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Dissertations / Theses on the topic 'Greek education'
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1
Gkofa, Panagiota. "Greek Roma in higher education : a qualitative investigation of educational success." Thesis, King's College London (University of London), 2016. http://kclpure.kcl.ac.uk/portal/en/theses/greek-roma-in-higher-education(b46662e1-ad70-4453-9a28-d19801c69b32).html.
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Much of the research that deals with Roma education in Greece concentrates on the high dropout rates and low attainment of this community, contributing towards a negative view of Roma’s educational achievement. In contrast, this study investigates the trajectories of twenty Roma who can be regarded as educationally ‘successful’ as they have all entered higher education. In this qualitative study, in-depth interviews were undertaken with these participants to elicit their experiences and accounts of what contributed to their educational success, their perceptions of success and their suggestions on how to improve educational provision for the Roma in Greece. The sample reflects Roma heterogeneity in Greece in terms of socio-economic status, locality and gender in particular. Two theoretical contributions frame this study. Bourdieusian concepts of habitus, capital and field are deployed as key analytical tools to illuminate the participants’ family backgrounds, their pre-university educational experiences and the forms of support that facilitated their access to higher education. This study also draws on Fraser’s economic, cultural and associational dimensions of social justice to explore the participants’ perceptions and experiences of success and understand what the participants propose for developing suitable policies for Roma’s future education in Greece. The findings are organised into three main clusters. The first set of findings deals with the factors that contributed towards the participants’ uptake of higher education. Supportive parenting and teacher mentoring made a significant difference to the participants’ educational success, according to their accounts. For those participants from a more privileged background, accessing higher education was experienced as being more the norm. The second set of findings suggests that individual experiences and beliefs underpin the participants’ constructions of success and educational success. There is a focus on the female participants’ views and experiences as they sometimes face additional difficulties in accessing education because of intersections of sex/gender and Roma culture. Male and female participants highlighted the role that aspects of traditional culture still play in shaping educational success, mainly with reference to a longstanding pattern of early marriages in the community. However, the gender gap inside the Roma community is being mitigated, according to the participants. The final set of findings relates to the participants’ recommendations about how best to support Roma pupils in Greece. Some interventions addressing the Roma were suggested but only on a short-term basis, in order to benefit the Roma without adding to their further marginalisation. Tackling poverty related issues for the whole student population was prioritised over offering any targeted provision to the Roma as a separate group. The study concludes by discussing key research limitations, identifying research areas for further development, raising implications for policy and practice and by calling for more attempts to enhance Greek Roma’s educational progression.
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Markopoulos, Apostolos. "Politics and education : the democratization of the Greek education system." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10020165/.
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This thesis is a study of the developLent of tne Greek educational system, from the foundation of the modern Greek State in 1828 to 1981. In that period, Greece underwent a series of changes in political organisation. Greece was a monarchy, a republic, a democracy and a dictatorship, was occupied by foreign powers and suffered a civil war. These political changes were of great significance for the educational system of Greece, and the development of education in each period must be seen as closely related to the peculiar political situation in each period. The thesis traces the increasing polarisation of educational politics in Greece which was linked to the violent shifts in political power in the country as a whole. It gives detail of the debates on education which centred on the question of which form of the Greek language to use as the medium of instruction in schools, and the structure and method of selection for the secondary cycle of education. However, the history of Greek education also illustrates the failure to implement important reforms. While education has been an important issue in Greek politics, exercising both politicians and the general public, many areas, especially rural areas, have remained without adequate educational provision, insufficient resources have been provided for education, and illiteracy rates have remained disturbingly high. This thesis also reveals an increasing convergence on the part of politicians from different parts oi the political spectrum with regard to educational policy. Despite the vigorous debates, the areas about which there now exis s , conoensus are considerable. The only conclusion which can be drawn from this is that if education were removed from some of the political pressures to which it has been subject in the past, and if adequate resources were to be made available, substantial improvements could be made in educational provision on the basis of broad agreement. Since education and political development are closely linked, this is also a possible way of securing the future of democratic Greece.
3
Skouroupathis, Nicolas. "Outdoor Education in the Greek Mathematics Textbooks." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-94681.
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Outdoor education is a promising educational field that can support indoor education and provide benefits beyond the evidentknowledge. Outdoor and indoor education together can formulate the ground for an integrated learning. In Greece, like manycountries, outdoor education and its potential contribution to the learning process have not been clearly and intentionally testedyet, even though the country tends to follow a progressive educational philosophy. This research focuses on the subject ofmathematics and explores the connections between the existing philosophy and practices of mathematics education in Greece andoutdoor education theory and practice. Following the method of content analysis, the connections were identified through theexistence of basic outdoor education concepts in the mathematics textbooks of the last three grades of primary school. Althoughthe expectations, because of the lack of personal experiences, could not be high, the application of outdoor education seems to befar from impossible in Greece. It could rather flourish even without any changes in the books, when its potentialities are realizedby the teachers.
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Kremmyda, Stamatia. "Resistance to change in Greek higher education." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021914/.
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This thesis is a study of resistance to the changes in Greek higher education that were implemented within the framework of the 1999 Bologna Agreement of the European Union in the period 2007-2008. The changes that occurred were of great significance for Greece’s education system as they introduced important changes in the structure and function of Greek higher education. This thesis argues that the organisational culture that had been created throughout the history of Greek higher education was a powerful factor that provoked resistance to the new policies. Methodologically, the thesis argues that discourse, change and institutional culture are closely tied together, and that this is of crucial importance in creating, modifying, and sustaining change within higher education institutions. The process of resistance is examined through the theoretical framework of Critical Discourse Analysis (CDA) (Fairclough, 1995, 2000, 2001, 2003, 2009; Chouliaraki and Fairclough, 1999), and within this framework by applying the empirical-analytical method of the Discourse Historical Approach (Wodak and Meyer, 2009; Reisigl and Wodak, 2009). The framework and method for the study are also complemented by the discourse theory of Laclau and Mouffe (1985). The narrative of the thesis includes a critical examination of the hegemonic struggles that occurred in the 2007-2008 period, the perceptions and ideologies of the key stakeholders (politicians, university faculty, and student groups), and the ways in which the discourses about Greek higher education have been influenced by social, political, and institutional factors. Finally, the implications of the findings for adding to the existing knowledge about management and change in higher education institutions are discussed.
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Papanastasiou, Efthymia. "Gender and leadership in Greek primary education." Thesis, London Metropolitan University, 2016. http://repository.londonmet.ac.uk/1023/.
