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Journal articles on the topic 'Education in Cyprus'

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Oztug, Emine Kivanc, and Burcu Karagoz. "Music Education Policies of Northern Cyprus." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (2017): 442. http://dx.doi.org/10.18844/gjhss.v3i3.1613.

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2

Bradshaw, Larry L. "Technical Education in Cyprus." International Journal of Educational Reform 2, no. 3 (1993): 279–85. http://dx.doi.org/10.1177/105678799300200307.

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3

Kececi, Eser. "Art Education in Cyprus." Procedia - Social and Behavioral Sciences 51 (2012): 823–27. http://dx.doi.org/10.1016/j.sbspro.2012.08.247.

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4

Hendrich, Béatrice. "Islamic Religious Education in Cyprus." Journal of Muslims in Europe 4, no. 1 (2015): 7–37. http://dx.doi.org/10.1163/22117954-12341293.

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This article discusses Islamic Religious Education (re) in present day Cyprus on both the southern and northern sides the dividing line established in 1974.reis understood in its broadest sense to includereclasses in formal education, Qur’an teaching in a mosque-like environment or summer school instruction. First an introductory description of the political background of current Cyprus laws is depicted, followed by an illustration of the actors, past events and options for the future. Case studies on recent conflicts in north Cyprus highlight the political aspect of providing or rejectingre.

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5

Kyriakides, Leonidas. "‘Reforming’ primary education in Cyprus." Education 3-13 24, no. 2 (1996): 50–54. http://dx.doi.org/10.1080/03004279685200201.

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6

Turhan, Turgut, Arzu Alibaba, and Ulaş Gündüzler. "LEGAL EDUCATION IN NORTH CYPRUS." European Journal of Legal Education 3, no. 1 (2006): 21–44. http://dx.doi.org/10.1080/16841360701355841.

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7

ANGELIDES, PANAYIOTIS. "Moving towards inclusive education in Cyprus?" International Journal of Inclusive Education 8, no. 4 (2004): 407–22. http://dx.doi.org/10.1080/13603110412331314733.

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8

Achilleoudis, Christodoulus N. "Music in Secondary Education in Cyprus." International Journal of Music Education os-13, no. 1 (1989): 37–41. http://dx.doi.org/10.1177/025576148901300106.

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9

Kivanc Oztug, Emine, and Burcu Karagoz. "Music Education Policies of Northern Cyprus." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (2017): 442–48. http://dx.doi.org/10.18844/prosoc.v3i3.1613.

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This research is a descriptive study aiming to examine the music education policies of North Cyprus in accordance with the documents determining the music education policy. In the research, the general purpose of North Cyprus regarding education, the general structure of the education system, council decisions of the Ministry of Education, government programs and the activity reports of the Ministry of Education, since 1982, were examined and put forward in connection with the existing music education in North Cyprus. The research was conducted by using descriptive analysis, one of the qualita

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10

Hadjisoteriou, Christina, and Panayiotis Angelides. "Intercultural education in situ." Journal for Multicultural Education 10, no. 1 (2016): 33–52. http://dx.doi.org/10.1108/jme-03-2015-0006.

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Purpose The overarching purpose of this paper is to explore the transformation of intercultural education in Cyprus in the context of European integration. More specifically, it indicates the ways in which intercultural policy has been formed by complex and often counteractive influences. The analysis draws upon policy documents collected from the Ministry of Education and Culture (MEC) and interviews carried out with Cypriot policy-makers. Europe has come to play an important role in the development of Cypriot intercultural policy by becoming a mechanism of pressure for educational change. Th

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11

Yaman, Ali. "Mobilization through conflict resolution education–peace education in Cyprus." Conflict Resolution Quarterly 25, no. 1 (2007): 153–57. http://dx.doi.org/10.1002/crq.201.

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12

Tchoh, Bennett K., and E. Biran Mertan. "Understanding the Relationship between SelfConstruals, Self-Esteem, Social Support, and the Sociocultural Adaptation of African Students in Northern Cyprus." Journal of International Students 8, no. 2 (2018): 795–820. http://dx.doi.org/10.32674/jis.v8i2.114.

