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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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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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Charalambous, Ioanna. "Greek as an additional language (GAL) school students in Cyprus in late modernity : an ethnographic study of three parallel intensive Greek language classes in two Greek-Cypriot state primary schools." Thesis, King's College London (University of London), 2015. http://kclpure.kcl.ac.uk/portal/en/theses/greek-as-an-additional-language-gal-school-students-in-cyprus-in-late-modernity(a5f4f2a7-d3c4-4da4-9c9e-96e4748e1e64).html.
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This thesis is an ethnographic study investigating the misplacement of students in parallel intensive Greek language classes in Greek-Cypriot primary schools. In 2008, the Cyprus Ministry of Education issued a policy document about the setting up of classes for migrant students to be given intensive instruction in the Greek language in Greek-Cypriot state primary schools, and since then, parallel classes have been offered in schools. However, the establishment of the parallel classes was prompted by the need to respond to EU discourses about human rights for minorities and not by a change in the Hellenocentric ideology that dominates the Greek-Cypriot educational system. The fact that the policy for parallel classes was developed as something extra to regular school life and on the margins of the mainstream reveals that the Hellenocentric character of the curriculum was left untouched. This project focuses on three parallel classes in two primary schools and draws on data collected during fieldwork that lasted five months. The focal children had a migrant background but either total or considerable experience of living within Greek- Cypriot society and competence in everyday spoken Greek-Cypriot dialect; yet, they had been selected for parallel intensive Greek language tuition away from their mainstream class. Taking into account the dominant Hellenocentric ideology in the Greek-Cypriot educational system and with anti-essentialist cultural studies as the theoretical stance, the thesis explores how this phenomenon came about. The empirical investigation shows that children were misplaced because Hellenocentric ideology cannot envisage people who do not have Greek-Cypriot parents and a Greek-only orientation to language as anything else but 'the other'. The thesis concludes that new approaches are necessary in the era of the new globalisation in which new patterns of language and superdiversity are constantly emerging.
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Vasilaki, Eleni. "Stress and anxiety in Scottish and Greek high school pupils." Thesis, University of Dundee, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319213.
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Pieridou, Avra. "The construction of musical identities by Greek Cypriot school children." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10006678/.
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This thesis examines the construction of musical identities among Greek Cypriot school children aged nine to twelve. Cyprus provides an interesting case study of musical identity construction. Its geographical, national and cultural environment provides ambiguous, contradictory and fluid national, cultural and musical meanings that are defined by the oppositions of West/Orient and Traditional/Modern, coupled with the country's unresolved political problem. The research compared the music enculturation of Greek Cypriot children within two schools, hence two sites, one urban and one rural. It describes and analyses the children's musical enculturation by exploring the diversity and complexity of their musical identity construction in relation to local and global forces and the effects of the society's Eurocentric ideology on the children's musical practices in relation to the symbolic manipulation of rural versus urban contexts of the country. It investigates the children's behaviours of performing, composing and improvising, and their reception of music in terms of listening, dancing and talking about their musical experiences in relation to local (Cypriot and Greek), Western and global musical cultures. It gathers qualitative data through observation, interviews and the collection of musical products. The findings indicate that Cypriot children actively construct their musical identities, and are not passive recipients of adult musical meanings. They construct multiple, fluid and often contradictory and ambiguous musical identities, dominated on one hand by Greek nationalism in certain contexts and on the other hand by the hegemonic delineations of Western and global musical cultures. Children often marginalise their Cypriot local musical identities in favour of global, Western and Greek musical identities. Although this thesis critically analyses the homogenising and dominating effects of the global, which cause complex human struggles, and subordinated local musical practices, it concludes that the effects of global processes are highly uneven; and argues in favour of the significance of the local, social and personal, in the construction of musical meaning.
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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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Serafingos, Fotios. "Job satisfaction and central life interests of Greek secondary school teachers." Thesis, Lancaster University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335170.
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Mitakos, Dimitrios. "Computer literacy among Greek primary school teachers : knowledge, skills and attitudes." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311362.
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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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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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Schlundt, Walter W. "A computer workbook for beginning Greek students at Practical Bible Training School." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
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MILIOTIS, GEORGIOS. "School bullying in contemporary Greece : An empirical examination of school bullying and its prevention in the Greek press." Thesis, Linköpings universitet, Tema Barn, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148055.
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School bullying and its prevention have emerged very recently as a crucial topic in the Greek research and media. This thesis uses three bullying cases reported in one of the largest morning newspapers in Greece to analyze the discussions around the definition of bullying and its consequences, causes and solutions. Furthermore, the discussions around the concepts of children and childhood are analyzed and reported. Even though the research in Greece the last five years has taken huge steps forward, it has been only based on a more traditional view on bullying, both in research and the media. This thesis suggests that the new paradigm of new social studies could be a vital analytical view on the studies of bullying and its prevention and could be a very useful alternative to be used by both research and the media.
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Giannouli, Vasiliki. "The development of reading and spelling in Greek preschool and primary school children." Thesis, Royal Holloway, University of London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299948.
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Gkoratsa, Ailina. "The impact of Greek 'all-day' school on teachers', students' and parents' lives." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/8560.
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Context: The aim of the proposed research is to investigate the impact of the pilot ‘all-day’ school scheme in Greece on teachers’, students’ and parents’ lives. The ‘all-day’ school is considered to be an innovative pedagogical reform in the Greek primary education. It was legislated and initiated in the period 1997-2002 in response to the apparent need for an increased work force. In addition, the growing number of working mothers meant that children needed to be looked after in a safe environment beyond mainstream school hours. Since then the ‘all-day’ school remains a project in progress facing a lot of obstacles with the most recent being the economic crisis in Greece which has badly affected all the sectors, private and public, of the country, and consequently the public schools of all levels. Despite its importance for educational reform, only a few studies attempted to examine some of the aspects of the ‘all-day’ school. It is this study’s contribution to provide, for first time, the key stakeholders of the ‘all-day’ school, namely teachers, parents and students, with the opportunity to raise their voices and express their experience and opinions about the effect of the ‘all-day’ school on their lives. Objective: The aim of this thesis is to provide insights on the perceptions and feelings of teachers, parents and students involved in the operation and expansion of the institutionalization of the ‘all-day’ school. These key stakeholders are called to express their voices about the effect of the ‘all-day’ school on their lives. Methodology: This study follows the interpretivist perspective. It does not examine pre-existing theories; instead it relies on qualitative findings collected from policy documents, questionnaires and semi-structured interviews with the ‘actors’ of the ‘all-day’ school, teachers, students and parents. Findings: This study revealed the huge gap between policy and practice in the operation of the ‘all-day’ school. The ‘all-day’ school aimed to fulfill certain pedagogical and social aims, as described in the official policy documents of the Greek Ministry of Education. Empirical evidence from this study indicated that in practice only few of these aims, mainly related to the social dimension of the ‘all-day’ school have been achieved. The ‘all-day’ school failed to achieve significant pedagogical aims such as the homework completion at school. A number of contradictions and dilemmas.
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Kallitsoglou, Angeliki. "The psychological and family characteristics of Greek primary school children with conduct problems." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020579/.
