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Artículos de revistas sobre el tema "Greek education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 31 de julio de 2024

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1

Romanou, Katy y Maria Barbaki. "Music Education in Nineteenth-Century Greece: Its Institutions and their Contribution to Urban Musical Life". Nineteenth-Century Music Review 8, n.º 1 (27 de junio de 2011): 57–84. http://dx.doi.org/10.1017/s1479409811000061.

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This article explores the music education of the Greek people in the nineteenth century, as revealed through the description of music education in Constantinople, Corfu and Athens.Before the establishment of the new state of Greece early in the nineteenth century, both Greeks and Europeans speak of ‘Greece’, referring to Greek communities beyond its borders. Music education in those communities consisted mainly of the music of the Greek Orthodox Church – applying a special notation, appropriate to its monophonic, unaccompanied chant – and Western music, and was characterized by the degree to which either culture prevailed. The antithesis of those music cultures was best represented, at least up to the 1850s, among the Greeks living in Constantinople – the seat of the Greek Orthodox Church – and Corfu of the Ionian Islands – where Italian music was assimilated. Athens was elected in 1834 as the capital of the Greek state because of its ancient monuments and did not attain the significance of a contemporary cultural centre before the 1870s. In Athens, these two musical cultures were absorbed and transformed through their confrontation and interaction. However, the new state's political orientation determined the predominance of Western music in music education in the capital.

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2

Heida, Debbie E. "Greek Affairs in Higher Education". NASPA Journal 28, n.º 1 (1 de julio de 1990): 3–7. http://dx.doi.org/10.1080/00220973.1990.11072180.

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3

Hamilakis, Yannis. "Archaeology in Greek higher education". Antiquity 74, n.º 283 (marzo de 2000): 177–81. http://dx.doi.org/10.1017/s0003598x00066321.

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The teaching of archaeology in higher education in Greece cannot be viewed in isolation from the broader realms of antiquity, archaeology and the past in modern Greek society and the context of Greek higher education. A growing body of literature has shown that archaeological antiquities have contributed substantially to the generation and perpetuation of a genealogical national myth upon which the modern nation- state of Greece was founded (e.g. Gourgouris 1996; Herzfeld 1982, 1987; Kitromilides 1989; Morris 1994; Skopetea 1988). This ideology of nationalism not only presented the nation-state as the ideal form of political organization for 19th-century Greece, but also presented the inhabitants of Greece as direct descendants of Socrates and Plato. Intellectuals and the emerging middle class merchants imported this western romantic ideology (so popular amongst the European middle-class of the time) into Greece.

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4

Kanellopoulos, Costas N. "Recent developments in Greek education". International Journal of Educational Development 16, n.º 1 (enero de 1996): 65–77. http://dx.doi.org/10.1016/0738-0593(94)00052-0.

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5

Eliou, Maria. "Research in Greek Higher Education". Western European Education 17, n.º 3 (octubre de 1985): 32–39. http://dx.doi.org/10.2753/eue1056-4934170332.

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6

Dhont, Marieke. "Greek education and cultural identity in Greek-speaking Judaism: The Jewish-Greek historiographers". Journal for the Study of the Pseudepigrapha 29, n.º 4 (junio de 2020): 217–28. http://dx.doi.org/10.1177/0951820720936601.

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The style of the Jewish-Greek historiographers Eupolemus and Demetrius has often been evaluated as “bad Greek.” This is generally seen as evidence of their lack of education. The negative views on the language of Demetrius and Eupolemus are illustrative of a broader issue in the study of Hellenistic Judaism: language usage has been a key element in the discussion on the societal position of Jews in the Hellenistic world. In this article, I assess the style of the historiographers in the context of post-classical Greek, and conclude that their language reflects standard Hellenistic Greek. The linguistic analysis then becomes a starting point to reflect on the level of integration of Jews in the Greek-speaking world as well as to consider the nature of Jewish multilingualism in the late Second Temple period.