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Women constitute more than half of the teaching force in primary schools in Greece but men are more likely than women to achieve headship. In other countries (e.g. in the USA, in the UK and in other European countries) women are represented in educational leadership in disproportionately low numbers, too. The aim of this thesis is to cast light on the neglected phenomenon of women’s relatively low participation in Greek primary school leadership and to explore the constructions of men and women head teachers and teachers regarding headship and gender. More specifically, the research offers insights into women’s and men’s experiences of progressing to and experiencing primary school leadership in Greece; examines whether and to what extent these experiences are gendered; and maps the participants' constructions of primary headship. In addition, I explore the future for women in educational leadership in Greece. The study is underpinned by a feminist social constructionist paradigm, involving a qualitative analysis of 40 semi-structured in-depth interviews with women and men head teachers and teachers. The findings suggest that women teachers in primary education in this sample, were generally less leadership-oriented than men and followed relatively unplanned occupational trajectories compared with men. Both men and women appeared to need encouragement from colleagues, superiors and family to enhance their confidence and set them on the pathway to headship. Gendered processes in relation to the recruitment and selection of head teachers, as well as traditional 'masculine' stereotypes of leadership, are challenged by the research. It is argued that both men and women participants construct accounts of approaching leadership in a fluid way, reflecting time, place and situation, rather than primarily gender. Finally, implications for theory, policy and practice are discussed and recommendations for future research are proposed.
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Sidera-Sideri, Ioulia. "The effective use of electronic information services (EIS) in Greek higher education and their relationship to current Greek educational practice." Thesis, Northumbria University, 2013. http://nrl.northumbria.ac.uk/13397/.
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Over the past two decades Greek university libraries have had to respond to a changing academic and information landscape which impacts significantly on the type of services offered as well as on the way in which these services are offered. The development of Electronic Information Services (EIS) is a major priority in the Higher Education sector. In the same time, the evolution of learning and teaching practice and the changing demands of the academic community affect the libraries’ role and mission. This research explores the relationship between the education system, in terms of the teaching and learning process that are used particularly in the Greek context and EIS provided by libraries. There is a focus here on whether EIS satisfy users’ needs in the current Higher Education context. A qualitative methodology has been followed in order to provide an in-depth user-centred investigation in two of the libraries at the Aristotle University of Thessaloniki. The empirical investigation draws data from three different groups of participants: students, academics and librarians. It is a user-centered study which presents a picture of the use and understanding of EIS in the context of the library. Conclusions show that the education system strongly influences the library’s operation by determining its role and services. The research is focused on defining the extent to which EIS meet their objectives from the perspective of all the participants groups. It also emphasizes the importance of the communication between the different parts of the university community and the role of the education system regarding the use of the EIS. IT skills and computer access have been identified as two important parameters in defining the effective use of EIS. The findings of this research, based on the two research sites under investigation, will provide an insight and an understanding of the needs of users and the characteristics of the context. Additionally, it can support librarians and academics in their decision about library operations and how those fit with the wider educational setting.
7
Birbili, Maria. "The experience of working in Greek higher education." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313170.
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Hopf, Diether, and Chryse Hatzichristou. "Teacher gender-related influences in Greek schools." Universität Potsdam, 1999. http://opus.kobv.de/ubp/volltexte/2009/4020/.
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BACKGROUND. Although there is a wealth of empirical studies examining the effects and the correlates of student gender in school, teacher gender has rarely been a research focus. Since Greece is one of the few Western countries with an about equal percentage of male and female teachers at primary and secondary levels of public education, it offers itself as a well-suited context for exploring teacher gender-related influences.
AIMS. The aim of the study was to examine gender-related differences in Greek classrooms focusing on teacher gender. It was hypothesised that due to the societal context clear gender effects could be detected. It was also assumed that teacher-student interaction patterns would be influenced by teacher gender not so much as a main effect but as interaction effects involving variables such as student gender, student achievement, grade, and teacher specialisation.
Samples. The samples consisted of 1041 elementary school (mean age = 11.4 years) and 862 secondary school (mean age = 14.3 years) students in public schools in Greece.
METHODS. A multi-informant and multiperspective approach to academic and psychosocial competence was used, involving teacher, peer, and self-ratings. Achievement data were also obtained.
RESULTS. Several significant teacher gender differences were found in teachers'
assessment of students' competence at both age groups. Furthermore, various domains of children's self-concept were found to be different in classes of female and male teachers.
CONCLUSIONS. The findings indicate the need to use teacher gender as a
relevant variable in future research.
9
Christopoulou, Martha. "Conceptualising a visual culture curriculum for Greek art education." Thesis, University of Roehampton, 2008. https://pure.roehampton.ac.uk/portal/en/studentthesis/conceptualising-a-visual-culture-curriculum-for-greek-art-education(c7f68387-643e-4199-9fda-fa45c687350b).html.
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This research contributes to the current debate about the need to redefine the goals and content of art education. The aim was to establish whether or not visual culture should be introduced into the school curriculum at primary level in Greece and if so how. It began with a review of international literature conducted to determine the current state of knowledge about visual culture education and an analysis of recent reforms to the Greek art curriculum. This led to the development of a theoretical framework for the empirical research in Greece and a working definition of visual culture education. The research had two parts. In the first part, the researcher conducted group interviews with Greek children, aged between 6 and 12, for the purposes of establishing their preferences for visual culture genres and their understanding of everyday images as a learning resource. The findings were that these children were aware that they lived in and interacted with visual images in the real world; they preferred looking at television imagery, but did not fully comprehend how they influenced their identity construction. In the second part, the researcher introduced visual culture education content and methods into art lessons in Greece. She conducted an educational intervention in two primary school classrooms over a period of five weeks using an experimental curriculum entitled ‘Deconstructing Television Imagery’. The evaluation found that the curriculum focus on telenovelas and Barbie animated films motivated learners to participate in art lessons and extended their understanding of these visual culture genres and how they impact on viewers’ lives. A conclusion reached at the end of the research was that the primary school curriculum in Greece should include visual culture. Visual culture education should take into account the particularities of Greek students’ visual experiences and of Greek art education and culture. Consequently it should include fine arts, mass media and material culture, performing arts and the arts of spectacle. It would benefit from being interdisciplinary and embracing principles of critical pedagogy.
10
Mountakis, Costas. "Curriculum development in physical education in Greek primary schools." Thesis, University of Leeds, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252692.
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Vassiadis, George Andrew. "The syllogos movement of Constantinople and Ottoman Greek education." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301138.
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Sarff, Krystina. "Cultivating Strong Citizens Through Public Education: Greek and Roman Methodology as a Pedagogical Approach in Public Education." Master's thesis, Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002675.
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Hanos, Stergios. "Developing information skills in Greek schools." Thesis, Loughborough University, 1997. https://dspace.lboro.ac.uk/2134/28124.