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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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Karastathi-Panagiotou, M. "Creativity, the creative school and the greek gymnasium : A conceptual model for a creative gymnasium." Thesis, Lancaster University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379185.
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Konstantia, Dialektaki. "Conceptualising inclusion as a practice : a critical analysis of the Greek SEN laws and the 'inclusive classes' within a Greek mainstream primary school." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16191.
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This case study was located in a primary mainstream school in Greece with the aim to explore how the Special Educational Needs (SEN) legislative reforms with regards to inclusion and inclusive practice have been developed and implemented in Greece. Prior to the study a critical analysis of the Greek SEN laws (Law 2817 and Law 3699) was undertaken to better understand how SEN and inclusion have been conceptualised and how practice has been guided and legislatively established in Greek mainstream schools. The analysis of the policy documents and the literature review indicated that the most dominant form of inclusive practice in mainstream schools has been the operation of ‘Inclusive Classes’ (ICs). Therefore, the case study aimed to unfold deeper understandings underpinning inclusive decisions and practices for students, their parents and school staff in the school setting, including mainly the IC and play area. Following an exploratory case study design and employing Grounded Theory (GT) processes, reciprocal relationships of inclusion were reconstructed, deconstructed and understood based on the policy documents’ analysis, the observations of actual practice and the participants’ experiences and understandings gained through interviews. The findings suggested omissions at both policy level and within educational practice. These omissions imposed restraints on students’ social development, as well as in the pedagogical approaches employed by the teachers due to confusion and lack of knowledge and training with regards to SEN inclusive practice and notions. The analysis concludes with a key finding of ‘vague inclusive realities’, where terms of inclusion were used to describe processes resulting in exclusion. The discussion and future recommendations are conceptualised on the basis of identifying barriers between policy and practice (special versus general education) as a means to achieve more effective inclusion and an effort to decrease possible practices or behaviours that may lead to ‘vague inclusive realities’.
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Iordanaki, Evangelia. "A socio-cultural study exploring Greek and English 11-year-old children's responses to wordless picturebooks." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/267984.
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This thesis investigates how Greek and English 11-year-old students respond to wordless picturebooks. Through the identification of themes in their responses, the study explores the children's engagement while interpreting these books, and also demonstrates how wordless picturebooks can be addressed to and enjoyed by fluent readers. The central tenets of the thesis are described through a socio-cultural perspective of reader response theories. The approach taken places emphasis on the reader's active engagement, for each reader uses visual decoding skills and culturally-oriented knowledge in an effort to resolve the ambiguities of the pictures in a wordless story. The socio-cultural dimension is highlighted throughout this study since the entire process of reading is considered a socio-cultural event. Case studies were conducted, comprising of two groups of four 11-year-old students in England and two groups of the same size in Greece. The data collected includes the children's videoed group discussions, their drawings and their individual short semi-structured interviews. The sessions were verbatim transcribed and analysed drawing on existing frameworks for the analysis of children's discussions on picturebooks, but also incorporating new categories emerged from the data. Based on empirical evidence, this study refines and extends pre-existing research on reader response theories and wordless picturebooks. The main findings indicate that the children's engagement with wordless picturebooks is a dynamic process shaped by four factors: visual decoding, expectations, emotions, and context. The importance of expectations is particularly highlighted, as the children's narrative and cultural expectations were either reinforced or challenged by their reading of the wordless books. This study has implications for teachers, researchers and publishers. It widens the range of readership of wordless picturebooks and increases the purposes of their use, as it reveals their special nature and complexity. Last, this thesis encourages teachers to support students' technical vocabulary on images, and invites schools to integrate wordless picturebooks into their curriculum for older children.
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Kitsiou, Maria. "Children of a lesser school : An interdisciplinary study on disability in the Greek educational reality." Thesis, Linköpings universitet, Institutionen för tema, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-117416.
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ABSTRACT What is the situation for disabled children in the Greek educational system today, in the aftermath of the deep-seated socio-economic crisis? The present study is going to give an insight in children disability and how this is handled by the Greek educational system. To specify and illustrate the need for a qualitative perspective, it is necessary to take into consideration not only the exact numbers of disabled students and schools existing for them, along with the usefulness and functionality of their facilities, but also different qualitative aspects and intersecting parameters determining the attitude towards those children, such as gender, sexuality, age and bodily ability; all of them contributing to a specific collective mind-set that has arisen from a nexus of economical, educational, European and local structures, and their upheaval. This is such a study, providing a limited, but qualitative picture of the situation from an intersectional Gender Studies perspective onto legislative documents, the experiences of a few current educational practitioners (herein interviewed), and onto the state of the art of existing research on the topic which is mostly quantitative and statistics-based. The over-arching question, guiding this investigation, is how the educational rights and well-fare of children with special educational needs, are practiced, cared for and discussed in the present Greek educational system with regard to intersectional gender concerns of inclusion and/or integration. This study hopes thus to provide an interdisciplinary snap-shot of the educational situation for disabled children in a disabled societal context.
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Daskalaki, Ivi. "Experiencing distinctiveness at the margins of the school : relatedness, performance, and becoming a Greek gypsy." Thesis, Goldsmiths College (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418012.
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Karagrigori, Foteini. "A study of Greek pre-school teachers’ perceptions of LGBTQ-themed literature in kindergarten classrooms." Thesis, Linköpings universitet, Tema Barn, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-160200.
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Purpose: The present thesis aims to gain an insight into pre-school teachers’ perceptions of the relevance of using illustrated books that include representations of same-gender families/relationships and address issues of gender expression that do not follow the normative gender categories in the classroom. The thesis was conducted within the interdisciplinary field of child studies, drawing from a social constructivist viewpoint and having queer theory as a point of departure. Methods: A small-scale, qualitative study was designed, which included semi-structured interviews with pre-school teachers who educate four to six years old children in Greece. Five participants were interviewed, and the interviews were analysed with the use of thematic analysis. The questions asked in the interviews were oriented around the teachers’ reflections on the use of a mentioned book in their classrooms, upon possibilities or difficulties in relation to the use of this kind of literature and finally, their ideas about children, gender and sexuality. Results: The pre-school teachers did not discuss the implementation of pedagogical practices that are driven by interrupting heteronormativity, neither positively nor negatively. They did discuss an unwillingness to address topics about sexual minorities or gender non-conformity within their classrooms, because of the following difficulties: unreadiness, children’s insensibility towards sexual minority topics, societal normative values. Finally, they discussed gender understood as synonymous to sex and through the binary of male and female. Conclusions: The findings of the thesis support the ongoing silencing of some forms of sexuality or gender-related topics in early childhood education. Furthermore, they provide an insight into the difficulties pre-school educators come across when they face the dilemma of addressing topics that challenge heteronormativity. Moreover, the results of the study problematise dominant discourses about children, gender and sexuality. Consequently, this study presents in-depth qualitative knowledge of a small group of pre-school teachers and motivates further research on gender education that Greek children receive.
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Kavouri, Panagiota K. "Innovations in curriculum and administration, school climate and other factors in Greek primary schools : their relationship and impact on students' outcomes." Thesis, Cardiff University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242845.