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7

Saiti, Anna. "Management in Education: Evidence from Greek Secondary Education". Management in Education 17, n.º 2 (abril de 2003): 34–38. http://dx.doi.org/10.1177/08920206030170020901.

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8

Sidiropoulou-Dimakakou, Despina, Katerina Argyropoulou, Nikos Drosos y Maria Terzaki. "Career beliefs of Greek and Non-Greek Vocational Education students". Creative Education 03, n.º 07 (2012): 1241–50. http://dx.doi.org/10.4236/ce.2012.37183.

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9

Stamatoudi, Irini. "An introduction to Greek legal education". European Journal of Legal Education 1, n.º 1 (enero de 2004): 64–66. http://dx.doi.org/10.1080/16841360408522921.

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10

SKANAVIS, CONSTANTINA, YIANNIS G. MATSINOS y VASSILIKI PETRENITI. "Environmental education potential for Greek ecotourism". International Journal of Environmental Studies 61, n.º 6 (diciembre de 2004): 735–45. http://dx.doi.org/10.1080/0020723042000271668.

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11

Kazamias, Andreas M. y Yiannis Roussakis. "Crisis and Reform in Greek Education". European Education 35, n.º 3 (octubre de 2003): 7–30. http://dx.doi.org/10.2753/eue1056-493435037.

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12

Savrami, Katia. "Dance in education: the Greek reality". Research in Dance Education 13, n.º 1 (17 de febrero de 2012): 99–106. http://dx.doi.org/10.1080/14647893.2011.651117.

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13

Wildberg, Christian. "Early Greek Philosophy". Teaching Philosophy 12, n.º 2 (1989): 202–4. http://dx.doi.org/10.5840/teachphil198912250.

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14

Karmas, C. A., T. P. Lianos y A. G. Kalamatianou. "Greek Universities: An Overview". European Journal of Education 23, n.º 3 (1988): 261. http://dx.doi.org/10.2307/1502861.

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15

Mouchritsa, Maria, Ainara Romero, Urtza Garay y Spyridon Kazanopoulos. "Teachers’ Attitudes towards Inclusive Education at Greek Secondary Education Schools". Education Sciences 12, n.º 6 (13 de junio de 2022): 404. http://dx.doi.org/10.3390/educsci12060404.

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Advocates of inclusive education believe in the right of all learners to education and the many benefits it delivers. Teachers’ attitudes and beliefs toward inclusive education are instantly reflected in their classroom activities and practices. This research will concentrate on special and general education teachers in Greek secondary schools. It will investigate their attitudes toward inclusive education and how these attitudes alter as a consequence of variables such as age, gender, teaching experience, and inclusive education training. Quantitative, main, and correlational research was obtained between groups using a non-experimental technique. The sample was taken from 307 educators, who were almost equally divided between general and special education. The SACIE-R questionnaire was used to assess teachers’ attitudes toward inclusive education. The outcomes of the research demonstrated that attitudes toward inclusive education were impacted by the kind of special education received, as well as age and general education teaching experience. Furthermore, positive attitudes were impacted by gender, but negative sentiments and concerns were influenced by general education and special education teaching experience. Finally, the study revealed low levels of negative sentiments, medium levels of concerns, and high levels of favourable attitudes toward inclusive education.

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16

Hezser, Catherine. "Education in Roman Palestine. Part 3. Greek education for jews". St.Tikhons' University Review. Series IV. Pedagogy. Psychology 54 (30 de septiembre de 2019): 75–83. http://dx.doi.org/10.15382/sturiv201954.75-83.

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17

Papanikos, Gregory T. "The National Identity of Ancient and Modern Greeks". Athens Journal of Mediterranean Studies 10, n.º 1 (15 de enero de 2024): 63–80. http://dx.doi.org/10.30958/ajms.10-1-4.

