for determining its contribution to students’ academic growth and stability, as well as for identifying opportunities to better support diverse learning needs.

ceived LEP as a valuable and supportive resource and reported attending the program regularly. Instructors identified student engagement, consistent attendance, timely feedback, and small-group instruction as key factors contributing to positive learning outcomes. Academic results revealed modest gains in overall MAP scores, stable performance in language and reading, and stronger growth in mathematics, with the majority of students demonstrating measurable progress between semesters. Overall, the study concludes that the LEP provides meaningful academic support and contributes positively to student learning. The findings further highlight the importance of consistent attendance, active engagement, effective instructional practices, and small-group learning environments in fostering student success. ■

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Streamlining Tennis intervention included a phased implementation of Administrative updated digital systems, including registration pathways, improved payment procedures, and the introProcesses duction of an online platform to streamline communication and member access to services. by Igor Schoenefeld and Labrini Rontogiannis

his action research project examined how strategic digital transformation could improve the administrative operations and overall member experience of the ACS Athens Tennis Academy participants. As the Tennis Academy expanded, existing administrative systems, largely dependent on manual processes, spreadsheets, and legacy tools, became increasingly inefficient, resulting in repetitive inquiries, inconsistent workflows, and time-consuming administrative tasks. The project aligned with the ACS Athens Sustaining Excellence initiative and focused on identifying scalable, data-driven solutions to enhance efficiency, transparency, and service quality. Using a mixed-method action research approach, the study combined quantitative and qualitative data collected through surveys, administrative time tracking, inquiry analysis, and reflective staff observations. The

Baseline data collected between December 2024 and March 2025 revealed 325 member inquiries requiring manual intervention and approximately 49 hours of administrative handling time. Following implementation, inquiry volume decreased by 35%, administrative time was reduced by 35%, and average inquiry resolution time improved significantly. Member satisfaction increased from 65% to 80%, while fee-related questions declined by 33%, demonstrating improved clarity and communication. The findings demonstrate that structured digital integration can meaningfully improve operational efficiency, consistency, and stakeholder satisfaction within educational athletic programs. Furthermore, the project established a replicable framework for institutional improvement that can be adapted. The research ultimately supports the continued integration of systems through the school wide used system to create a unified, sustainable, and scalable administrative model for the future. ■

ETHOS • FALL 2026

Online Admissions through Skyward by Frances Tottas and Anita Palimeri

his action research project examined the impact of enhancing the admissions and onboarding experience for new families through process improvement, intentional communication, and the integration of digital enrollment systems. As ACS Athens continues to grow and serve an increasingly international community, understanding how families experience the transition into the school became a critical component of sustaining institutional excellence. By improving the enrollment and onboarding experience, it supports student readiness, family engagement, and a stronger transition into the teaching and learning environment at ACS Athens. The study explored the question: “What is the impact of developing an online application process and enhancing admissions and onboarding practices for new families?” Using a mixed-methods approach, data were collected through parent surveys, observational notes, and a review of current research and best practices in enrollment management and onboarding. The study also examined the implementation of new digital platforms and communication strategies designed to support families throughout the enrollment journey.

Findings revealed that personalized communication, responsiveness, and relationship-building were highly valued by families and contributed significantly to trust and overall satisfaction. Survey results demonstrated strong positive perceptions of admissions communication, while also identifying challenges related to online application navigation and document submission processes. These findings reinforced the importance of balancing efficient systems with meaningful human interaction. As a result of the research, several process improvements were implemented, including streamlined admissions communications, enhanced onboarding practices, greater transparency within enrollment systems, and continued collaboration with Information Technology to support platform transitions. The study concludes that while effective systems are essential, strong relationships remain equally important in fostering family confidence, belonging, and long-term engagement. Sustaining excellence requires both operational efficiency and a continued commitment to a family-centered enrollment experience. ■

ETHOS • FALL 2026

The Impact of project yielded an actual Return on Investment (ROI) of about 2.5 years, representing an exceptional amorEnergy Transition at tization rate for an investment. Environmentally, the school campus significantly reduced its carbon footACS Athens print, preventing over 500 tons of CO2 emissions and approximately 400 tons of nitrogen oxides (NOx) over by Stavros Tzanetakos and Dimitri Grant

his study investigates the financial, environmental, and operational feasibility of replacing heating oil with natural gas at the ACS Athens school campus through a comparative analysis of theoretical projections and actual outcomes. The research architecture is centered around a comprehensive eightyear dataset of detailed, actual metrics collected from 2018 to 2025. The project’s timeline is structured into two distinct phases. The first phase involved rigorous pre-feasibility planning, utilizing theoretical calculations to evaluate the viability of the transition and support the final investment decision in 2018. Following the project’s implementation and completion between 2019 and 2020, the second phase focused on the continuous monitoring of real-world, post-installation actual data until 2025. This allowed for a direct, longitudinal comparison to validate whether the initial theoretical forecasts aligned with actual performance metrics. The methodology was strictly aligned with national regulatory frameworks and international academic standards. The baseline parameters for the theoretical models were established using the Technical Guidelines of the Technical Chamber of Greece (TOTEE) and the official Greek Government Gazette (FEK) regulations for natural gas installations, alongside relevant international literature. For validation purposes, highly detailed actual retail price data (daily and monthly averages) for both fuels were gathered for the 2018–2025 period, based on the Ministry of Energy and Development lists. Energy consumption was analyzed using the official calorific value of natural gas provided by the Ministry of Environment and Energy. By mapping actual monthly campus consumption against historical fuel prices, the real financial benefits were calculated. Notably, this actual dataset also captured the profound impact of global geopolitical developments, specifically how the war in Ukraine caused major fluctuations in energy markets, which are visibly reflected in the study’s comparative diagrams. The results demonstrate that the transition was a highly successful investment, fully verifying the accuracy of the preliminary theoretical study and the expected benefits. The ACS Athens campus achieved significant actual financial savings in heating energy production, which reached up to 40% in specific years. The

the monitored period, alongside substantial reductions in sulfur dioxide (SO2).

In conclusion, the transition proved to be a highly successful investment for the school. Thanks to an exceptionally low and rapid Return on Investment (ROI), the project delivered major financial savings and significant environmental benefits. Furthermore, it brought immense everyday convenience and vastly superior ergonomics to the campus, eliminating all the operational difficulties, logistics, and odors associated with the old heating oil system. ■

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Peggy Pelonis, Pascal Apostolides, Chris Perakis, Maddie Hewitt

Mary-Ann Augoustatos, Dr. Peggy Pelonis and Stavi Dimas Julia Tokatlidou

Iraklis Prokopakis, Rose Puffer, Lina Lewis, Peggy Pelonis, Adela Gondek, Demetri Paneras,Tim Ananiadis, Mark Wolper

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Tassos Benetatos

Kostas Dimitropoulos and Julie Crain

Aristotelis Tziampiris Helen Maravegias

Nasy Patakiouti

Maintenance

Stacy Filippou

Mary Manos, Vicky Anagnostopoulou, Jim Koulyras, Pavlos Vasileiadis, Mohammed Elsyad