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Avgerinos, Andreas G. "Lifestyle and physical activity patterns of Greek children : the applicability of a school based intervention programme." Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/22945.
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The promotion of an active lifestyle has become a priority in Western societies and school plays a dominant role. The primary objectives of this thesis were i) to examine the lifestyle and physical activity (PA) patterns of a sample of Greek children and ii) to examine the applicability of a school based intervention programme in promoting PA and sport participation. For the purposes of this study the Physical Activity and Lifestyle Questionnaire (PALQ) was developed and examined for its validity and reliability to assess habitual PA of Greek students. Afterwards, a need analysis was carried out in a) a cross sectional sample of 911 students from an urban area (11, 14 and 17 years olds, b) 103 elementary and secondary PE teachers, and c) 17 schools. The students answered the PALQ in order to depict a profile of their lifestyle and PA patterns. The teachers answered a questionnaire in order to evaluate their knowledge, attitudes and self-efficacy towards teaching health related exercise (HRE). A checklist has been used in order to establish the nature and extent of PA promotion in a sample of elementary and secondary schools. The results showed that: a) a large proportion of students adopted a sedentary lifestyle and were inadequately active to obtain health benefits, b) teachers' had limited ability in promoting effectively HR issues, and c) schools provided limited sport programmes and facilities. The overall finding of the need analysis justified the need for intervention and advocated the adoption of an ecological approach to promote PA Based on the Active School initiative (Almond & McGeorge, 1995), a school based intervention programme has been set up in order to a) promote students' participation in physical activity and sport and to enhance their knowledge on health related (HR) issues, b) increase teachers' knowledge and effectiveness on teaching HR exercise. The decisions about the intervention contents and priorities were based on the findings of the need analysis taking into consideration the cost and the resources. The intervention strategy and the implementation process focused on: a) the teachers' training, b) the creation and the provision of the necessary resources (PE curriculum, a handbook and a CD-Rom for the teachers and two books for the students), c) the creation of a positive and enjoyable learning PE environment, and d) the co-operation between school and out of school health and sport alliances. The intervention programme was applied in 9 elementary and 5 secondary schools for a period of six months and involved 15 PE teachers. A quasi-experimental design with a control group was applied (experimental group N1=699 and control group N2=213). A number of different parameters were estimated at the beginning, during and at the end of the program. The intervention process was monitored on a weekly basis by the author and the school teachers. The effectiveness of the intervention was evaluated in terms of: a) students' behaviour, fitness, self-efficacy, intrinsic motivation, intentions, and attitudes related to PA, b) teachers' knowledge, attitudes and self-efficacy on teaching HR issues, and c) the broader impact of the programme on the school ethos. The intervention implementation and effectiveness was also assessed by an external evaluator. The overall purpose of the intervention was to examine the applicability of promoting PA throughout school environment by creating an innovative and realistic framework for school physical education lesson. The findings of this thesis were very encouraging. Significant differences have been observed in most of the evaluated variables both, for students (fitness, attitudes, self-efficacy, PA level), for teachers (knowledge) and schools' ethos. However, this pioneer study revealed a number of key considerations and issues in designing intervention programmes to promote PA throughout schools in urban areas.
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Nikolaou, Alexander. "Attitudes and motivation of Greek upper secondary school pupils for learning English as a foreign language." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540090.
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The purpose of this study was to investigate attitudes and motivation for learning English as a foreign language in Greek upper secondary schools (Lykeia) following Gardner’s socio-educational model. Attitudes, as operationalised in the socio-educational model, can be broken down into attitudes to learning foreign languages, attitudes to the language under investigation (English in this case), attitudes to the learning situation (the FL lesson and teacher), and attitudes to the target language community (The British and Americans in the context of this study). The major research question is how attitudes, orientations, ideological attributes of the target language communities, motivation and achievement are related. The thesis sets out as its working hypothesis that attitudes and motivation are relevant to EFL learning and are major contributors to achievement. The present research was carried out in 3 state and 3 private Lykeia in Athens. A questionnaire was developed that was to a large extent adapted from Gardner and Lambert (1972) and Gardner (1985), but also incorporated elements from other survey instruments. Before launching the main study, the questionnaire was piloted and the necessary modifications were made. My findings indicate that to a large extent the socio-educational model is relevant to the present context of research, although the contribution of attitudes towards the target language communities and the ideologies they represent to motivation do not seem to be as important as was initially hypothesised. The study concludes with recommendations based on the findings and suggestions for further research.
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Vorria, Panayiota. "Children growing up in Greek institutions : their behaviour and relationships at school and in the institution." Thesis, University of London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364457.
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Zbainos, Demetris. "What is behind a grade? : Greek primary school teachers' descriptions of their grading criteria and practices." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10022661/.
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Historically, research on grading, ie the allocation of marks by teachers to pupils has shown that it represents an assessment of both the academic and non academic characteristics of pupils. Recent research examining teacher grading criteria and practices, shows that little has changed. The present study investigates the grading criteria and practices of Greek primary school teachers . Interviews with 17 teachers investigated the extent to which the legislation regarding grading is implemented by teachers, and the possible criteria that they believe they use in grading. The analysis of the interviews showed that teachers' grading was affected not only by the academic attainment of pupils, but also by non academic factors including the overall picture of pupils' academic attainment assessed by tests, classroom participation and homework, pupils' families, linguistic level, intelligence and motivation, pupils' behaviour, teachers' personal likes of some pupils, pupils' differential attainment in different subjects, pupils self perception of attainment, and local school factors. Different teachers' grading was influenced to a different degree by these factors. On the basis of the interviews a questionnaire was devised to enable a larger sample to be studied. 472 primary teachers of both genders, working in different geographical areas of Greece, with different levels of experience and education completed the questionnaire. Its analysis showed the extent to which they were influenced by the criteria elicited in the interviews, and the differences between them. Factor analysis of the questionnaire confirmed the interview findings, and enabled the development of a possible model of the factors influencing grading, which may be used as the basis for explaining teachers' actual grading practices as opposed to their beliefs about them.
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Peramageli, Fotini. "Emotional and behavioural difficulties : causal attributions for social and working relations in Greek primary school children." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10021769/.