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In this study, we explored the relationship between self-construals, selfesteem, social support, and the sociocultural adaptation of African students in Northern Cyprus. Based on the responses received from 112 students from Sub-Saharan Africa studying in Northern Cyprus, the results indicated that only the interdependent self-construal and social support predicted sociocultural adaptation. This study highlights the importance of social support and relatedness for international students from Sub-Saharan Africa studying in Northern Cyprus.

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13

Baskan, Gülsün Atanur, and Erim Atalar. "Primary education teacher training policies of South Korea and Turkish Republic of Northern Cyprus." International Journal of Innovative Research in Education 1, no. 2 (2015): 39. http://dx.doi.org/10.18844/ijire.v0i0.121.

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Abstract The aim of this study is to make proposals for the development of Northern Cyprus training teachers in primary education policies applied in the Turkish Republic. In the collection of research data, examining the document method was used.In this context; Among the most successful countries in international exams such as PISA and TIMSS, the structure of the institutions that train teachers for primary education, programs, teachers' selection and appointment process of the teachers were examined in South Korea.The study also examined the teacher training policy in primary education in t

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14

Koutselini, Mary, and Constantinos Papanastasiou. "Civic Education in Cyprus — Issues in Focus: A Curriculum Research Study." Citizenship, Social and Economics Education 2, no. 3 (1997): 113–29. http://dx.doi.org/10.2304/csee.1997.2.3.113.

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This paper presents a curriculum research study aiming at investigating how citizenship in primary schools of Cyprus is constructed. First, the central issues, concepts and attitudes imported by civic education textbooks are identified and their relationship with the unresolved political problem of Cyprus is examined. Furthermore, the way in which civic education textbooks may affect the roles of the citizens is investigated. Content analysis of the civic education textbooks is performed on the basis of 12 factors which were the issues, concepts and institutions identified from the general aim

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15

Hajisoteriou, Christina, and Panayiotis Angelides. "The politics of intercultural education in Cyprus." Education Inquiry 4, no. 1 (2013): 103–23. http://dx.doi.org/10.3402/edui.v4i1.22064.

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16

Angelides, Panayiotis, Tasoula Stylianou, and Paul Gibbs. "Preparing teachers for inclusive education in Cyprus." Teaching and Teacher Education 22, no. 4 (2006): 513–22. http://dx.doi.org/10.1016/j.tate.2005.11.013.

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17

Petasis, Andreas. "Education level and disability type as causes for the discernible wage divergence for people with disabilities." IJHCM (International Journal of Human Capital Management) 5, no. 2 (2021): 58–70. http://dx.doi.org/10.21009/ijhcm.05.02.6.

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In Cyprus, disabled people face many difficulties in accessing employment, as more than 10,000 people with appropriate qualifications remain unemployed. According to worldwide estimates, disabled people receive lower wages compared to individuals without disabilities due to being either unemployed or underemployed more frequently. Using other countries with similar cultural and legal environments, this study examined the correlation between disabled people's wage levels and their disability types and educational levels. In order to gather primary data used for this correlational and regression

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18

Karageorgos, Christos, Athanasios Kriemadis, Antonios Travlos, and Dimitrios Kokaridas. "PLANNING AND IMPLEMENTING TOTAL QUALITY MANAGEMENT IN EDUCATION: THE CASE OF CYPRUS." International Journal of Educational Management and Innovation 2, no. 1 (2021): 1. http://dx.doi.org/10.12928/ijemi.v2i1.2627.

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The transition of TQM from the business field in education started in 1994 to strengthen the humanistic nature of education and improve quality service with the full participation of all involved. Cyprus recognized as a country with highly developed education services and qualitative characteristics that are easily identifiable. However, no studies are published yet concerning the implementation of TQM in Cyprus. The purpose is to examine the design and implementation of TQM at primary and secondary school settings in Cyprus and create a reference point of collecting all partial findings of TQ

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19

Latif, Dilek. "Dilemmas of Religious Education, Freedom of Religion and Education in Cyprus." Religions 13, no. 2 (2022): 96. http://dx.doi.org/10.3390/rel13020096.