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The issue of national identity in ancient Greece played an important role during periods of war due to the absence of a unifying political authority. Ancient Greece was organized along the lines of independent city-states with different political systems. However, in two wars, they were able to unite to combat a common enemy of Greece. In the Greek-Trojan War, the Greeks were the aggressors, and many Greek city-states responded to the call for joint action. In the Greek-Persian War, the Greeks defended their homeland. Once again, the Greek city-states, primarily Athens and Sparta, joined forces to repel the Persian invasion of mainland Greece. Homer, in his Iliad, and Herodotus, in his Histories, provide definitions of what Greek national identity was all about. By the time of the civil war, i.e., the Peloponnesian War, there appears to be a paradigm shift in what constitutes Greek national identity. The best definition within the context of this paradigm is given by Isocrates. This paper examines the national identity of Greeks as proposed mainly in the works of Homer, Herodotus, and Isocrates. It also explores the 19th-century controversy regarding whether modern Greeks have the same national identity as their ancient counterparts. Keywords: national identity, education, Homer, Hesiod, Herodotus, Isocrates, virtue, ancient Greeks, modern Greeks.

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18

Kovacs, David. "Relativism and Pluralism in Ancient Greece". Journal of Education 180, n.º 3 (octubre de 1998): 1–20. http://dx.doi.org/10.1177/002205749818000302.

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In the relations of the Greek city-states to each other, David Kovacs finds situations analogous to those that arise in a multicultural society. He tells us how the Greeks at first achieved harmony and then lost it, an experience close to our own. The question that remains is, how are we to re-establish a moral matrix that will bring social peace without sacrificing individual and group distinctiveness? Even though Greek city-states were frequently warring with one another, they managed to achieve a degree of cooperation and commonality. Kovacs believes that equilibrium was maintained because of the bond provided by nomos, customs whose force derived ultimately from religion. He cites evidence from the writings of Herodotus and Euripides to show the extent and strength of this unwritten code. But its strength was diminished over the years, notably by the teachings of Sophists, relativistic philosophers who became the educators of Greek youth. Even though other philosophers including Socrates, Plato, and Aristotle attempted to counter the influence of the Sophists, relativism—and the ravages of war and plague—caused Greeks to lose faith in their touchstone. Kovacs sees in the loss of nomos a parallel to present-day social and moral disintegration resulting from the ascendancy of relativism and deconstructionism. He believes that we need to develop a new kind of nomos—shared beliefs in objective right and wrong—that will provide social glue and moral guidance.

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19

Gavriilidou, Zoe y Lydia Mitits. "The Socio-linguistic Profiles, Identities, and Educational Needs of Greek Heritage Language Speakers in Chicago". Journal of Language and Education, n.º 1 (31 de marzo de 2021): 80–97. http://dx.doi.org/10.17323/jle.2021.11959.

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The present study aims to further the research on heritage language speakers (HLSs) by providing the socio-linguistic profiles and identities of an uninvestigated community of heritage speakers, namely the Greeks of Chicago, thus offering data for a less-studied HL, Greek. The participants were fifty-four (N=54) first, second, and third-generation Greek HLSs. The socio-linguistic data were collected through an online survey, while identification with Greek culture as well as ethnic attachment and practice of Greek traditions were investigated through the content analysis of data from the Greek Heritage Language Corpus. The results of the study are discussed with respect to how they can improve our knowledge of the educational needs of Greek HL learners. This research-based knowledge can be employed for addressing the academic needs of HL learners through educational programs. The authors propose an agenda for a more linguistically and culturally responsive education program for HL learners, in general, and Greek HL learners in diasporic communities, in particular.

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20

Galiti, Peli, Nahlah Mandurah, Lai Wong, John Klatt y Robert Enright. "Teachers’ Views of Forgiveness Education: A Cross-Cultural Examination in Greece and Saudi Arabia". FIRE: Forum for International Research in Education 7, n.º 3 (10 de febrero de 2023): 99–116. http://dx.doi.org/10.32865/fire202273273.