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This thesis addresses the problem of facilitating learning by the use of information skills in Greek schools. It examines the interrelationship between the teaching of information skills and the need for a re-orientation of educational priorities and objectives for Greek education.
14
Varelas, Dimitris. "Orff-Schulwerk applications in Greek settings." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272706.
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Mavrommatis, Ioannis. "Classroom assessment in Greek primary schools." Thesis, University of Bristol, 1995. http://hdl.handle.net/1983/5a055807-d52e-4432-8c14-3c4aa27050ec.
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Skepastianou, Maria. "Promotion of preservation and conservation in Greek libraries with special reference to the education of Greek librarians." Thesis, University College London (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327354.
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Hadjigeorgiou, Demetris George. "Family capital, ethnicity and education : Greek-Cypriots in North London." Thesis, City University London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575416.
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This project is a qualitative study based on forty-three interviews I conducted with Greek- Cypriot parents in North London, and five interviews with key community workers. The interviews investigated the extent to which the parents used family capital to help their children academically. Recent work has examined the degree to which ethnic minority communities generate family capital with the purpose of providing an environment which facilitates their children's educational achievement. The central idea behind family capital is that parents belong to ethnic communities which attach great value to the educational achievement of their youths and, therefore, take actions to make their children academically successful, in the process overcoming structural inequalities which might otherwise hinder their academic trajectories. Although a relatively new theoretical development, family capital chimes with the idea, prevalent in both academic literature and wider public discourse, of the immigrant drive for their children to succeed academically. Family capital consists of a combination of social capital and economic capital and has three components, which will form the basis of the data chapters: parents being embedded in ethnic communities which demand educational success, which motivates them to instil values of academic achievement into their children; parents having a preference for their children to mix with co-ethnics due to the similarity of norms which exist in these networks; and the prioritisation of economic spending by families on education. Greek-Cypriots are a good group with which to explore these themes as they have been identified as possessing these attributes. This thesis, however, will demonstrate some limitations regarding how far the parents utilised family capital, pointing in particular to two key factors: the social class of the parents affecting the help they could give to their children; and a level of gender discrimination against the education of girls. Moreover, when social and economic capital were used, they were often directed towards fulfilling other, non-educational goals, as parents felt these goals were extremely important, sometimes vital, for their children to make successful transitions to adulthood; and many parents felt they had greater influence over these goals than their children's academic performance. When considering how social capital was utilised, particular emphasis will be placed on how parents developed trust for their children to be in multi-ethnic networks, thereby offering a rejoinder to work which sees social capital as the preserve of homogeneous communities. It is felt that these points illustrate some limitations in depictions of ethnic minority communities as viewing academic success as the 'be all and end all' of what they want from their children, and of generating the family capital necessary to help their children succeed educationally. viii
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Bazigou, Katerina. "Exploring the pedagogical dimensions of environmental education : the Greek case." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323019.
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Hart, Thomas Edward. "The ancient Greek influence on Friedrich Nietzsche's philosophy of education." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3941/.
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From early in his life Friedrich Nietzsche had a deep and abiding concern for the state of educational practices and cultural development because he felt that the educational system lacked the necessary structure and philosophy to facilitate what he called true culture. His studies of the ancient Greeks led him to an understanding of the importance of the agonistic nature of culture and reality. In the development of his larger philosophical project he saw this knowledge of antiquity as the means for developing contemporary culture and education. In this dissertation I will demonstrate the ancient Greek legacy in Nietzsche's philosophy and that his pedagogical thought is both the foundation of and consistent with his mature philosophical position. In order to achieve this I will begin by looking at the work that Nietzsche did during the period of his active service as the chair of Classical Philology at the University of Basle. I will then move on to the philosophical development of the central questions surrounding history and culture as these relate to education in Nietzsche's thought. This will be followed by an analysis of the connection between Protagoras, Gorgias, Heraclitus and Nietzsche with regard to the central concepts of epistemology and becoming! And finally, I will set out what I take to be the composition and structure of Nietzsche's philosophy of education as this relates to the ideas developed throughout this dissertation. I hope to show that Nietzsche's pedagogical philosophy is best understood as the origin of the concerns and ideas that make up his larger philosophical project and that this is in mm best-read in the context of the tradition of which it is a development and extension, the sophistic tradition of practical and subjective thought.
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Papastamatis, Adamantios. "Teaching styles of Greek primary school teachers." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.
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Palios, Zacharias. "The development of education within the political, economic and social structures of Greece." Thesis, Cardiff University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324904.
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Zotou, Vasiliki. "Effective foreign language teaching : a Greek case study." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239863.
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Mavrou, Panayiotis Kyriakou. "A study of the Greek-Cypriot public education system, 1974-1994." Thesis, Aberystwyth University, 1995. http://hdl.handle.net/2160/ee9afd35-b4af-4ae8-8c39-3b24a72e63a2.
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It is the aim of this study to examine what has been done in Cyprus in the field of education since 1974 when Cyprus faced the devastating consequences of the Turkish invasion which affected all aspects of life in Cyprus and consequently education. Special interest, however, is shown in the development of education prior to 1974 in order to show how decisively the political, social and economic factors influenced the present day education. The introductory chapter describes briefly the aims of this study, the strategy for research and the main sources consulted aiming at providing a compactly general picture of this study. Chapter 2 provides some information concerning the background and history of Cyprus and concentrates on the factors influencing the development of education in Cyprus to 1974. In Chapter 3 is presented a picture of the battle for control of education which was intensified after the 1974 coup launched by the Junta of Athens against President Makarios and the Turkish invasion which caused a crisis of national identity. The same chapter examines the system of educational administration which is highly centralized and a less rigidly centralized system is proposed. Pre-primary, Primary, Secondary and Higher Education is discussed in Chapters 4,5,6 and 7 respectively. Pre-primary education has made great strides and is considered to be necessary for the normal development of children. Its rapid development, however, was necessitated after the 1974 catastrophe when an increasing number of women joined the work force. In Primary education the curriculum which has been developed emphasizes the child's active participation in all aspects of life placing the child in the centre. The graduate entry into primary education creates better prospects for its further improvement. After the Turkish invasion the role of Technical Education became more important since the rebuilding of Cyprus economy was based, to a great extent, on this level of education. Despite the progress made in the field of Technical Education, the prejudice against it hinders its further expansion. The efforts invested in the task of developing Secondary Education after independence have produced results since there have been major innovations, the most important being the Lyceum of Optional Subjects introduced in 1980, which served Cyprus for 15 years and is expected to be replaced by the new proposed system of the integrated Lyceum. The third-level institutions, both in public and private sectors, achieve high standards. However, the educational development in Cyprus reached its apogee with the establishment of the University of Cyprus. Teachers in Cyprus constitute the cornerstone of the educational system; therefore, Chapter 8 is devoted to the teaching profession in Cyprus; the current situation is explained, some problem areas are highlighted and possible solutions are suggested. Finally, the introduction of a Pastoral care system and a Bilingual Education project in schools in Cyprus is examined in the last two chapters.