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The boundaries between secularism, democracy, pluralism, and religious diversity cannot easily be demarcated. Bringing democratic and secular values together with religious pluralism, accommodating different religious communities, and acknowledging individual rights is a great challenge for many societies. In parallel, religious education (RE) in state schools has been a controversial and unresolved issue. On both sides of Cyprus, RE is organized in a mono-confessional way: while the Christian Orthodox content of RE is linked with Greek national identity in the Greek Cypriot South, Sunni Islam

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20

Mamas, Christoforos. "Understanding inclusion in Cyprus." European Journal of Special Needs Education 28, no. 4 (2013): 480–93. http://dx.doi.org/10.1080/08856257.2013.820461.

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21

Connolly, John, Anne Gifford, Direnç Kanol, and Omur Yilmaz. "The role of transnational education in public administration and public affairs to support ‘good governance’ in the Turkish republic of North Cyprus." Teaching Public Administration 36, no. 3 (2017): 207–21. http://dx.doi.org/10.1177/0144739417738952.

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This article addresses the role and opportunities for public administration and public affairs education in North Cyprus. The context of the research is situated within a transnational education partnership between the University of the West of Scotland and the Management Centre of the Mediterranean (Nicosia, North Cyprus). The dominant narrative of the article is, based on the case of North Cyprus, to provide key insights into why public administration and public affairs education is a force for development in governance and civil society terms. The political context of North Cyprus is such t

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22

Demir, Burak. "Evaluation of social studies teaching textbooks." International Journal of Learning and Teaching 12, no. 1 (2020): 17–29. http://dx.doi.org/10.18844/ijlt.v12i1.4563.

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In this study it is aimed to examine social studies textbooks of Turkish Republic of Northern Cyprus and Turkish Republic of Northern Cyprus 6th and 7th grade students in terms of content analysis. The population of the research model is constituted by social studies textbooks of 6th and 7th Grades of 5 secondary schools that were found appropriate by Republic of Turkey Ministry of National Education Board of Education and the Turkish Republic of Northern Cyprus Ministry of Education Board of Education. In the research, the books were evaluated on the scale by using the content analysis evalua

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23

Uzunboylu, Huseyin, and Nazime Tuncay. "E-learning divides in North Cyprus." Asia Pacific Education Review 10, no. 2 (2009): 281–90. http://dx.doi.org/10.1007/s12564-009-9019-y.

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24

Christodoulou, Diana. "The Status of Physical Education in Cypriot Schools." Physical Culture and Sport. Studies and Research 50, no. 1 (2010): 110–17. http://dx.doi.org/10.2478/v10141-010-0028-7.

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The Status of Physical Education in Cypriot SchoolsA few years ago, comparative research was conducted in thirty-five countries in order to discover the innovative and stimulating aspects of physical education (PE) found all over the world. Cyprus was not included in that special study. The present and future position of PE is a crucial and critical issue in Cyprus. Therefore the author of this paper has carried out an investigation with the aim of revealing the status of PE in the Cypriot educational system and comparing it with other countries. This paper was written on the basis of that res

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25

Aydınlık, Sevil, and Hıfsiye Pulhan. "Education in Conflict: Postwar School Buildings of Cyprus." Open House International 44, no. 2 (2019): 68–76. http://dx.doi.org/10.1108/ohi-02-2019-b0009.

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The terms cyprus, conflict, crisis and war have been almost inextricably intertwined throughout the history of this Mediterranean island. The education system played an important role socially and school buildings played an important role visually first in the dissemination of nationalism when the ethno-nationalist movements within the turkish and greek-cypriot communities increased dramatically under British colonial rule (1878-1960), and later in the dissemination of internationalism in the mid-twentieth century. Despite the increased conflict and nationalism, which was reflected by neo-gree

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26

Phtiaka, Helen. "Parental education in Cyprus: Past, present and future." International Studies in Sociology of Education 9, no. 1 (1999): 95–107. http://dx.doi.org/10.1080/09620219900200033.