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Most research exploring school-based forgiveness education programs focuses on student outcomes. However, some scholars have begun studying teachers’ views of forgiveness. We build on this work by exploring teachers’ views of forgiveness education in Greece and Saudi Arabia. A total of 134 teachers (76 Greek and 58 Saudi) completed a survey asking about the meaning of forgiveness, topics to include in forgiveness education, and benefits and challenges of forgiveness education. We compared responses between Greek teachers with and without experience delivering forgiveness education and between Greek and Saudi teachers. Greek teachers with and without forgiveness education experience had different views of the benefits and practical challenges of forgiveness education. The Greek and Saudi teachers differed in how they understood forgiveness in relation to reconciliation, excusing behavior, mercy, and beliefs about the benefits of forgiveness education for the classroom. Implications for the implementation of forgiveness education and teacher training are discussed.

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21

Vasilaki, Aikaterini, Dimitrios Goulimaris, Efi Tsitskari y Georgios Kosta. "Participation Motives of Greek Expatriates in the Middle East in Greek Dancing Lessons". International Journal of Instruction 15, n.º 4 (1 de octubre de 2022): 763–76. http://dx.doi.org/10.29333/iji.2022.15441a.

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22

Arvanitis, Eugenia. "Community Building Education and Greek Diasporic Networks". International Journal of Interdisciplinary Social Sciences: Annual Review 1, n.º 3 (2007): 153–62. http://dx.doi.org/10.18848/1833-1882/cgp/v01i03/52741.

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23

Kazamias, Andreas M. y Assimina Starida. "Professionalisation or Vocationalisation in Greek Higher Education". European Journal of Education 27, n.º 1/2 (1992): 101. http://dx.doi.org/10.2307/1502667.

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24

Ascher, Leona y Frederick A. G. Beck. "Bibliography of Greek Education and Related Topics". Classical World 82, n.º 6 (1989): 464. http://dx.doi.org/10.2307/4350480.

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25

Kouřil, Jiří. "“Olympism“ and Olympic Education in Greek Antiquity". Studia sportiva 13, n.º 1 (27 de junio de 2019): 74–84. http://dx.doi.org/10.5817/sts2019-1-8.

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This paper deals with basic points which comprise Olympic and “sport“ education in the Greek antiquity. Until the emergence of professionalism in ancient athletics was the essence of "sport" education and Olympism the areas known as free “sport“, nudity, construction of “sports“ buildings, organizing of many games and relation of society to the Olympic winners as well as leading the citizens to cultural and philosophical ideals. The education itself to the Olympic Games and “sport“ had an important role in ancient Greece. Victory in the Panhellenic Games was very important not only for the victors as individuals, but also for their lineage and the city-state. Each victor entered the next level, which was close to the heroes and gods. They acquired semi-divine status and the homages for them by all society and mainly by the city-states were greatly important for cultural outputs and conception of all society. The influence of victors on youth was huge and this influence was one of the most important educational parts of all ancient Greek culture. The winners of great Panhellenic Games, especially the winners of the Olympic Games or περιοδονῑκοι (periodonikoi), were the best role models with big cultural power and the best examples for youth. Successes of ancient athletes supported sport education of young Greek boys, thus also the military training and this conception created better warriors and defenders of the city-states.

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26

Damanakis, Michael. "European and Intercultural Dimension in Greek Education". European Educational Research Journal 4, n.º 1 (marzo de 2005): 79–88. http://dx.doi.org/10.2304/eerj.2005.4.1.7.

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27

Phillips, Jane. "Education reform — Greek tragedy or Whitehall farce?" Management in Education 15, n.º 3 (julio de 2001): 12–14. http://dx.doi.org/10.1177/08920206010150030701.

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28

Starida, Mina. "Issues of Quality in Greek Teacher Education". European Journal of Teacher Education 18, n.º 1 (enero de 1995): 115–21. http://dx.doi.org/10.1080/0261976950180109.

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29

Anastasiadou, Sofia D. y Poulcheria A. Zirinoglou. "EFQM Dimensions in Greek Primary Education System". Procedia Economics and Finance 33 (2015): 411–31. http://dx.doi.org/10.1016/s2212-5671(15)01725-6.