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Vavouraki, Evgenia Agapi. "Introducing computers into education : a case study of the Greek situation." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10020368/.
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The study explores the process of the introduction of computers into education as an educational innovation. The thesis distinguishes two fundamental categories of computer use in schools (IT and ITE), and identifies the different rationales for their initiation at a national level, and the different objectives they reflect at the school level. It also provides a conceptual framework to explore the process of the innovation. It identifies the value that the computer use represents and the complexity it involves as the main factors that influence its initiation into education. Moreover, it explores the ways in which the meaning of the computer use as well as the context of its implementation influence the computer use. The cases of England and Germany illustrate the theoretical considerations of the thesis. The case study of the introduction of computers into Greek general education attempts to capture the complexity of the process as shaped by the characteristics of computer use and by the specific Greek context. The Greek case study confirms that the value and the complexity of computer use influence its initiation. However, it shows that their codification depends on the specific characteristics of an educational system, the priorities of a country, and its infrastructure. It indicates that the interrelations of these factors at particular points in time, is more important than the factors themselves. It stresses the high levels of technical complexity of the particular innovation. It indicates, however, that a highly centralised bureaucratic educational system can not easily cope with this issue, while more flexible schemata are needed to combine local initiatives with centralised support. Next, it shows that the meaning of computer use is perceived differently by participants and is shaped in the transition from policy to implementation. It demonstrates how policy documents are often contradictory to each other, creating a lack of clarity about the meaning of the attempted computer use. Additionally, the study illustrates that the proposed computer use is not always implemented the way its initiators envisaged it. It suggests that the reasons for discrepancies may differ among educational systems. In the Greek case study discrepancies were due to a lack of clarity in meaning, as well as to a lack of resources. Moreover, the infrastructure provided by the Greek prescriptive educational system to support the implementation of IT did not encourage initiatives on behalf of the teachers. Finally, the case study points that although the fast evolution of technology requires flexible procedures to keep up with change, it also stresses the importance of continuity. Therefore, flexible management structures need to co-exist with long term plans.
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MASTROKOUKOU, SOFIA. "Teaching Effectiveness and SWOC analysis at a Greek Higher Education Institution." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/325866.
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Questa tesi di dottorato consiste in quattro saggi sulla sociologia dell'educazione. Il primo saggio, attraverso una rassegna approfondita, mira a migliorare la comprensione e a concettualizzare l'efficacia degli insegnanti nell'istruzione terziaria. Questa rassegna rappresenta un primo passo avanti nella comprensione della pratica didattica fondata sull’evidenza empirica.
Il secondo saggio introduce un nuovo modo di analizzare le università utilizzando la tecnica di analisi SWOC. Per essere più precisi, l'analisi SWOC viene applicata per la prima volta ad una università greca. I risultati mostrano che alcune debolezze metodologiche e pragmatiche dell’ateneo possono essere superate (ad esempio, budget e tempo di elaborazione, vincoli di spazio, lingua del corso in greco), mentre altri limiti sistematici emersi non possono essere superati senza una riforma istituzionale (ad esempio, l'ingresso di pratiche commerciali nell'istruzione superiore) implementata a livello centrale. Allo stesso modo, alcune sfide possono essere risolte (p. es., limitazioni delle infrastrutture), mentre altre non possono o possono essere risolte solo parzialmente, ma c’è bisogno di tempo, riforme istituzionali di tutto il sistema universitario e creazione di una cultura all’interno della società (p. es., necessità di fondi esterni e maggiore autonomia, auto-finanziamento).
Il terzo saggio si propone di comprendere le determinanti dell’efficacia dell’insegnante in una università greca, confermando la validità di una scala di 21 item in greco intitolata TAGGED. Mira anche alla creazione di una scala più breve (8 elementi) che possa essere utilizzata da qualsiasi università greca per valutare la qualità dell’insegnamento. I risultati rivelano che TAGGED è uno strumento a costituito da tre dimensioni: stile di insegnamento, difficoltà del corso e coinvolgimento degli studenti. Essendo la prima ricerca accademica che indaga la possibilità di utilizzare un questionario più breve presso le università greche per misurare l'efficacia degli insegnanti attraverso la soddisfazione espressa dagli studenti, questo studio può aiutare i ricercatori a condurre indagini accurate utilizzando la scala breve in una qualsiasi università greca.
Il quarto saggio, esplorando il concetto di vulnerabilità, presenta alcuni risultati preliminari riguardanti lo stile di insegnamento preferito dagli studenti vulnerabili di un istituto di istruzione superiore greco. Il saggio individua la vulnerabilità come quadro teorico generativo, e lo utilizza, pur con la limitatezza dei dati a disposizione, per esplorare le vite degli studenti a rischio di vulnerabilità nell’università. I risultati rivelano che, sebbene molti degli studenti intervistati si trovino ad affrontare un qualche tipo di vulnerabilità, la metà di essi non si auto-definisce “vulnerabili”, probabilmente per non essere associati ad etichette e quindi per non essere discriminati o stigmatizzati. L’analisi inoltre analizza la percezione dell’efficacia dell’insegnamento da parte di questi studenti vulnerabili, mostrando come una valutazione negativa dell’efficacia di insegnamento emerga solo per gli studenti che si autodefiniscono vulnerabili, e per gli studenti che chiedono all’ateneo consulenza per la loro carriera. È troppo presto per trarre conclusioni, se non la necessità di ulteriori indagini e la necessità di un ulteriore impegno da parte dell’università per sviluppare opportuni servizi di sostegno agli studenti.This dissertation consists of four separate essays on sociology of education. The first essay, through a scoping review, aims to enhance understanding and further conceptualise teacher effectiveness in higher education from both practical and research-driven perspectives. This review represents an initial step forward in understanding evidence-based practice in the classroom. The second essay introduces a new way of analysing universities by exploring the use of the SWOC analysis technique. To be more specific, the application of the SWOC analysis is carried out in the Greek Higher Education Institution. Results report that certain methodological and pragmatic weaknesses can be overcome (e.g., budget and process time, space constraints, course language in Greek), while other basic systematic limitations cannot without institutional reform (e.g., entrance of business practices into higher education). Similarly, certain challenges can be solved (e.g., limitations of infrastructure), while others cannot or can only be partially resolved, but there is a need for time, institutional and framework reforms and society preparation (e.g., necessity for external funds and increased self‐funding). The third essay sets out to understand the determinants of teacher effectiveness at a Greek Higher Education Institution by confirming the validity of a 21-item instrument entitled TAGGED, based on an exploration of its dimensionality among undergraduate students. It also aims to assess the perceived teaching quality offered at a Greek university by proposing a shorter (8-item) scale that is extremely accurate in measuring teacher effectiveness. Results reveal that TAGGED is a three-factor instrument consisting of the three dimensions: teaching style, course difficulty, and student engagement. As the first academic research that investigates the possibility of assessing a shorter questionnaire at Greek universities related to teacher effectiveness and thus student satisfaction, this study can help researchers conduct confident investigations using the adapted and validated teaching quality instrument within the Greek higher education system. The fourth essay, exploring the concept of vulnerability, presents some preliminary results concerning the teaching style that vulnerable students at a Greek Higher Education Institution prefer. The essay has gone some way, in the limited context of the data, to make a strong case for locating vulnerability as a generative theoretical framework for exploring the lives of students at risk in Higher Education. Results reveal that although many students are facing some kind of vulnerability, they do not want to be self-defined as vulnerable in order not to be associated with labels and thus not to be discriminated or stigmatized. The analysis further identifies a lack of information to support vulnerable students in making choices about their futures, principally in relation to gaining information about pursuing Higher Education. Further investigation suggests that there must be a commitment on the part of Higher Education Institution to develop student support services and personal development planning must be embedded.