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27

Silman, Fatoş, and Mehmet Çağlar. "A comparative overview of citizenship education in Cyprus." International Review of Education 56, no. 5-6 (2010): 671–82. http://dx.doi.org/10.1007/s11159-010-9175-7.

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28

Christou, Miranda. "A Double Imagination: Memory and Education in Cyprus." Journal of Modern Greek Studies 24, no. 2 (2006): 285–306. http://dx.doi.org/10.1353/mgs.2006.0019.

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29

Tsiakkiros, Andreas, and Petros Pashiardis. "Strategic planning and education: the case of Cyprus." International Journal of Educational Management 16, no. 1 (2002): 6–17. http://dx.doi.org/10.1108/09513540210415505.

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30

Zopiatis, Anastasios A., and Maria Krambia-Kapardis. "Ethical Behaviour of Tertiary Education Students in Cyprus." Journal of Business Ethics 81, no. 3 (2007): 647–63. http://dx.doi.org/10.1007/s10551-007-9538-6.

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31

Taspinar, Fatma, and Gulsun Atanur Baskan. "The Comparison of Elementary Teacher Training Policies in the United Kingdom and Turkish Republic of Northern Cyprus." Contemporary Educational Researches Journal 7, no. 2 (2017): 45–49. http://dx.doi.org/10.18844/cerj.v7i2.594.

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The purpose of this study is to compare the training policies of elementary teachers applied in the Turkish Republic Of Northern Cyprus today and the training polices applied in the United Kingdom who was the colonial of Northern Cyprus for many years. For this reason, the Turkish Republic of Northern Cyprus’s elementary teacher training institutions, programs, teacher candidate selection and training period were examined. In addition, in the study from the colonial years (1878-1960) to the present day, leaving the legacy of policies applied in many areas of elementary teacher training in the

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32

Özturan, Seral, and Didem İşlek. "COMPARISON OF PRESCHOOL EDUCATION SYSTEMS IN SOUTH KOREA AND TURKISH REPUBLIC OF NORTHERN CYPRUS." Near East University Online Journal of Education 3, no. 2 (2020): 129–37. http://dx.doi.org/10.32955/neuje.v3i2.254.

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In this study; It is aimed to compare the pre-school education systems in South Korea and Turkish Republic of Northern Cyprus comparatively. The horizontal and descriptive approach used in comparative education studies for this purpose were used together. Using document analysis in the research; Pre-school education objectives, similarities in education system and similarities in the education system, from the Ministry of Education of South Korea and Turkish Republic of Northern Cyprus from the Ministry of Education, the laws of countries, official pre-school education reports, education syste

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33

Karagiorgi, Yiasemina, and Loizos Symeou. "Teachers' in‐service training needs in Cyprus." European Journal of Teacher Education 30, no. 2 (2007): 175–94. http://dx.doi.org/10.1080/02619760701275487.

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34

Karagiorgi, Yiasemina. "Educational broadcasting in Cyprus: a historical account." British Journal of Educational Technology 34, no. 1 (2003): 75–77. http://dx.doi.org/10.1111/1467-8535.00306.

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35

Gökbulut, Burak, Mustafa Yeniasır, and Havva Karabacak. "Opinions and Expectations of Turkish and Foreign National Students Studying at Northern Cyprus Universities Concerning Multicultural and Inclusive/Integrated Education Settings." Education Sciences 9, no. 1 (2019): 9. http://dx.doi.org/10.3390/educsci9010009.

