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Students with low academic achievement and labeling theory
No full textThe purpose of the present paper is to explore the perceptions of general education teachers (PE70) of the island of Lesvos for the student’s “profile” with low school performance, using Labeling Theory as interpretive tool. To carry out this research, we have chosen semi-structured interviews as the method of research method, with the participation of 16 general education teachers from Lesvos. The findings of the research have shown that: (a) teachers can identify and “recognize” specific characteristics as identifying elements of a low school performance; (b) teachers find it difficult to attribute low school performance to its real dimension; and that (c) the label of the “bad” student is attributed to the student who is “weak” in learning and adapting socially to the school environment.The purpose of the present paper is to explore the perceptions of general education teachers (PE70) of the island of Lesvos for the student’s “profile” with low school performance, using Labeling Theory as interpretive tool. To carry out this research, we have chosen semi-structured interviews as the method of research method, with the participation of 16 general education teachers from Lesvos. The findings of the research have shown that: (a) teachers can identify and “recognize” specific characteristics as identifying elements of a low school performance; (b) teachers find it difficult to attribute low school performance to its real dimension; and that (c) the label of the “bad” student is attributed to the student who is “weak” in learning and adapting socially to the school environment
Formal Linguistics: the nature of the enterprise and why we believe that language is not taught
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Collaborative writing argumentative article in online collaborative environment wiki
No full textIn the framework of doctoral research for the development of a written argument, interventions were carried out on pupils of the Sixth grade elementary school of urban area. The intervention, which lasted for a total of eight months, was based on the use of collaborative electronic learning environments. In this study we investigate students’ participation in the collaborative writing of an argumentative article in a Wiki environment that lasted about three months.In the framework of doctoral research for the development of a written argument, interventions were carried out on pupils of the Sixth grade elementary school of urban area. The intervention, which lasted for a total of eight months, was based on the use of collaborative electronic learning environments. In this study we investigate students’ participation in the collaborative writing of an argumentative article in a Wiki environment that lasted about three months
The operation of primary schools as professional learning communities
No full textThe present study investigates the perceptions of teachers on: (a) the concept of professional learning community, (b) their schools as professional learning communities and (c) the role of the principal in this function of the schools. The survey involved 300 teachers of various specializations working in 61 public primary schools in Central Macedonia Region. Data collection was conducted through a tool resulted from the synthesis of a questionnaire to assess the functioning of the school as a professional learning community and three open questions. Results reveal that teachers have knowledge of the concept of professional learning community, recognize its value and work on its principles. Teachers also recognize multiple and significant roles for principals in this school function. Finally, the teachers\u27 employment relationship and the size of the school units are able to influence this operation of schools.The present study investigates the perceptions of teachers on: (a) the concept of professional learning community, (b) their schools as professional learning communities and (c) the role of the principal in this function of the schools. The survey involved 300 teachers of various specializations working in 61 public primary schools in Central Macedonia Region. Data collection was conducted through a tool resulted from the synthesis of a questionnaire to assess the functioning of the school as a professional learning community and three open questions. Results reveal that teachers have knowledge of the concept of professional learning community, recognize its value and work on its principles. Teachers also recognize multiple and significant roles for principals in this school function. Finally, the teachers\u27 employment relationship and the size of the school units are able to influence this operation of schools
A modern holistic teaching approach for traditional greek dances