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Karardjia-Stavlioti, Eleni. "A-level performance and the development of Greek culture in the Greek supplementary schools of London : a cost-effectiveness analysis." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10021736/.
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This thesis examines the cost-effectiveness of the Greek Supplementary Schools with respect to the two aims they pursue: 1. The good performance of their students in the A-level Modern Greek examination and 2. The maintenance of a 'Greek cultural identity' by their students. In the study I used a random sample of nine schools with 203 students from successive year cohorts. The data was collected through questionnaires, interviews, and group conversations. The ML3 package and the value added method were employed to analyse the factors affecting the A-level results. Discourse analysis with some elements of conversation analysis was used to examine the cultural aim of the schools. The study found that there are differences in the cost-effectiveness of the different Greek Supplementary schools. These differences are mainly due to the student intake (GCSE grade) and to the school type, that is whether it is a church school, a parent's association school or an independent school. The cost of the school appears to have a negative effect on performance, but the effect disappears when the type of school dummy is included. The study also showed that girls do slightly better in the exams than boys and that educated mothers positively influence the performance of students. Also, certain characteristics of the teachers and head teachers as well as factors related to the school organisation and ethos were found to have an effect on the A-level grades. The cultural analysis showed that the school did not appear to be responsible for creating the Greek Identity of students, but developed and reinforced what the family had already given. When the two main types of analysis were brought together, it was found that these two aims are jointly pursued in these schools. The findings of this research will be of use to decision makers in the field of educational provision in the Greek Supplementary Schools. The results show that cost-effectiveness analysis is a useful tool that should be used in school effectiveness studies. The study also shows that in analysing the cost-effectiveness of schools the multi level approach has significant advantages over simple input-output methods.
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Spartali, Ioanna. "Facilitators to integration in Greek physical activity settings." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367959.
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Ryan, Helen-Grace. "Class matters the experiences of female college students in a Greek-letter organization /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386718.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2009.Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4598. Adviser: George Kuh.
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Pappa, Dimitra. "The Game of Success : Educational Strategies among Greek middle class parents in the education market of parapaedia." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-417162.
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The selection process in tertiary education in Greece is characterized by a competitive and grade-oriented system that lays the foundations for the extensive use of private educational services. Family inclination towards private expenditure in education raises arguments for the conversion of public education into a private commodity. This thesis examines how a specific middle class group in an urban setting, the city of Larissa, deals with the system of private investments in upper secondary education. In particular, in the light of Bourdieusian concepts, this study attempts to analyse parental choice and strategies that families set in action for achieving educational success and the social advancement of their offspring, investigating also the role of education for middle class parents. 15 semi-structured interviews were carried out, delivering insightful narratives of parents who had experienced the national examination process. Interviews gave prominence to the unquestionable value of educational credentials for a successful educational and professional trajectory. For the accomplishment of quality education, parents deployed their cultural, economic, and social assets, which enabled them to be effective in the educational marketplace. Choice presented a complex task for parents, which presupposed an intensive devotion of time and energy. Accordingly, educational strategies started from the child’s early upbringing, being employed systematically at the upper secondary level of education. In fact, parental strategies appeared to be a “natural” process pertaining to responsible and caring parenthood. Parents took for granted that children should be satisfactorily equipped with valuable educational qualifications, which were seen as a necessity for a successful future, and an upward trajectory.
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Georgios, Paschalidis. "'Responding to diversity' education policies: a case of a Greek primary school." Thesis, University of Newcastle upon Tyne, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485512.
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This study attempts to construct a 'local theory of educational change' in order to address how change proceeds from one 'organizational figure' to another and from policy design to the experienced organizational realities regarding school responses to pupil diversity. The main research questions are; why schools find it so difficult to respond to pupil diversity and, why the gap between schools' designed 'responding to diversity' policies and their experienced organizational realities is so great. At the core of this thesis is a study of a Greek primary school, which has developed different organizational models responding to a wide range ofpupil diversity over a period oftwenty (20) years: The methodology used was ethnography, which with a synthesis of case studies analyzed the school's organizational development through the 'history' of an organization, the 'history' of the related national educational framework, the 'history' of a group of professionals, and, the 'history' ofthe school during the fieldwork. The thesis argues that policies which attempt to address diversity within mainstream educational contexts 'unfold' through a two-level process; the design of an idealized model, and, the emergence of its empirical organizational figure. However, the coexistence of antagonistic language forces, the fluidity of the network of relations, and the. technical-educational dilemmas inherent within the nature of discourses which attempt to address diversity within mainstream educational contexts make policy-design and making disjointed, discontinuous, and unending processes. Taking into account the above implications, schools could establish a framework that could be helpful to teachers to clarify the school's conceptual framework, to synthesize their personal theories, to reflect collectively on their experienced technical-educational dilemmas, to describe power strategies, and finally, to transform themselves into dynamic agents of change.
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Sideris, Ioannis. "The reproduction of the Greek nautical ethos through education and practical training." Thesis, University of Kent, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594264.