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Emotional and behavioural difficulties are present in many children's lives. Prevalence and stability estimates have called for early identification and intervention. Several factors have been identified which relate to emotional and behavioural difficulties and conclusions have been drawn on how children with EBDs differ from the non-EBD. One area which has not been adequately researched is the relationship between emotional/behavioural difficulties and social cognition and more specifically to causal attributions. Children's causal attributions have been found to relate directly to their emotional and behavioural reactivity, so the objective of the present research was to identify the way children with EBDs perceive and interpret social situations of peer rejection and school failure. Two studies were carried out. The first study dealt with the identification process of emotional and behavioural difficulties in primary school children, aged 8-11yrs old, in Athens, Greece. The Rutter Behaviour Questionnaire for completion by teachers and parents was used for 266 children from 2 state schools. The prevalence rate was estimated at the 35% level. Sex and social class differences were also identified. Three groups of children were identified in the first study for participation in the second study. One group included children identified by parents and teachers on two occasions (the pervasive and stable group), one identified twice by teachers only and one twice by parents only. Each of the three groups was matched with a control in terms of sex, age and SES. It was found that children in all the three EBD groups have consistently failed to choose internal self-attributions in comparison to their controls i.e. selfattributions for failure and rejection in social and work relations were mainly external for the EBD groups whereas they were both internal and external for the controls. There were no differences between the two groups for the other attributions i.e. other attributions for failure and rejection in social and work relations were both external and internal, for both the EBD and control groups. No differences were identified between EBD and control groups in terms of children's ability to anticipate others' hurt feelings. However, differences were found between the pervasive EBD and control groups in children's reactions to anticipating hurt feelings. The EBD group children revealed both internal and external reasons, although they were able to realise, that internal reasons hurt more. The control group children only revealed the external reasons. These results enhance our understanding of the heterogeneity and situation specificity of EBDs and have major implications for assessment and identification measures. They also shed some light on the relationship between EBDs and causal attributions and can have useful educational, social and psychological implications for the children themselves as well as for their significant others.
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Leondari, Angeliki. "Academic achievement, self concept, and locus of control in special and regular Greek primary school children." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10007420/.
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Recently and despite definitional problems, a clearly identifiable group of children has emerged characterized as 'learning disabled' for which programming and hence specialized services are being made available in the Greek state school setting. A more complete description of these children seems necessary in order to find out if and how they differ from other children in personality and whether their academic difficulties have created unique problems for them. The purpose of the present study was, then, to empirically investigate the comparative differences in measures of self-concept (academic and general), locus of control and causal attributions in Special and Regular Class primary school children, in Greece. 424 children enrolled in the third through sixth primary school grades served as subjects. The sample was drawn from state schools located within the three educational districts in the county of Attiki. There were 72 Special Class, and 352 Regular Class children. The Regular Class children were classified as Low Achievers (LA) and Normal Achievers (NA) on the basis of their school grades. Three self report questionnaires were used; the Perceived Competence Scale for children (PCS), and the Self Description Questionnaire (SDQ) were used to measure academic self-concepts and global self-esteem. The two cognitive competence scales from the PCS and the two subject-specific scales from the SDQ were used to assess children's perceptions of their academic abilities. Global self-esteem was measured by a scale from the PCS. The Intellectual Achievement Responsibility Questionnaire (IAR) was used as a measure of locus of control and causal attributions. Teacher ratings of academic performance in Reading and Maths and a Mathematics Test prepared by the researcher were used as achievement measures. The primary independent variable was group inclusion and school achievement. In addition sex and age differences were investigated. Results showed significant and consistent between group differences. Special Class children were found to differ significantly from Normal Achievers on academic self- concepts and global self-esteem. There were also significant differences between Low and Normal achievers on academic self-concepts but not on global self-esteem. Special Class children differed from the other two groups on their locus of control orientation and attributional patterns as well. They attributed both their successes and their failures to external factors, thus fitting the picture of 'learned helplessness'. Low achievers seem to hold the same attributional patterns as Normal Achievers, attributing their successes to their efforts and their failures externally. Suggestions are made that this is likely to be due to societal pressures. Developmental differences were evident in relation to locus of control, with older children showing greater internality. There were also age differences in relation to Perceived Competence Evaluation (PCE), in Special Class children, implying that this group of children develop more negative academic self-concepts as they grow older. Results seem to suggest that academic underachievement accompanied by Special Class placement had a substantial effect on children's academic self-concept, global selfesteem and pattern of attributions.
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Rigaki, Anastasia. "Teachers of Greek Model Experimental High : Schools and Lifelong Learning: a mixed methods approach." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-113294.
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Lifelong Learning is a key concept in modern ‘knowledge-based’ society and it is viewed as a commodity, a personal drive or a social necessity. This thesis aims to unravel its many dimensions and the values that are ascribed to it by the teachers of Greek Model Experimental High Schools. A Model Experimental High School is a relatively new type of state school in Greece, which is highly differentiated from other schools in terms of curriculum, inter-school activities, staff and students and emerged in the Greek education system in 2011. For this reason, research on the effects of this differentiation in the aspects of Lifelong Learning is scarce. The mixed methods strategy was used in order to form a complete picture of the Lifelong Learning dimensions and the research was conducted in two parts. The first part was quantitative and aimed to categorize the elements that constitute Lifelong Learning for the teachers, the factors that encourage or discourage it and its positive and negative dimensions on a macro level as, through a questionnaire, and as a result responses were collected from the thirty-six Model Experimental High Schools in urban and semi-urban areas of Greece. The second part was qualitative and through semi-structured interviews, it explored more in-depth the issue of Lifelong Learning and the concept of vocational vitality which is related both to Lifelong Learning and a teacher’s professional life. Following the propositions of the Theory of Work Adjustment, the research revealed that through the various non-formal and informal activities that the demanding context of Model Experimental High Schools promotes, Lifelong Learning acts as a reinforcer and a means of sustaining the balance between the school and the teachers by increasing their satisfaction. Moreover, both the quantitative and the qualitative methods revealed that teachers consider Lifelong Learning firstly as a means of personal development and secondly as continuous professional development. Lifelong Learning as investment in the human capital was not found as important as the previous two. Furthermore, the vocational vitality of teachers was found to be thriving due to the importance that Lifelong Learning plays in their life a and despite the difficulties which arise from the work demands or the difficult socioeconomic context in Greece due to the economic crisis of the recent years.
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Bombas, Leonidas C. "The Greek day school Socrates in Montreal : its development and impact on student identity, adjustment and achievement." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70218.
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The purpose of this study was to investigate the development of the Greek day school Socrates in Montreal and its overall impact on its students vis-a-vis the variables of ethnic identity, socio-personal adjustment and academic achievement. Existing documentation, content analysis of the Greek community press, and participant observation were all used in unfolding the school's historical development. The dependent variables of Greekness, adjustment and achievement were examined via the interviewing of 549 Greek origin individuals, 118 of whom were adults, 255 Socrates students, 158 non-Socrates students, and the rest 18 were Socrates graduates. Although the results obtained did not provide conclusive evidence concerning an assumed differential impact of Socrates along the variables investigated, the ethnic identity influences of the community school were clearly delineated. At the same time, the results of the study have pointed to what has been coined here a "Socrates ethos" which is may be conducive to academic and socio-professional success. Accordingly, an overall long-term Socrates impact has tentatively been postulated.
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Vakali, Anthi. "Reading competence of primary-school blind and sighted Greek children and its relation to reading self-concept." Thesis, Brunel University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269566.
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Couloubaritsis, Alexandra. "The systems model to the evaluation of state textbooks and curriculum implementation in Greek primary school history." Thesis, Cardiff University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396368.
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Triga, Anastassia. "The development and standardization of a test of reading ability for Greek students at the elementary school." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619825.
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Pillas, Kyriacos Georgiou. "Motivational and attitudinal aspects of ethnic supplementary school attendance : application of Lisrel and Fishbein to a study of Greek supplementary schools in London." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006569/.