No full textThis article highlights the cultural, educational and other qualities of Traditional Greek Dances (TGD), while emphasizes its multidimensional and complex nature. Furthermore, it is well documented that the teaching approaches used in Greece to instruct TGD as a school subject, are outdated and one dimensional in nature creating thus, a teaching gap. To this end, an exemplary well designed instructional model or approach is proposed for the teaching of the TGD, which draws on a variety of pedagogical and instructional research data regarding reflective, organizational, methodological, teaching-learning and evaluation processes. The proposed instructional model or approach attempts to harmonize the complex nature of the TGD with the coordinates of the instructional processes, providing thus a holistic framework for the classroom teacher. In this manner, the proposed model constitutes a ‘good practice’ and it is expected to contribute to the effectiveness of the teaching-learning process for TGD, minimizing thus, the existing gap in the Greek literature regarding this subject.This article highlights the cultural, educational and other qualities of Traditional Greek Dances (TGD), while emphasizes its multidimensional and complex nature. Furthermore, it is well documented that the teaching approaches used in Greece to instruct TGD as a school subject, are outdated and one dimensional in nature creating thus, a teaching gap. To this end, an exemplary well designed instructional model or approach is proposed for the teaching of the TGD, which draws on a variety of pedagogical and instructional research data regarding reflective, organizational, methodological, teaching-learning and evaluation processes. The proposed instructional model or approach attempts to harmonize the complex nature of the TGD with the coordinates of the instructional processes, providing thus a holistic framework for the classroom teacher. In this manner, the proposed model constitutes a ‘good practice’ and it is expected to contribute to the effectiveness of the teaching-learning process for TGD, minimizing thus, the existing gap in the Greek literature regarding this subject
La Grèce Ancienne dans l\u27enseignement historique en France (1790-1814)
No full textΜέσα από τις κοινωνικοπολιτικές αλλαγές που καταγράφηκαν μεταξύ 1790 και 1814, μελετάμε τις νομοθετικές ρυθμίσεις υπό την ευθύνη του Υπουργείου Παιδείας της Γαλλίας, οι οποίες αποτελούν τη βάση των νέων προγραμμάτων της αρχαίας ελληνικής ιστορίας. Το κοινό χαρακτηριστικό αυτών των προγραμμάτων δείχνει ότι η σχολική γνώση συνδέεται άμεσα με τις εκάστοτε πολιτικές εξελίξεις. Επιπλέον, η στενή σχέση ανάμεσα στις κλασσικές ανθρωπιστικές επιστήμες και στην ιστορία συμβάλει ώστε η εκπαίδευση της αρχαίας ελληνικής ιστορίας να ακολουθεί ένα μονοπάτι διαφορετικό με αυτό της ιστορίας της Γαλλίας. Από τις αρχές του 19ου αιώνα το γαλλικό σχολείο θεωρείται το ιδανικό μέρος για την εκπαίδευση της νεολαίας σύμφωνα με τους κανόνες της πατρίδας και η διδασκαλία της αρχαίας ελληνικής ιστορίας συμβάλει στη δημιουργία αυτού του εθνικού συναισθήματος.Μέσα από τις κοινωνικοπολιτικές αλλαγές που καταγράφηκαν μεταξύ 1790 και 1814, μελετάμε τις νομοθετικές ρυθμίσεις υπό την ευθύνη του Υπουργείου Παιδείας της Γαλλίας, οι οποίες αποτελούν τη βάση των νέων προγραμμάτων της αρχαίας ελληνικής ιστορίας. Το κοινό χαρακτηριστικό αυτών των προγραμμάτων δείχνει ότι η σχολική γνώση συνδέεται άμεσα με τις εκάστοτε πολιτικές εξελίξεις. Επιπλέον, η στενή σχέση ανάμεσα στις κλασσικές ανθρωπιστικές επιστήμες και στην ιστορία συμβάλει ώστε η εκπαίδευση της αρχαίας ελληνικής ιστορίας να ακολουθεί ένα μονοπάτι διαφορετικό με αυτό της ιστορίας της Γαλλίας. Από τις αρχές του 19ου αιώνα το γαλλικό σχολείο θεωρείται το ιδανικό μέρος για την εκπαίδευση της νεολαίας σύμφωνα με τους κανόνες της πατρίδας και η διδασκαλία της αρχαίας ελληνικής ιστορίας συμβάλει στη δημιουργία αυτού του εθνικού συναισθήματος
Strengthening the oral narrative skills of 1st grade students through narrative structure
No full textThe aim of the current study is to examine if teaching the structure of narrative texts improves the oral narrative skills. Fourteen 1st grade students of a primary school in a northern suburb of Athens participated. The variables were, on the one hand, the narrative quality of retellings and, on the other, the narrative stage. The assessment of both variables took place before and after the intervention. The intervention lasted seven weeks. After the completion of intervention program, students’ performance showed statistically significant improvement on both variables. These results highlight the necessity of the application of similar interventions that focus on the development of oral narrative discourse from the very beginning of schooling. Of course, the results of this study cannot be generalized due to the small size of the sample.The aim of the current study is to examine if teaching the structure of narrative texts improves the oral narrative skills. Fourteen 1st grade students of a primary school in a northern suburb of Athens participated. The variables were, on the one hand, the narrative quality of retellings and, on the other, the narrative stage. The assessment of both variables took place before and after the intervention. The intervention lasted seven weeks. After the completion of intervention program, students’ performance showed statistically significant improvement on both variables. These results highlight the necessity of the application of similar interventions that focus on the development of oral narrative discourse from the very beginning of schooling. Of course, the results of this study cannot be generalized due to the small size of the sample