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This thesis is an ethnographic study tracing the facts, the meanings, and their translations that make apparent the interconnections between an educational institution, a professional world, and a particular type of social network. The educational institution is the Merchant Marine Academy of Greece; the professional world is that of the Greek seafarers working on board Greek-owned merchant ships; the social network is what I call a Greek maritime 'nepotistic' network. The problem this research pinpoints is the need to identify, describe, analyse, and interpret the role that Greek maritime education plays in reproducing the Greek shipping community beyond the transfer of technical skills required by the profession. My thesis can thus be schematized as the ethnography of an educational institution, the Merchant Marine Academy, coupled with an ethnographic account of the link that unites it with two culture-sharing groups, Greek seafarers and shipping-related entrepreneurs. That link is identified as the 'Greek nautical ethos', or naftosini, meaning 'the human quality of being a good (Greek) seafarer'. My overarching research question can thus be stated as follows: How does Greek maritime education reproduce the Greek nautical ethos (: naftosini)? The internal arrangements of the Greek maritime (nepotistic) networks are often discreet; nonetheless, they are real, and they have very practical consequences. Within these networks, people choose to associate with others who are similar to themselves in some salient respect, thus creating a culturally embedded network. Moreover, the informing influence of ethos results in the organisational upholding and moral sustainability of such networks. Amongst the notable findings of this research is that education and training at the Merchant Marine Academy is interwoven with and constantly informed by a dominant ethos that, in its tum, is constantly interacting with the individual habituses of its members. Another interesting fInding is that students who, thanks to their upbringing, already share the core values of nafiosini are better suited for being transformed into seafarers who are well integrated into the profession and willing to stay in it for the entirety of their career. As a final conclusion of this research, I argue that the Greek nautical ethos assures both the cultural homogenisation and the cohesion of Greek communities of practice related to shipping, while at the same time ensuring the effective screening of candidates to membership in these communities as well as the entire network.
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Photinopoulou, K. "Technology and technical education : A case study in the Greek textile industry." Thesis, Keele University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372831.
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Asonitou, Sofia. "Embedding generic employability skills in Greek accounting education studies : development and impediments." Thesis, Sheffield Hallam University, 2014. http://shura.shu.ac.uk/19291/.
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The aim of this thesis is to explore the response of Greek Higher Education (HE) Institutes to the rapidly-changing global evolutions that lead to the introduction of skills and competences (professional skills) within accounting courses. The introduction of professional skills in HE accounting courses constitutes a "paradigm shift" and signifies the transformation of future accountants (especially management accountants) from "bean counters to business advisors and successful management team members" who will be capable of supporting their employers to overcome global challenges and take informed decisions. The European Union and the Bologna Process have devoted considerable resources and efforts, through the establishment of European Higher Education Area (EHEA) and the European Credit Transfer and Accumulation System (ECTS), to promote professional skills and competences and, through them, the employability prospects of HE graduates. The thesis employs the New Institutional Sociology (NIS; DiMaggio and Powell, 1983, 1991) combined with the typology of Oliver (1991) with regard to the increasing privatisation of HE (Meyer and Rowan, 2006) and specifically institutional isomorphism (coercive, mimetic, normative) as a tool to analyse the pressures and barriers to skills introduction in HE accounting courses. The study employs a Mixed Methods Methodology and a 3-Phase Sequential Exploratory Design (Creswell and Plano Clark, 2007) to investigate the views of three groups of stakeholders: accounting teachers, business administration and accounting students and accountants, via interviews, questionnaires, documentary analysis, web-based research, and informal discussions. The main findings are: Professional skills are considered important by all stakeholders in Greece, but a gap exists between the importance assigned to skills and their delivery by the educational process. The skill in most need of attention is "the ability for students to identify and solve unstructured problems". There are convergent and divergent isomorphic pressures regarding the introduction of professional skills in H.E accounting courses, both internal and external. The internal divergent isomorphic pressures come from three groups: the educational system (i.e. lack of communication, support and motivation), the teachers (i.e. non-reflective practices, lack of training), and the students (i.e. absenteeism, cultural and educational background). The external divergent isomorphic pressures come from the market (i.e. structure and attitude), the state (i.e. tax system) and the employers (i.e. ignorance). The convergent isomorphic pressures are exerted on an individual, organisational and national level and are identified as institutional (coercive, normative, mimetic, normative-mimetic and mimetic-coercive) as well as competitive pressures. Greek HE Institutions have so far adopted strategies of defiance, manipulation, avoidance and compromise in response to skills introduction.
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Besbea, Rebecca. "Physical self-perceptions and participation in physical activities among Greek adolescents." Thesis, University of Hull, 1999. http://hydra.hull.ac.uk/resources/hull:16434.
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The study investigated the physical self concepts and the physical activity levels and patterns of a sample of Greek adolescents. It also provided information about the associations between physical self concepts and physical activity participation. The sample consisted of 405 Greek adolescents (207 boys and 198 girls) aged 14 to 15. The PSDQ instrument (Marsh et aI., 1994) was chosen to measure the physical self-concepts and the Four by One-Day Recall questionnaire (Cale, 1993) to measure the physical activity levels and patterns of the adolescents. Analyses of responses were used to explore the sample's physical self-concept and physical activity responses for gender groups separately. An examination of the relationship between physical self-concept and physical activity was conducted using correlation analyses, M-W tests between activity groups and multiple regression analysis. In order to examine the direction of the relationship an extension of the linear regression analyses and the development and test of two structural equation models was conducted. Analyses of the physical self-perceptions showed that boys had slightly higher self-concepts than girls. Zero-order and partial correlation coefficients, principal and confirmatory factor analyses provided support to the existence of a multidimensional and a hierarchical organisation of self perceptions in the physical domain. The fmdings supported the Shavelson et al., (1976) model of differentiated physical concepts and indicated that the self concept hierarchy is probably more complicated than originally anticipated. Results indicated low activity levels in the adolescents' physical activity involvement. Boys were more active than girls, and adolescents were more physically active on weekdays than at weekends. A daily average of about 2 hours of activity was revealed. Only a small percentage of the sample (23%) was engaged in Moderate and Hard activities. A stereotypical profile for the two genders over the patterns of physical activities, and a lack of variety of activities was also evident. In a second phase of the study, interviews were used to a small size sample to confirm the validity of the questionnaire findings and to explore the current activities and opportunities for adolescents physical activity involvement. Findings indicated that self-perception scores were related to amount of physical activity participation and were able to distinguish between groups of Active and Inactive individuals. The correlation analyses provided evidence that self-perceptions are significantly related to the types of chosen activities. Physically active individuals had significantly higher scores on physical self-concept scales and active males were significantly higher in perceived physical self-concepts than active females. Testing for the direction of the relationship between physical self perceptions and participation in physical activities, no causal relationship was found between the two variables.
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Hatzichristou, Chryse, and Diether Hopf. "School adaptation of Greek children after remigration : age differences in multiple domains." Universität Potsdam, 1995. http://opus.kobv.de/ubp/volltexte/2009/1687/.