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An examination of the motivational and attitudinal aspects of Greek supplementary school attendance in London provided data for a test of the Fishbein/Ajzen model of reasoned action. The study had two basic aims. First, to obtain urgently needed empirical data on the motivational and attitudinal aspects of supplementary school attendance and, second, to probe into the utility of the theory of reasoned action in explaining the attitudes and behaviour of pupils attending these schools. In achieving the first aim a questionnaire was administered to pupils attending Greek supplementary schools which provided information on the basis of which three issues were examined: The relevance of and pupils' preference for the activities provided by the school; the role and application of the integrative and instrumental orientations in determining pupils' attitudes and behaviour in learning their mother tongue; the implication of the contrasting conceptions of Greek School teachers and mainstream English school teachers for motivation and attainment. In achieving the second aim a series of observations provided essential indices of attitudes toward the Greek School and the Greek School teachers all leading to a quantification of a general Attitude to Greek School Attendance. Scales were also devised to determine subjective norms from ethnic identification, acculturation, and integrative motivation. The resulting LISREL analysis supported the fit of the model to the data and demonstrated the powerful predictive value of social norms in determining positive behaviour to these schools. The study is set against the background of current issues in attitudinal and motivational studies as well as issues related with multicultural education, which provide the framework for interpretation of the findings.
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Waite, Richard. "The attitudes of students of Greek origin in a French-language learning situation in a Québec secondary school /." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60685.
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This study surveyed the attitudes of 59 Secondary V students of Greek origin who were studying in the French language. Their school, formerly an English Protestant High School, is located in the Province of Quebec. The school now contains groups of students in separate English-medium and French-medium programmes because language laws require more recent immigrants to be taught in French. The study showed that most of the students in the French programme are more proficient in English than in French, that their attitudes toward the French language are more instrumental or pragmatic than affective or integerative. These factors may be related to the fact that students in the French programme had lower levels of academic achievement.
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Charalambous, Constadina. "Learning the language of ’the other’ : a linguistic ethnography of Turkish-language classes in a Greek-Cypriot school." Thesis, King's College London (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558296.
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This thesis is a linguistic ethnographic study of the introduction of Turkish-language classes in Greek-Cypriot Formal Education, a new initiative taken by the Cyprus Ministry of Education in 2003. Taking into account the history of conflict between the two communities, this project deals with the discursive (re-)negotiations of ethnic difference and ethnic relations that occur in classes where the subject to be taught is the language of 'The Other'. Focusing in particular on two Turkish-language classes in a Greek-Cypriot secondary school, the thesis draws mainly on data collected during five months of ethnographic fieldwork. With post-structuralist and anti-essentialist theoretical tools informing the ethnographic approach, and analytical frameworks from interactional sociolinguistics, it investigates how the details of classroom interaction connect with larger-scale processes, such as: i) the history of intercommunal/interethnic hostility and rival nationalisms; ii) educationald iscourseso f `Hellenic Paideia'; iii) processesa nd discoursess hapedb oth inside and outsideC yprus (i. e. EU entry, initiatives for reconciliation); iv) students' repertoires shaped in contexts outside the classroom (i. e. youth organisations, football fan-clubs etc). At the institutional level, the setting up of the language classes emerged as part of an effort to improve the relations of the two communities and was thus in line with EU processes and the attempts at the time to resolve the `Cyprus Issue'. However, the empirical investigation shows that the ideology of 'rapprochement' underpinning this initiative was not compatible with the hegemonic institutional ideology of Hellenocentrism that sees the neighbouring community as 'The Other'. Both the teacher and the students appeared to recognise the formal lesson as a site that did not permit any alternative discourses (e. g. leftist discourses) and such discourses were silenced, whispered, or met with resistance. The ideological conflict between 'rapprochement' and `Hellenic Paideia' appeared to pose significant complications to the teaching process, and in the classes studied, the Turkish-language teacher struggled to mediate the two ideologies and simultaneously deal with the history and the current situation in Cyprus. Nevertheless, when talking outside the frame of a formal lesson, there were students who appeared competent in discussing Cyprus politics and demonstrated the ability to handle the tension caused by the ideological contestation involved.
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Amanatidis, Nickolaos. "A study in the acquisition and promotion of ICT pedagogic practices and competences by Greek primary school teachers." Thesis, London South Bank University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593642.
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Information and communication technologies, (ICT) in education, according to recent and past research, can motivate and engage students and promote knowledge. To meet the increasing demand for change in the incorporation of ICT in education the Greek Ministry of Education and the Pedagogic Institute of Greece, launched a nationwide project of in-service training (INSET) of teachers of the second level, training of teachers in the use and evaluation of pedagogy incorporating ICT in classroom instruction, following the successful implementation and certification of the first level, basic computer skills. The INSET course is separated into four phasesperiods, according to the topics taught and the practical activities of the sessions, as assigned to the trainers by the organisers: The Theoretical Phase, the Practical Phase, the Applied Phase and the Evaluation, Selection and Implementation Phase. The study aims to evaluate and identify the outcomes of the project in terms of the teacher trainees’ acquisition and promotion of ICT pedagogic practices and competencies in classroom instruction through a focus on any changes in the profiles and practices of the teacher-trainees during and after the course, and to identify the elements of the training that may have supported these changes. The research consists of four phases: Investigational, Transitional, In Class Support, and the Joint Teaching, Observational-Evaluative phase. Through the data collected and analysed, drawing on situated cognition, problem-based learning and just-in-time teaching, the following identities emerged: The Progressive Innovative, the Static Innovative, the Receptive Moderate, the Restrained Moderate, the Natural Reluctant and the Phobic Reluctant. Arising from the findings it is argued that change can be associated in particular with the researcher’s collaboration with the trainees in their classrooms, identification of their diverse profiles and the selection and implementation of ICT tools and training modes tailored to the their personal needs, skills and preferences.
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Papanikolaou, Eleftheria. "Dictionary use in a reading task among Greek junior secondary school students of English : a multi-method approach." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273004.
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Georgiou, Emilia. "Constructions of cultural diversity and intercultural education : critical ethnographic case studies of Greek-Cypriot primary schools." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31060.