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As of 2018 there are 18 universities active in Northern Cyprus offering education. According to the data provided by the Ministry of Education, there are nearly 93,000 students studying in this country. Approximately 65,000 of these students are of Turkish origin (Republic of Turkey–Northern Cyprus) whereas 27,000 students are foreign nationals. An examination of the universities in Northern Cyprus shows that, in addition to Northern Cyprus nationals, students from various countries, such as Turkey, Egypt, Morocco, Libya, Lebanon, Palestine, Syria, Iraq, Jordan, Iran, Pakistan, India, Banglade

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36

Hoşkara, Şebnem Önal, Özgür Dinçyürek, and S. Müjdem Vural. "Editorial: Unspoken Issues in Architectural Education." Open House International 40, no. 2 (2015): 4. http://dx.doi.org/10.1108/ohi-02-2015-b0001.

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The international conference on Architectural Education, was held at the Faculty of Architecture, Eastern Mediterranean University (EMU) in Famagusta, North Cyprus, on April 3-4, 2014. This conference has been organized in collaboration with the European Association for Architectural Education (EAAE), under the title of “Unspoken Issues in Architectural Education (UIAE)”.

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37

Papapavlou, Andreas. "Language planning in action." Language Problems and Language Planning 34, no. 2 (2010): 120–40. http://dx.doi.org/10.1075/lplp.34.2.02pap.

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In the past thirty years or so substantial research has emerged about the status of dialects and their use in education. The literature on dialects in education is diverse and deals with issues related to both dialectal and bidialectal approaches to education. In the present paper an effort is made to propose the construction of a viable bidialectal program that is (a) optimally suited to the Greek Cypriot linguistic setting, (b) specifically attuned to the sociopolitical and historical context of Cyprus and (c) most appropriate in addressing Cyprus’ educational needs and requirements. In prop

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38

Cassia, Paul Sant. "Religion, politics and ethnicity in Cyprus during the Turkocratia (1571–1878)." European Journal of Sociology 27, no. 1 (1986): 3–28. http://dx.doi.org/10.1017/s0003975600004501.

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This paper examines the relationship between religion, ethnicity and politics in Cyprus during the Turkocratia (1571–1878), the period of Ottoman rule. Its major thesis is that in the pre-industrial framework of Ottoman rule in Cyprus neither religion nor ethnicity were major sources of conflict in a society composed of two ethnic groups (Greeks and Turks) and following two monotheistic faiths(Christianity and Islam) in marked contrast to the recent history of Cyprus. In broad outline it closely parallels Gellner's thesis (1983) that nationalism is a by-product of industrialization, extensive

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39

Kadji-Beltran, Chrysanthi, Nicoletta Christodoulou, Aravella Zachariou, Petra Lindemann-Matthies, Susan Barker, and Costas Kadis. "An ESD pathway to quality education in the Cyprus primary education context." Environmental Education Research 23, no. 7 (2016): 1015–31. http://dx.doi.org/10.1080/13504622.2016.1249459.

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40

Üstün Aksoy, Yeşim. "Opinions of postgraduate students in Northern Cyprus towards distant education during COVID-19 pandemic." World Journal on Educational Technology: Current Issues 14, no. 2 (2022): 329–42. http://dx.doi.org/10.18844/wjet.v14i2.6908.

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In this research, the "case study" model was used to determine the views of university students in Northern Cyprus on distance education during the COVID-19 pandemic process. The population of this research consists of students studying in the districts of Nicosia, Famagusta, Girne and Lefke in Northern Cyprus. The study group was used as an easily accessible case sample and 20 students were studied in the study group. As a data collection tool in this study, a semi-structured interview form consisting of 6 open-ended questions was used, developed by the researchers regarding the views of high

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41

Kanbul, Sezer, and Huseyin Uzunboylu. "Importance of Coding Education and Robotic Applications For Achieving 21st-Century Skills in North Cyprus." International Journal of Emerging Technologies in Learning (iJET) 12, no. 01 (2017): 130. http://dx.doi.org/10.3991/ijet.v12i01.6097.