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The aim of the study is to explore the patterns of adjustment of Greek remigrant children (coming from the former Federal Republic of Germany) as compared to their peers in the Greek public schools. Teacher, peer, and self-ratings were used and achievement data were obtained. The sample consisted of two age groups, elementary and secondary school students of public schools in Greece. The remigrant students were divided into two groups ("early return" and "late return") based on the year of return to Greece, and the control group consisted of all the classmates of the students. Return students were found to experience problems mainly in school performance. Contrary to the authors' hypotheses, remigrant students do not seem to experience any severe interpersonal or intrapersonal problems as compared to their local peers, indicating a rather smooth psychosocial adjustment. The authors' findings underscore the importance of the right time for remigration.
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Mentzelou, Paraskevi. "Computer assisted learning reading (CALR) for the Greek deaf children." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325807.
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Damaskinidis, George. "Image analysis for translating English multimodal texts into Greek : a multimodal semiotics approach to translation training in a Greek higher education context." Thesis, Open University, 2012. http://oro.open.ac.uk/49080/.
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This study explores the image analysis practices of undergraduate translation trainees in a Greek. university. The key research questions focused on the trainees' perception of the role of visual literacy in translation, the nature of their verbal and visual associations and activities effective for developing this role. Visual literacy, semiotics, and translation theories provided the conceptual framework for this multimodal semiotics approach to translation training, which guided my examination of the way the trainees described semiotic resources, how they used verbal and visual elements of Cl. translation task, and the extent to which they focused on the visual. Expanding on the concept of mediation, I developed a 'verbo-visual' mediation model that included visual semiotic elements to provide a detailed description of the ways in which the trainees intervened in the translation process. Through an action research study I gauged the extent to which the trainees had developed visual literacy skills. I planned a series of tasks centred on the translation of a multimodal text from English into Greek. I used direct and video observation of the students as they performed the tasks and afterwards evaluated their translations. The main findings of my research reveal that the trainees found it difficult initially to consider all the semiotic elements of the data-text whilst simultru1eously translating its verbal elements. However. by providing examples of potential verbal-visual interactions and reflecting on and modifying the tasks, I found that the trainees began to appreciate non-verbal elements as potential translational factors. I was thus able to demonstrate a raised level of awareness of the visual elements of multimodal texts to some extent for all trainees in this study. The research suggests that customized image analysis, photo-elicitation and visualization techniques may play a part in the improvement of translation training in a multimodal semiotics translation environment.
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Kaketsis, Anastasia. "Perspectives of Greek immigrant women and the education of their children in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ49570.pdf.
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Melanthiou, Yioula. "Students' behavious for choice of higher education : An investigation of greek cypriot students." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500470.
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Papamichael, Elena. "Exploring intercultural education discourses and everyday practices in a Greek-Cypriot primary school." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019959/.
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This thesis is an ethnographic study of intercultural education discourses and everyday practices in an urban Greek-Cypriot primary school. The pupil population is comprised of Greek-Cypriots, Eastern European economic migrants and increasing numbers of newlyarrived Iraqi-Palestinian asylum-seekers. Despite the introduction of intercultural education policy in 2001, the education system prescribes a monoculturalist and nationalist ethos. At the same time, the limited opportunities for intercultural education training leave teachers uncertain as to how to respond to the increasing diversity. Informed by ethnographic, discursive and intersectional approaches, this study analyses data from fieldwork conducted in this school for a total of three months over a period of three years. The analysis identifies the discursive resources from which teachers draw to talk about diversity in Greek-Cypriot society and construct the Other, mainly in essentialist and negative ways. It also identifies teachers' constructions of racism on a societal and educational level, including racism denials, minimizations and justifications. The thesis argues that teachers' constructions of racism inhibit them from recognizing and challenging institutional racism and racialized incidents they observe among their pupils. The study also demonstrates how minoritized children become differentially racialized as groups and individuals through institutional, teachers' and children's discourses and practices, regardless of intentionality. As a result, many minoritized children experience school in an environment of harassment. The study discusses the experiences of an Iraqi-Palestinian boy as an example of how intercultural education is implemented. Some teachers' resistance to the dominant discourses of colourblindness and racism denial, and minoritized children's negotiation of their racialized positionings create the spaces of ambivalence that are necessary for change. The findings bear implications for policy and practice in terms of teacher training, development of antiracist policies and supportive networks for teachers, changes in the curriculum, and, structural transformations, so that educational opportunities are equally provided to all children.
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Voliotis, Nikolaos A. "The tradition of Isocrates in Byzantium and his influence on modern Greek education /." Athens : National and Capodistrian university, 1988. http://catalogue.bnf.fr/ark:/12148/cb36649043h.
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Hugo, Wayne. "Journeys of the learning soul: Plato to Descartes." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1005917.
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This thesis aims to build up a picture of what it has meant for us within the western canon to educate a human being through the depths and heights of existence. It uses narrative accounts of educational journeys from ancient, medieval and early modern sources to develop an integral picture of the spectrum of education along with the techniques and fore-structures needed to guide a student through the various stages and encounters. Key metaphors, journeys and relationships - Diotirna's ladder of beauty, Plato's cave, Philo's Abraham and Sarah, Origen's bride and Bridegroom, Plotinus' journey of the alone to the Alone, Augustine's Confessions, the tragic love of Abelard and Heloise, Dante's encounters in the infernal, purgatorial and paradisical realms of human experience, Shakespeare's great playing within the same realm, and Descartes' doubting genius provide a rich ensemble, each resonating with the next, opening out intellectual, affective, volitional, and imaginative paths through the full terrain of human existence. This multidimensional approach points towards a flexible and insightful pedagogics that works with the enormous variety and capacity of human learning rather than heavy-handedly insisting on one path, or, even worse, not recognizing and dealing with specific areas of human living that occur in the upper and lower reaches of our educational endeavours. Phenomenological, Hermeneutic and Integral methods suggested by Heidegger and Wilber amongst others were used to inform the process of research. The results of this thesis are not contained in its reconunendations but in the effects of its reading. It is itself a tool that embodies and encourages the principles of an educational tradition that has existed within the history of western learning, not seeking a return to ancient or medieval ways but to provide a backlight that assists current initiatives working with the full range of human potential.
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Kantartzi, Evagelia. "Sex role stereotypes in Greek primary school textbooks." Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:8059.