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30

Athanassoula-Reppa, Anastasia y Manolis Koutouzis. "Women in Managerial Positions in Greek Education". education policy analysis archives 10 (31 de enero de 2002): 11. http://dx.doi.org/10.14507/epaa.v10n11.2002.

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This article deals with the under-representation of women in managerial positions in Greece. While substantial progress has been made in terms of the legal framework that ensures equal rights to both men and women in the country, evidence shows that there are barriers that inhibit women from pursuing and taking such positions, resulting to covert discrimination. This occurs despite the dominance of women in Greek education. We regard that kind of discrimination as a democratic deficit; it contradicts the notion of "democratic citizenship." Although we do not advocate a quota system, we stand for implementation of basic democratic principles, which could prevent such discrimination.

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31

Zambeta, Evie. "Religion and national identity in Greek education". Intercultural Education 11, n.º 2 (julio de 2000): 145–56. http://dx.doi.org/10.1080/713665239.

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32

Trichopoulou, Antonia. "From research to education: the greek experience". Nutrition 16, n.º 7-8 (julio de 2000): 528–31. http://dx.doi.org/10.1016/s0899-9007(00)00346-4.

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33

Karpouchtsis, Charalampos Babis. "Greek Strategic Culture: Education, Symbols and Experiences". Zeitschrift für Außen- und Sicherheitspolitik 11, n.º 2 (abril de 2018): 203–15. http://dx.doi.org/10.1007/s12399-018-0698-5.

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34

Lazaratou, Helen, Marina Economou y Dimitris Dikeos. "Greek public’s ambivalence toward refugee children education". International Journal of Social Psychiatry 63, n.º 8 (18 de septiembre de 2017): 800. http://dx.doi.org/10.1177/0020764017732594.

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35

Persianis, Panayiotis K. "Structure and Agency in Modern Greek Education". European Education 35, n.º 3 (octubre de 2003): 44–59. http://dx.doi.org/10.2753/eue1056-4934350344.

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36

Flogaitis, Evgenia, Maria Daskolia y Georgia Liarakou. "Greek kindergarten teachers' practice in environmental education". Journal of Early Childhood Research 3, n.º 3 (octubre de 2005): 299–320. http://dx.doi.org/10.1177/1476718x05056529.

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37

Simandiraki, Anna. ":* the Minoan civilization in Greek primary education". World Archaeology 36, n.º 2 (junio de 2004): 177–88. http://dx.doi.org/10.1080/0043824042000260960.

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38

Psacharopoulos, George. "Efficiency and equity in Greek higher education". Minerva 26, n.º 2 (1988): 119–37. http://dx.doi.org/10.1007/bf01096692.

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39

Rahmawati, Zuli Dwi, Asadori Asadori, Abd Haris y Rosichin Mansur. "Greek Philosophy: The Classic View of Education". EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya 6, n.º 2 (5 de enero de 2024): 137–47. http://dx.doi.org/10.52166/edu-religia.v6i2.5375.

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Education began with the classical view of ancient Greek philosophy regarding logical truth, in the medieval period there was a restriction on freedom of thought by the church on the grounds that truth could not be produced by reason as happened in the ancient Greek period, after that came the modern period called the renaissance , namely the school of thought. rationalism which prioritizes reason as a source of knowledge. From knowledge that continues to develop, new ideas and knowledge emerge that make the world of education activities increasingly complex. This history-based educational theory research uses a qualitative approach with a type of bibliographic research so as to present accurate historical facts in accordance with theory from various historical experts' points of view. The science developed in western education is philosophy which is formed as a reference for their thinking, which will give rise to thoughts characterized by materialism, idealism, secularism and rationalism.

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40

Stewart, Tyler A. "Jewish Paideia: Greek Education in the Letter of Aristeas and 2 Maccabees". Journal for the Study of Judaism 48, n.º 2 (18 de abril de 2017): 182–202. http://dx.doi.org/10.1163/15700631-12340146.