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It is seen that coding education and robotic applications are integrated or being integrated into education system for students at early ages all around the world. Aim of this study is to reveal the importance of coding education and robotic applications for achieving 21st century skills in North Cyprus. This study is a descriptive study based on literature review. The obtained data were evaluated by the researcher to reveal the current case with a descriptive approach. It is really important for students to receive education on coding and robotics applications in order to be able to acquire 2

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42

ERBAY, Filiz, Derviş AMCA TOKLU, Şermin KUSET, and Hulin SIDDIK. "Comparison of Pre-School Education Curricula of Turkish Republic of Northern Cyprus (TRNC), England, Finland, Southern Cyprus and India." Participatory Educational Research 8, no. 3 (2021): 385–401. http://dx.doi.org/10.17275/per.21.72.8.3.

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43

Kasot, Nazim, and Mehmet Guneyli. "The views of English teachers’ towards school management and school managers*." International Journal of Learning and Teaching 13, no. 3 (2021): 158–83. http://dx.doi.org/10.18844/ijlt.v13i3.5971.

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In this research, it is aimed to evaluate the teaching of English in North Cyprus on the basis of educational administration. The scope of education management was determined according to the opinions concerning school management and school administrators. Qualitative research approach and case study model were used as basis in the research. Participants were selected in accordance with the purposeful sampling, maximum diversity and easily accessible case sampling. Accordingly, 23 English teachers from 6 districts working in secondary education of Norhern Cyprus Ministry of National Education

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44

Baskan, Gulsun, and Nedime Ayda. "A Case Study on the Problems of Teacher Training System Based on the Opinions of Faculty Members, School Administrators, Teachers, and Unionists in North Cyprus." Education Sciences 8, no. 3 (2018): 127. http://dx.doi.org/10.3390/educsci8030127.

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The aim of this study is to establish the problems in training teachers who will be working at primary schools in the North Cyprus based on the opinions of faculty members, school administrators, teachers, and unionists. Using the qualitative research approach, open-ended, semi-structured questions developed by the authors were directed to the participants in order to establish the “teacher training problems” and to obtain data. The study group of the research was made up of six primary school teachers of the Ministry of National Education of North Cyprus, six school principals, six unionists

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45

Constantia, Charalampous, and Papademetriou Christos. "Action research: The key to inclusive education in Cyprus." Journal of Pedagogy 10, no. 2 (2019): 37–64. http://dx.doi.org/10.2478/jped-2019-0006.

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Abstract The main aim of the article is to explore the role of Collaborative Action Research (CAR) in promoting inclusive education within a mainstream school in Cyprus. The preliminary data for this research were gathered using a mixed methodology approach. CAR was then carried out in a single school with 150 participants. The study then examined the extent to which CAR enhanced inclusive education, using interviews. Finally, the results showed that CAR is one of the factors which can lead to inclusion.

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46

Caganaga, Cagda Kivanc, and Ayten Kalmis. "The Role of Puppets in Kindergarten Education in Cyprus." OALib 02, no. 07 (2015): 1–9. http://dx.doi.org/10.4236/oalib.1101647.

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47

Nitsiou, Chrisa, and Marianna Fokaidou. "Teachers’ Views on Diversity in Primary Education in Cyprus." International Journal of Community Diversity 17, no. 3 (2017): 1–12. http://dx.doi.org/10.18848/2327-0004/cgp/v17i03/1-12.

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48

Hajisoteriou, Christina. "Europeanising Intercultural Education: Politics and Policy Making in Cyprus." European Educational Research Journal 9, no. 4 (2010): 471–83. http://dx.doi.org/10.2304/eerj.2010.9.4.471.

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49

Vrasidas, Charalambos. "Educational Technology in Cyprus and Strategies for Higher Education." Educational Media International 39, no. 2 (2002): 123–31. http://dx.doi.org/10.1080/09523980210153462.

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50

Koyzis, Anthony A. "Private Higher Education in Cyprus: In Search of Legitimacy." Higher Education Policy 2, no. 2 (1989): 13–19. http://dx.doi.org/10.1057/hep.1989.20.

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