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My purpose in this research is to examine the way in which the two sexes are presented in school textbooks. The incentive for pursuing my research was my own experience of using school textbooks and the observation of everyday reality. Until the present time research in Greece regarding the image of the two sexes has been limited to the primary school reading-scheme books. With this study I intend to give a detailed picture of the beliefs about sex roles as these are presented through the whole range of school textbooks. My ambition is that my work - in combination with other similar studies - will help instructors to comprehend and point out the traditional standard beliefs about the two sexes depicted in the textbooks which are used on a daily basis in schools in Greece. This research could sensitise instructors and simultaneously help them to be aware of and recognise the stereotype beliefs in the books they use. In this way they will be able, with the appropriate interventions and discussions, to consider their validity in relation to the children they teach. The present study is presented in 14 chapters. It is divided into two parts. The first part deals with the wide theoretical-work related to socialisation and the sex roles (Chapters 1-2). The third chapter discusses the agents of sex role socialisation (the family, peer groups, media, school). The fourth chapter studies the woman's professional role. Chapter 5 includes a brief description of the Greek educational system and an examination of a girl's place within it. The sixth deals with books as a factor in the configuration of the sex role. Chapter 7 includes a review of the related studies. The second part of the thesis includes the main body of the study, the methodology (chapter 8), the analysis of the results (chapters 9-13) and finally the conclusions and suggestions (chapter 14). Chapters 9-13 have their own separate bibliographies to facilitate reference for readers interested in one particular curriculum area.
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Eastlin, Carolyn I. "Hazing within Black Greek Letter Organizations| Perceptions of BGLO Members and Higher Education Administrators." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10814967.
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ABSTRACT Researchers have noted gender and racial differences regarding hazing practices within Greek-letter organizations (Parks et al., 2014). Black Greek-letter organizations focus on physical hazing practices, while their white counterparts focus on alcohol abuse and consumption (Kimbrough, 2003; Parks et al., 2014). As it pertains to gender, black Greek fraternities are more likely to participate in hazing activities, than black Greek sororities. This research has explored the perceptions of black Greek fraternity members and higher education administrators regarding anti-hazing statues and policies, hazing within black Greek-letter organizations (BGLOs), and its culture. It has been guided by the overarching research question: What are higher education administrators and black Greek fraternity members? knowledge levels and perceptions regarding anti-hazing laws and BGLO traditions and their effects on the BGF members? participation?
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Vougiouklis, Penelope Kambakis. "The accuracy and confidence of Greek learners guessing English word meanings." Thesis, Bangor University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334662.
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Adams, David Alexander. "Greek leadership courses : participation and changes in student leadership practices." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/648.
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The study focuses on the effectiveness of a Greek Leadership class at a university in northern California. Changes in leadership practices were analyzed using Kouzes and Posner's LPI (Leadership Practices Inventory). The LPI was distributed as a pretest and a posttest survey. Analysis in changes of LPI outcomes together with analysis of the four additional questions indicate that the course has a positive impact on students perception of their ability to inspire a shared vision.
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O'Neill, Patricia Purish. "The impact of undergraduate Greek membership on alumni giving at the College of William and Mary." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154138.
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Spandagou, Ilektra. "Comparative and ethnographic research on inclusion : the case of English and Greek secondary education." Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/2974/.
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This thesis presents a comparative ethnographic exploration of inclusion in English and Greek secondary education, and at the same time it examines how comparative ethnographic research can be used for understanding inclusion. Inclusion is seen as inseparable from exclusion and both of them as relating to a citizenship and democratic discourse in education. Educational policy and practice in England and Greece are examined in a comparative way in an attempt to highlight how inclusive/exclusive discourses are both localised and part of an international discourse. The purposes of education in each socio-political and cultural context are examined in relation to knowledge/ability and disciplinelbehaviour discourses as presented in young people's representations of their student identities in mainstream schools. The concept of "frameworks of competence" is used to explore how participants in schools actively negotiate inclusion and exclusion.
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Hatzichristou, Chryse, and Diether Hopf. "School performance and adjustment of Greek remigrant students in the schools of their home country." Universität Potsdam, 1992. http://opus.kobv.de/ubp/volltexte/2009/3635/.
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This study explores the adjustment of Greek remigrant students in Greek public schools after their families' return to Greece from the Federal Republic of Germany. Teacher and self-rating instruments were used, and achievement and language competence data were obtained. The sample consisted of 13- to 15-year-old junior high school students in northern Greece. The remigrant students were divided into two groups ("early return" and "late return"), based on the year of return to Greece. The control group consisted of all the local classmates of these students. Remigrant students (mainly late return) were found to experience difficulties mainly in the language/learning domain and less in the interpersonal and intrapersonal behavior domains.
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Giampili, Ioanna Danai. "Exploring the use of participatory practices in Greek museum education through the prism of identity." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/280283.
Full textAbstract:
The research presented in this PhD dissertation provides a socio-educational perspective on the participatory representation of identity in Greek Laographic Museums. Museums are seen as an extension of formal educational spaces through their educational activities and school partnerships or outreach programmes (Hooper-Greenhill, 2007). However, they are also mainly engaging in the process of interpreting the cultures and communities represented in their collection, thus, assigning them an identity, which they then present to the public (McLean, 2005, 2008). The public, in turn, interprets it through the lens of their own identities. A result of this process is the creation and sharing of new knowledge about identity through exhibition design (Jones, Sandweiss, Mouliou, & Orloff, 2012; McLean, 2006; Newman & McLean, 2006; O’Neill, 2006). This study adopts the stance that exhibition design is the primary way museums are fulfilling their educational role. It puts forward the idea that the involvement of community members in the founding of a museum about their local identity can result in a rich, polyphonous narrative and positively affect the bond and sense of ownership the community develops in relation to the museum and their locale. This is in line with literature predicting that in the context of multicultural societies and increased mobility, bringing people together through shared cultural elements of the location they have in common, can aid social cohesion and inclusion (Graham & Howard, 2008; Hague & Jenkins, 2005; Howard, 2003). As a theoretical starting point, this research was guided by the views of Hall (1997a,1992) on changing identities and the links between identity, culture, interpretation and narrative for being potentially more reflective of current museological practice that is starting to operate within a participatory paradigm. Designed as a case study around the founding of a new museum on a small Greek island, Astypalaia, it used participatory methods in a variety of ways to engage local residents in the process of collaboratively designing the exhibition narrative of this new space that would share the story of life on the island. To frame the main case study, this research also mapped the practices of laographic museums across Greece, in order to point out what a typical museum of that type looks like in this context and assess in what ways Astypalaia is in line or deviates from this. The results of this process were compared to the findings of the case study and linked to literature on participation, education, and identity construction in museums and communities. The following discussion argues that, while collaborative projects require structure, effort and skills in their facilitation, they have the potential to make a museum narrative more representative and inclusive and benefit their participants in multiple ways. By having access to the project from its conception until its final stages, this work aims to provide a holistic view of the challenges and possibilities of implementing a participatory approach in the founding of a new museum and to discuss the knowledge such a process generates.