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The substantial corpus of Jewish literature surviving in Greek shows that some Jews appropriated Greek literature and philosophy in highly sophisticated ways. This article argues that Letter of Aristeas and 2 Maccabees are examples of a Jewish paideia, a Jewish cultural literacy in Greek. This Jewish paideia was indebted to the language, literary forms, and philosophy of Hellas, but was set apart by endorsing the Torah as its foundation text. The difference between Letter of Aristeas and 2 Maccabees is not in their appropriation of Greek paideia but rather in how they endorse the Greek Torah in relation to the ideals of Greek paideia. The Letter of Aristeas invokes the ideals of Greek paideia to substantiate a Jewish paideia while 2 Maccabees places Jewish ideals in competition with those of Athens. Both works, however, articulate a Jewish paideia.

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41

Petraki, Anastasia G. "Reflections of Antiquity in the Greek Education of the 20th Century". Social Change Review 8, n.º 1 (1 de julio de 2010): 69–82. http://dx.doi.org/10.1515/scr-2016-0007.

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Abstract The aim of this article is to examine the educational theories and practices of ancient Greece, to investigate a few of the explicit links that the modern Greek state has made to these and to discuss some of the more implicit parallels that can be discerned in the present Greek educational system. To some extent, it will be an investigation of the contemporary traces that remain from the ancient civilisation. Furthermore, it will be examined how the Modern Greek state achieves political ends through its attempts to embody in the citizen the reconstructed values of a glorious past, while characteristics of ancient Greek educational systems, still existing in the Modern Greek educational system, will be discussed.

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42

Bouras, Spyros. "The Greek Language Education in Albania: A Professional Development Framework for Greek Language Teachers". International Journal of Educational Studies 3, n.º 3 (19 de octubre de 2020): 106–12. http://dx.doi.org/10.53935/2641-533x.v3i3.146.

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The main purpose of this study is the design, implementation and evaluation of a professional development program for Greek language teachers in minority education in Albania. The education of the Greek minority in Albania has been a separate part of the whole educational system of the country that has its own features and its own history (Barkas, 2011). Τhe starting point of the present study will be to outline the existing educational situation and to explore the needs of a) the specific teachers and b) the views of the head teachers and c) the professors at the University of Argyrokastro in order to form an overall picture of their training needs, their views and their suggestions for continuing education. The ultimate goal is to present an integrated professional development context for Greek language teachers in the minority education in Albania and we hope that the suggested professional development program for minority education teachers will be an effective one to upgrade their work and, in the long run, to make a decisive contribution to the qualitative upgrading of the Greek language instruction.

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43

Hoffman, Richard J. "The Greeks and Greek Loveby James Davidson". Journal of Homosexuality 57, n.º 9 (30 de septiembre de 2010): 1192–207. http://dx.doi.org/10.1080/00918369.2010.508336.

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44

Arvaniti, Amalia. "Cypriot Greek". Journal of the International Phonetic Association 29, n.º 2 (diciembre de 1999): 173–78. http://dx.doi.org/10.1017/s002510030000654x.

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Cypriot Greek is the dialect of Modern Greek spoken on the island of Cyprus by approximately 650,000 people and also by the substantial immigrant communities of Cypriots in the UK, North America, Australia, South Africa and elsewhere. Due to lengthy isolation, Cypriot Greek is so distinct from Standard Greek as to be often unintelligible to speakers of the Standard. Greek Cypriot speakers, on the other hand, have considerably less difficulty understanding Greeks, since Standard Greek is the official language of Cyprus, and as such it is the medium of education and the language of the Cypriot media. However, in every day situations Cypriot Greek is the only variety used among Cypriots. Cypriot Greek is not homogeneous but exhibits considerable geographical variation (Newton 1972). The variety described here is that used by educated speakers, particularly the inhabitants of the capital, Nicosia. Although influenced by increasing contact with Standard Greek, Cypriot Greek retains most of its phonological and phonetic characteristics virtually intact. There is no established orthography for Cypriot Greek; however, certain, rather variable, conventions have emerged, based on Greek historical orthography but also including novel combinations of letters in order to represent sounds that do not exist in the Standard (e.g. σι for [∫]); a version of these conventions has been adopted here for the sample text. The transcription is based on the speech of an educated male speaker from Nicosia in his mid-thirties, who read the text twice at normal speed and in an informal manner, he also assisted in rendering the text from Standard to Cypriot Greek.