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This thesis critically examines constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools. Since 2008 the Cyprus Ministry of Education has officially adopted the Europeanized rhetoric of intercultural education and inclusion as the most effective approach to the increasing diversity in schools. As part of the wider reform of the education system aiming at the creation of the ‘democratic’ and ‘humane’ school, a new curriculum was introduced in 2010 to promote equality of opportunity for access, participation and attainment. Drawing on relevant key theoretical ideas, this study has developed a theoretical framework of intercultural education to assist the critical examination of constructions of intercultural education in Greek-Cypriot primary schools. For the purposes of this study, three-month long critical ethnographic case studies of intercultural education were constructed in three urban Greek-Cypriot primary schools with different profiles. Rich data was generated through in-depth, semi-structured interviews with head teachers, teachers and teachers of Greek as an additional language. The study also engaged in non-participant lesson and school observations, developed participatory methods with children, and undertook semi-participant observations of pupils’ play during breaks and of extra-curricular activities. Relevant policy and school documents were also analysed. The findings of this study reveal that constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools are characterized by contradictions, inconsistencies and a lack of theoretical understanding of issues related to cultural diversity and intercultural education. Different cultures and identities were constructed in different, though mainly, essentialist ways by teachers from the dominant cultural group. This study argues that the concept of cultural diversity needs to be treated with some caution, as it tends to homogenise non-dominant cultures and thus, it may obscure the complexities involved in engagement with and recognition of different Others. Key differences between the two mainstream schools and the ZEP (Zone of Educational Priority) school which participated in this study in terms of the degree of autonomy and financial support officially granted by the Ministry; the school leadership style and the head teacher’s construction of diversity and intercultural education; the composition of the pupil population; and the dominant institutional discourses about diversity affected the extent to which and the ways in which teachers exercised their agency in relation to intercultural education. Moreover, the teachers’ positioning in the Greek Cypriot society and the extent to which they had developed a political literacy and critical consciousness through their life and professional histories also affected their constructions of cultural diversity and intercultural education and the extent to which they perceived and exercised their role as agents of change. In turn, the ways in which cultural diversity and intercultural education were constructed in each class influenced the extent to which and the ways in which bilingual and/or bicultural children used their agency and negotiated their cultural positionings. The findings carry implications for policy and practice. The study highlights the need for a coherent theoretical framework of intercultural education to enable schools and teachers to develop a theoretically-grounded understanding of intercultural education and move beyond fragmented practices that leave structural inequalities and barriers to educational achievement unacknowledged and unaddressed.
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Oikonomidis, Agapios. "A glossary of Anglicisms in Greek and its use in an awareness test among secondary school students in English." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400911.
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Arnaouti, Eirini. "The cultural and creative function of moving image literacy in the subject of English in the Greek secondary school." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021631/.
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Teaching media literacy as a separate school subject or as part of another school subject is lacking from the Greek educational reality, despite the international academic research and the development and application of media literacy teaching models. This thesis is an analysis of two case study research projects carried out in groups of students in two Greek secondary schools with the aim to study the students’ response to media projects, which are totally new for the Greek educational reality, realized in the English as a Foreign Language class. The data is analyzed according to Burn and Durran’s 3-Cs model of media literacy, and more precisely its Cultural and Creative functions are the aspects used that include the concepts of Cultural Taste, Identity, and Creativity. These concepts are interpreted within the framework of Cultural Studies and Psychology theories. Important theoreticians considered are Bourdieu, Bennett, Giddens, Vygotsky, Jenkins and Bakhtin. The examination of students’ participation in the media projects and their production work suggest that their cultural taste is a combination of global and local influences, a glocal result, in which the family, the peers, the media and the education play an important role. Their identity is multi-faceted, as a reflection of various aspects of their selves, and it is closely related to their cultural taste and their cultural capital. Students’ creativity is also expressed as a complex process, affected both by the guidance of the official educational context and the youth popular culture tendencies. The tensions that emerge in the expression of the students’ cultural taste, identity and creativity during moving image projects characterize the Greek adolescents’ response to the newly-learnt moving image literacy, and raise important questions for educators and researchers.
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Zoupa, Sofia. "The Hellenic School of Ottawa and Cultural Maintenance: The Perceptions of the Administrators." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34207.
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In multicultural societies like Canada where cultural diversity always exist, ethnic groups strive to preserve their cultural heritage and not become assimilated by the mainstream culture.
Today, ethnic groups such as the Hellenic Community of Ottawa seek innovative means to sustain cultural elements such as ethnic language, religious beliefs, and social, cultural and leisure pursuits. This phenomenological study presents the perspectives of recent administrators of the Hellenic School of Ottawa toward language and cultural maintenance. The results of this study indicate that the Hellenic School of Ottawa is vital and effective for maintaining the Hellenic culture and language beyond the 3rd and 4th generation, as it includes the instruction of Greek language and familiarization with Greek culture. The results also indicate that students of the language school: (1) Are provided with an opportunity to learn Greek which may not be received at home, (2) learn to appreciate their ethnic heritage through language oriented leisure activities, (3) make friendships with those of same ethnic cultural heritage, (4) learn to have a deeper appreciation of multiculturalism and its place in Canadian society, and (5) develop confidence to speak their ethnic language. This study also provides suggestions for the enhancement of the operation of the HSO, such as addition of more Greek-content leisure activities, organization of trips to Greece, and expansion of the instructional time.
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Chalkiadaki, Areti. "School culture and change in the context of the greek public primary education: under the circumstances of the 21st century." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/665383.
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Teniendo en cuenta la necesidad de cambio de la práctica educativa y de las metodologías de enseñanza debido a la evolución de las condiciones propias de la sociedad contemporánea, se tratan temas relacionados con la implementación práctica de iniciativas relevantes, con énfasis específico en el rol de la cultura escolar. La discusión se sitúa en las coordenadas temporal del siglo XXI y espacial del sistema educativo griego. Las áreas conceptuales analizadas en el marco teórico de la tesis incluyen la introducción e implementación del cambio y de la innovación en educación, y especialmente la enseñanza y el aprendizaje, las habilidades del siglo XXI, la cultura escolar y las característicasdel sistema educativo griego.
La metodología de la investigación se desarrolla sobre una base pragmática, combinando métodos de investigación cuantitativos y cualitativos, dentro de un diseño secuencial de tres etapas. El desarrollo de las herramientas de la investigación y el análisis de datos se realiza con referencia a un modelo, originalmente diseñado, de cuatro tipos de cultura escolar. Los tipos de cultura del modelo se diferencian con respecto a los diferentes niveles de predisposición al cambio. Estos tipos de cultura serían: cultura de rechazo al cambio, cultura de resistencia al cambio, cultura favorable al cambio y cultura de creación del cambio.
Los métodos de investigación utilizados incluyen entrevistas semiestructuradas preliminares, una encuesta, entrevistas semi-estructuradas de seguimiento, observación de campo y análisis de documentos. El objetivo principal de las entrevistas preliminares fue proporcionar una idea inicial de la conceptualización de la cultura escolar que, además, contribuyó al desarrollo de la herramienta de la encuesta. El cuestionario central i está compuesto de seis dimensiones de la cultura, a saber: los valores prevalecientes y la moral, las relaciones, la gestión, la identidad del estudiante y la familia, y las áreas de énfasis académico. Estas dimensiones se abordan a través de sus la percepción de la realidad y de los deseado, la comparación entre ambas percepciones da como resultado el reconocimiento de las brechas existentes. Las entrevistas, observación y análisis de documentos de la etapa de seguimiento tuvieron como objetivo el enriquecimiento y la triangulación de los información obtenida en los cuestionarios , proporcionando una comprensión más profunda de los conceptos investigados en la educación primaria griega.