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45

G., Iordanidis, Tsakiridou H. y Sagiadinou G. "Greek Teachers’ Views about Their Organizational Commitment to Primary School". American Journal of Educational Research 2, n.º 8 (25 de julio de 2014): 603–11. http://dx.doi.org/10.12691/education-2-8-8.

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46

Jusdanis, Gregory. "The Status of Modern Greek Studies in Higher Education: Who Needs Modern Greek?" Journal of Modern Greek Studies 24, n.º 1 (2006): 171–78. http://dx.doi.org/10.1353/mgs.2006.0007.

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47

Arellano, Lucy. "Why Latin@s Become Greek: Exploring Why Latin@s Join Latino Greek-Letter Organizations". Journal of Hispanic Higher Education 19, n.º 3 (29 de mayo de 2018): 280–302. http://dx.doi.org/10.1177/1538192718778659.

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This study explored the reasons Latin@s join Latino fraternities and Latina sororities at a university in the southwestern United States. Via a phenomenological approach, it uncovered the unique placement of Latino Greek-letter organizations and their role in the success of Latin@ students by embodying the intersectionality of academics, social interaction, accountability, community service, cultural congruency, and brotherhood/sisterhood. Findings highlight the concepts of social isolation, navigation, sense of belonging, Latino culture, and “Not Greek. Latin@ Greek.”

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Karabulut, Nuriye. "The Greek Education System and Implications for the Turkish Education System". Journal of Education and Training Studies 6, n.º 3 (16 de febrero de 2018): 78. http://dx.doi.org/10.11114/jets.v6i3.3036.

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The purpose of the current study is to make a detailed introduction to the Greek education system and to compare it with the Turkish education system to come up with some implications for the latter. To this end, the literature was reviewed. A general introduction was made to Greece and its education system was examined considering its goals, structure and process dimensions. Similar and different aspects of the Greek and Turkish education system were discussed and various suggestions were developed. The Greek and Turkish education systems have many similarities such as having a centralized structure, students’ obligation to take a general exam to get a place at university, provision of the primary and secondary education by the state. On the other hand, these two systems differ from each in many respects such as conception of secular education, duration of compulsory education, financing of higher education, administrative structure of schools, prevalence of evening classes, appointment of principals and inspection of schools. As a result of the comparison of these two education systems, in short it can be said that: If teachers’ opinions are taken into consideration in the appointment of school principals, greater importance is attached to self-assessment, development-oriented inspection is put into effect and inspectors are obliged to have a master’s degree to be an inspector in Turkey, then some important contributions can be made to the development of the Turkish education system.

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Tsapakidou, Aggeliki, Giannis Arvanitakis y Aggeliki Mavroudi. "The Nursery Education Students Training in Physical Education in Greek Universities". International Journal of Learning: Annual Review 13, n.º 1 (2007): 241–46. http://dx.doi.org/10.18848/1447-9494/cgp/v14i01/45169.

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Dentsoras, Dimitrios. "Greek Higher Education: Old Challenges and the Current Crisis". International Higher Education, n.º 82 (1 de septiembre de 2015): 8–10. http://dx.doi.org/10.6017/ihe.2015.82.8865.

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Greek higher education has been facing challenges since well before the current economic crisis. Most importantly, it has been suffering from over-centralization and the infiltration of party politics into most aspects of university life. The current economic crisis provided an opportunity for much needed reforms, but the Greek governments of the past five years failed to provide a convincing long-term plan for modernizing higher education. As a result, reforms were opposed to and eventually abandoned, leaving the Greek universities in their problematic prior state.

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