Los resultados apuntan a una cultura escolar real que combina características negativas y positivas hacia el cambio. La predisposición de los aspectos de las familias y del desarrollo de las habilidades personales, sociales y cívicas se evalúa como más negativa,mientras que la del aspecto de la gestión como más positiva. Los maestros y directores expresan la necesidad de una predisposición más positiva a la introducción del cambio en todos los aspectos culturales investigados. Se ha encontrado que las características sistémicas específicas, como la centralidad y el énfasis en el rendimiento académico, tienen un gran impacto en la formación de la cultura escolar y, en consecuencia, en la evolución de la práctica educativa. La discusión de los hallazgos de la investigación da como resultado sugerencias específicas para la política. Las cuestiones que se consideran de mayor importancia incluyen la comunicación dentro del sistema, la capacitación continua con respecto a las condiciones actuales, el uso mejorado y más significativo de los proyectos, el empoderamiento del papel de los directores y más flexibilidad y participación en la toma de decisiones a nivel escolar.<br>Taking into account a reported need for change in the educational practice and teaching methodologies due to evolving contemporary conditions, issues related to the practical implementation of relevant initiatives are discussed, with specific emphasis put on the role of school culture. The discussion is placed in the time context of the 21st century and the place context of the Greek educational system. The conceptual areas analyzed in the theoretical framework of the current thesis include the introduction and implementation of change and innovation in education, and especially teaching and learning, the 21st century skills and school culture. The concept of school culture is analyzed through a discussion of its various definitions, and its relationship to educational outcomes, the concept of school climate and the characteristics of the Greek educational system.
The research methodology develops on a pragmatic basis, combining quantitative and qualitative research methods, within a sequential three-stage design. The development of the research tools and the data analysis is conducted with reference to an originally designed model of four school culture types. The culture types of the model are differentiated with regards to different levels of predisposition to the introduction of change. They include the change rejective, change resistant, change friendly and change creative culture types.
The research methods used include preliminary semi-structured interviews, a survey, follow-up semi-structured interviews, field observation and document analysis. The main objective of the preliminary interviews was to provide an initial insight of the conceptualization of school culture that could, also, inform the improved development of the survey tool. The questionnaire used in the core stage investigates six culture dimensions, namely the prevalent values and morale, the relationships, the management, the student and family identity and the areas of academic emphasis. The dimensions are approached through their actual and their desired characteristics. The comparison of the two perspectives results in the recognition of value gaps, which point to areas where intervention is considered necessary. The interviews, observation and document analysis of the follow-up stage aimed at the enrichment and triangulation of findings, providing a more thorough understanding of the investigated concepts in the Greek primary education.
The results point to an actual school culture that combines both change negative and change positive characteristics. Specific aspects are evaluated as more change negative, such as the families and the approach to the development of the personal, social and civic skills, while others as more change positive, such as management. A need for a more positive predisposition to the introduction of change is expressed by both teachers and headteachers in all cultural aspects investigated. Specific systemic characteristics, such as centrality and emphasis on academic achievement, are found to have a great impact in the school culture formation and, consequently, in the evolution of educational practice. Taking into consideration the identified cultural aspects that may impede effective implementation of change, as well as those resources that can contribute to the achievement of educational change objectives, the discussion of the research findings results in specific suggestions for policy. Issues that are regarded of heightened importance include communication within the system, continuous training with regards to current conditions, enhanced and more meaningful use of projects, empowerment of the headteachers’ role and more flexibility and participation in decision-making at the school level.
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Benetou, Evdokia. "Personalising the learning of young children with the use of ICT : an action research case in a Greek primary school." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57804/.
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This thesis is an account of an action research project undertaken in a Greek primary private school. The project aimed at personalising the students’ learning with the use of ICT. The project ran for three consecutive school years and involved students (twenty-six in year 1, sixteen in year 2, and fifty-one in year 3) and, their parents (in years 1 and 2). The students were eight-years old when the project started. The focus of the innovation concerned the teaching and learning of English as a Foreign Language. The project was an attempt to create a partnership with students and to offer opportunities for students to make choices in their learning. In year 1 teaching methods, including argumentative processes, learning task design and assessment processes, were re-designed and students were encouraged to engage in collaborative learning. All these changes were sustained in year 2 and the use of ICT, including online discussion, was introduced to enhance and extend collaboration and learning. The use of on line ‘chat’ was extended to parents as a way of communication with school. All these innovations were sustained in year 3 and further exploration of students’ and parents’ perceptions of learning with technology carried out. Action research is employed as a methodological approach in this study. In particular, the study reports on cycles of implementation and reflection carried out over three years. A variety of methods were used. Diaries were selected to record situations, questionnaires to access the perceptions of the children and parents, and chat logs and interviews used to explore these perceptions in greater depth. The mix of methods enabled comparison and contrast not just between data derived by different methods but by different sources as well, i.e. parents and children. The main theoretical concepts explored in this thesis are Personalised Learning, ICT use, and Collaboration. This research project sees Personalised Learning as the ‘focal innovation’ and ICT use as embedded within personalisation. Collaboration is considered a fundamental construct in both personalisation and the embedded use of ICT. This thesis asks whether personalisation is a coherent concept and whether it can be sustained with the use of ICT. It finds that personalised learning can offer a coherent organising principle for pedagogic reform, and can be defined by its concern for collective co-production of knowledge, student voice, assessment for learning, learning-to-learn strategies, and student centeredness. Personalised learning and ICT are recognised as a good match and personalised learning is seen to need ICT in order to be sustained. However, innovation requires time and evaluation of outcomes is value laden. The thesis finds action research to be an appropriate methodology for curriculum reform.
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Atsalakis, Mihalis. "Prediction of initial involvement of first grade Greek school children in an out-of-school, organized, community physical activity programme : an application of the theory of planned behaviour." Thesis, University of Hull, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262408.
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Pagoni, Maria. "Views of Greek mainstream secondary school teachers towards full inclusion for all children with differences and their implications for future practice." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557131.
Full textAbstract:
This thesis investigated mainstream secondary school teachers' perspectives towards full inclusion for all children with differences. The research questions explored whether teachers support the policy of full inclusion for all children with differences, the factors that facilitate and inhibit this policy, and, finally, particular teacher-related factors that may affect teachers' views. This study aimed to give voice to teachers in order to reveal aspects that education planners should have in mind when designing and implementing inclusive policies. This was considered an important issue to investigate because teachers' attitudes can influence the practice of inclusive education (Agbenyega, 2007, p. 44). Forty eight teachers coming from four randomly chosen schools participated in this study. Ten teachers from each school completed a structured questionnaire and two from each school were interviewed using a semi-structured approach. Participants' majority declared their partial agreement with full inclusion policy for all children with differences. Their skepticism arises from the non exceptional extension of the policy (a) to all children with differences and (b) to all the school units, i.e. core and secondary ones. Teachers express their preference for either part-time or full-time integration classrooms that they perceive as a form of inclusion. Teachers are aware of factors that may support the implementation of full inclusion and of factors that may act as impediments. Participants' years of teaching experience and their contact with people with differences, their training in special education, and their information on full inclusion appear to affect their views towards full inclusion - however, teachers' sex and age do not seem to have an important effect. Some interviewees named additional factors that affected their views. Further research is needed to explore more fully the complex relationships between the various factors.
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Karavas, Evdokia. "English language teachers in the Greek secondary school : a study of their classroom practices and their attitudes towards methodological and materials innovation." Thesis, University of Warwick, 1993. http://wrap.warwick.ac.uk/36100/.
Full textAbstract:
The study set out to investigate the degree of implementation of a communicative learner-centred curriculum and textbooks in the Greek secondaiy school English language classroom. The aims of the research were: a) to investigate the Greek English language teachers' actual teaching practices and the degree to which they are in accordance with the philosophy and principles of the curriculum, and b) to examine the extent to which certain factors (i.e. teachers' understanding of, and attitudes towards, the communicative learner centred approach, teachers' non- involvement in the innovation process, teachers' opinions of the textbooks, lack of systematic teacher training) may be associated with the teachers' classroom behaviour. For the first part of the research, classroom observations of 14 Greek English language teachers, working in schools within and around the Athens area, were carried out. An observation scheme was developed focusing on the teachers' implementation of activities. The aim of the scheme is to describe the roles the teachers adopt in the classroom. 'reacher roles were also investigated through an analysis of the teachers' linguistic behaviour. Transcripts of the 14 observed lessons were analysed in terms of teachers' error correcting practices (amount and types of learner errors corrected by teachers and the error treatments used) and their questioning practices (amount and types of questions asked by the teachers). For this latter focus a question typology derived from the data was developed. Teachers' attitudes towards, and understanding of, the communicative learner-centred approach were investigated via a Likert type attitude scale developed for the purposes of this study and a questionnaire. The questionnaire consisted of 28 closed-type items eliciting teachers' opinions of the textbooks and the teachers' guides, and reports of their teaching practices. The questionnaire and attitude scale was completed by an additional 87 teachers working in public secondary schools within and around the Athens area. Finally, as a means of achieving methodological triangulation, interviews with the observed teachers were carried out. The interviews focused on the teachers' knowledge of, and attitudes towards, the approach they have been asked to use. The thesis is divided into 10 chapters. Chapter 1 sets the context of the study, its main objectives and research questions. Chapters 2 and 3 contain reviews of the literature relevant to the communicative approach and the implementation of curriculum innovations. The research questions, model of the study and a detailed account of the development of the research instruments employed in the study are provided in chapter 4. Chapters 5 to 9 deal with the implementation of the research instruments and the results of the data analysis. More specifically, chapter 5 deals with the analysis and findings of the teachers' error correcting practices, and chapter 6 with the findings of teachers' questioning practices . The results of the observation scheme analysis are dealt with in chapter 7. Chapter 8 focuses on the results of the attitude scale and questionnaire completed by the 14 teachers and chapter 9 on the results of the interviews. A summary of the study's main results, a critique of the various research methods employed in the study, as well as implications of the study's findings for practice are presented in chapter 10. The findings of the classroom observations revealed a disparity between the principles of the curnculum and textbooks and their implementation in the classroom. The teachers tended to front the classroom and perform a restricted range of roles, overwhelmingly favouring the roles of transmitter, controller of students' language and evaluator. The analysis of teachers' linguistic behaviour corroborated these findings. The results of the attitude scale, questionnaire and interviews revealed that teachers, due to their lack of training, had a very limited understanding of the main principles of the approach they had been asked to implement. The teachers tended to translate innovatoiy concepts to conform to their existing theories of language and language teaching/learning. The study has aimed to contribute to two areas where language teaching research is largely lacking: a) classroom implementation of a communicative approach in a foreign language teaching context and b) the investigation of language teachers' attitudes and their importance in understanding language teachers' classroom behaviour. Based on the findings of the study, recommendations for would-be curriculum developers working in contexts similar to the Greek one are provided in the concluding chapter of the thesis.
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Exarchou, Sofia. "Cosmopolitanism or Something Else? : A comparative educational research on primary school policies between Greece and Europe." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-132188.
Full textAbstract:
In the 21st century, cosmopolitanism has become an ever emerging concept, as scholars turn to this worldview with the hope to address the unavoidable impacts of globalization. Simultaneously, the new educational trends in Europe in combination with the ongoing socio-political changes create new needs that demand a more cosmopolitan interference. With this in mind, the present research attempts to examine whether and how cosmopolitan ideals are promoted through education policies in Europe and to what extent these cosmopolitan ideals succeed to reach national policies and school practice in a country as Greece. To this end, the author conducts a qualitative multilevel study between Europe and Greece and bases her study on two research methods: interviews and document analysis. The interview and document analysis that follows leads to a comparison not only between the European and the Greek context but also between the policy and practice level that spawns a better and deeper understanding of how education promotes and can promote cosmopolitanism. The findings of the research highlight that the dilemma of whether to employ an ethnocentric or cosmopolitan educational approach can be acute. Parallel to that, the conflicting conceptions of cosmopolitanism between Greece and the European Union tend to render the moral aspects of education quite numb. Finally, the research closes with some recommendations for the future and suggestions for further studies.
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Koutromanos, George. "Factors that affect head teachers', district officers' and school counsellors' support for the uptake and use of ICT by Greek primary teachers." Thesis, King's College London (University of London), 2005. https://kclpure.kcl.ac.uk/portal/en/theses/factors-that-affect-head-teachers-district-officers-and-school-counsellors-support-for-the-uptake-and-use-of-ict-by-greek-primary-teachers(1179c5da-99db-46d9-8a09-d2f50a2822ae).html.
Full textAbstract:
This study investigated the influence of the attitudes and other psychological factors of head teachers, district officers and school counsellors on their support of the uptake of Information Communication Technology (ICT) in their schools as well as the factors that influence teachers to use ICT in their teaching. 181 teachers, 72 head teachers, 43 district officers and 47 school counsellors completed questionnaires designed to measure the uptake of ICT, attitudes towards computers and the components of the Theories of Reasoned Action and Planned Behaviour during March-June, 2002. The results showed that, while the uptake of ICT in schools was relatively low, all educators who participated in this study had positive attitudes towards computers. Results of the regression analysis showed that perceived behavioural control was the strongest predictor of teachers' intention to use ICT followed by attitude and subjective norm. Teachers' ICT use was predicted by intention. The findings also showed that head teachers, district officers and school counsellors influenced teachers' intention and behaviour to use ICT in their teaching indirectly through their normative and control beliefs. The findings also showed that the more positive the attitude of the head teachers, district officers, and school counsellors towards computers was (e.g. confidence, usefulness and liking) the greater was their support for the uptake of ICT in the schools. Furthermore, the findings from the regression analysis showed that the low computer anxiety subscale predicted head teachers' support for the uptake of ICT whereas educational impact subscale predicted district officers' support. In addition to attitudes towards computers, the analysis of the Theories of Reasoned Action and Planned Behaviour showed that other psychological factors appeared to have a strong influence on head teachers', district officers' and school counsellors' support of the uptake of ICT. These factors were the positive attitudes towards the support of the uptake, the perceived behavioural control as well as strong intention to support the uptake of ICT in their schools. The Theory of Planned Behaviour was found to be better than the Theory of Reasoned Action in predicting ICT use and support of the uptake of ICT behaviour. The findings have various implications, both for the use of the Theories of Reasoned Action and Planned Behaviour and the attitudes' items towards computers in other studies as well as for the use of ICT in teaching and the support of the uptake of ICT in schools.