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L’éducation Grecque dans la Diaspora
Get PDFABSTRACTThis article makes a synoptic presentation of Greek language education both within the community structures of the Greeks of the Diaspora and the official educational systems of the host country. After presenting a brief history of educational policies of the Greek state towards the Diaspora, the author stops at the current situation and the problems caused by the Greek crisis. At the end of the article the author wonders if the Greek language education in the diaspora is endangered due to the crisis in the National Centre.
RÉSUMÉL’auteur de cet article dresse un tableau de l’éducation en langue grecque à la fois dans le cadre des structures communautaires des Grecs de la diaspora et dans les systèmes éducatifs officiels des pays d’accueil. Apres avoir présenté un bref historique des politiques éducatives de l’État grec auprès de la diaspora, il se penche sur la situation actuelle et aux problèmes provoqués par la crise grecque. Pour conclure l’auteur se demande si l’éducation de la langue grecque dans la diaspora est menacée en raison de la crise traversée par le Centre national
5. Ο ρόλος του διευθυντή στις σχολικές μονάδες της Ελλάδας και της Κύπρου - μια συγκριτική προσέγγιση / The role of the director in the school units of Greece and Cyprus - a comparative approach
No full textThe Director of the school unit constitutes a significant stem of Education and this study aims through the literature review at the examination and understanding of the Director’s role at school units in Greece and Cyprus by the presentation of the Director’s duties in both cases in order to detect similarities and differences between the two countries regarding the particular stem of Education
7. Αξιολόγηση των συμβουλευτικών υπηρεσιών στα σχολεία δεύτερης ευκαιρίας: πολυμεθοδολογική εμπειρική διερεύνηση / Evaluation of counseling services in second chance schools: multi-method empirical analysis
No full textDevelopments in the field of program evaluation the last decades are numerous and very important. On models that traditionally support the programs evaluation in practice, as the goal-based evaluation, have been added and others, such as the theory-driven evaluation model. The theoretical and methodological choices of evaluators have enriched and broadened critically. This study exploiting new opportunities that emerge in the field of program evaluation studies the theoretical background of the Second Chance Schools and particularly consulting services to assess the relationship between the intended and the applied program. Utilizes indeed mixed-method evaluation approach to triangulate the findings and lead to more reliable conclusions
8. Η αυτοαξιολόγηση του έργου του εκπαιδευτικού / Self assessment of the teachers work
No full textTeacher’s self assessment is conducted by the teachers themselves in order to improve their educational work. Teachers should think on their work and on the results of their teaching activities, to constantly improve their work and become effective. The aim of this study was a) to identify the views of class teachers on implementing elements of effective teaching in their lessons, b) to find the effect of the gender of teachers and the number of their students on the teaching practices of the participants. The analysis of the responses of teachers shows that the gender of the educators significantly affects the majority of their teaching practices, while the number of students does not affect most of them
3. H συμβολή της βιωματικής εκπαίδευσης στη συναισθηματική ανάπτυξη μαθητών/τριων Δημοτικού Σχολείου: Μια ποιοτική προσέγγιση / Using experiential education for promoting elementary school pupils\u27 emotional development: A qualitative approach
No full textFocusing on the views of the participants, the study examines the contribution of experiential education for the effectiveness of a primary prevention intervention aiming to develop the pupils’ emotional understanding. Data was collected via multiple methods (interviews, diaries, participant observation) from all the participants (pupils, teacher, parents) in three phases (during, after the intervention and seven months later) and was qualitatively analysed using thematic analysis. The participants’ rhetoric identified the importance of experience for learning as well as the effectiveness of experiential education as a teaching method in relation to (a) the difference between experiential and typical education, (b) the active learning opportunities children were provided with through playful activities, (c) the participants’ mutual exchange of experience leading to the formation of a safe and trustful environment and (d) the pupils’ appropriation of the reflective process in their everyday life
4. Διερεύνηση των απόψεων των εκπαιδευτικών για πτυχές της λειτουργίας των ολιγοθέσιων σχολείων / An investigation of teachers’ perceptions of multi-grade school functioning
No full textThe aim of this study was to record the views of the educators of the Primary Education on issues related to the operation of multigrade schools. Two hundred fifty-two educators of the primary education of the Peloponnese region took part in this survey. Data collection was performed using a self-report questionnaire. Teachers believe that on the one hand the support of the official authorities was minimal or non-existent, and on the other hand, these schools operate as emergency schools. Finally, the discussion of the findings is made in relation to their use by the official authorities, to design targeted actions in order to strengthen the multigrade schools and face the problems that arise during the operation of this type of school
Διδασκαλία Προγραμματισμού σε Μαθητές Δημοτικού Χρησιμοποιώντας Ταμπλέτες. Αποτελέσματα από Πιλοτική Εφαρμογή
No full textTablets and their various applications are widespread and they are increasingly used for educational purposes. The study presents the results from a pilot program which examined their use in teaching programming fundamentals in third-grade primary school students. A total of 75 students participated in the study, attending primary schools in Kos island, separated into three groups. The first group was taught conventionally, the second was taught using a board game, while the third was taught using tablets and the application Kodable. All groups were taught the same subjects and their performance was assessed using evaluation sheets. Data analysis revealed that students who used the application outperformed students in the other two groups. Also, students’ views regarding the application and the pilot program in general, were highly positive. The good results that were obtained point to the need to further investigate the matter. It is also suggested that educators, as well as policy makers, can consider the use of tablets and mobile apps for teaching basic programming concepts to primary school students.Tablets and their various applications are widespread and they are increasingly used for educational purposes. The study presents the results from a pilot program which examined their use in teaching programming fundamentals in third-grade primary school students. A total of 75 students participated in the study, attending primary schools in Kos island, separated into three groups. The first group was taught conventionally, the second was taught using a board game, while the third was taught using tablets and the application Kodable. All groups were taught the same subjects and their performance was assessed using evaluation sheets. Data analysis revealed that students who used the application outperformed students in the other two groups. Also, students’ views regarding the application and the pilot program in general, were highly positive. The good results that were obtained point to the need to further investigate the matter. It is also suggested that educators, as well as policy makers, can consider the use of tablets and mobile apps for teaching basic programming concepts to primary school students
Δημιουργική Σκέψη και Σχολικά Εγχειρίδια: Μελέτη Περίπτωσης των Εγχειριδίων Νεοελληνικής Γλώσσας Στ’ Δημοτικού και Α’ Γυμνασίου
No full textToday teaching students to think creatively is recognized as an essential goal of modern education, since creative thinking is viewed as one of the key competencies of the global citizen and also an important tool to cope with the complexity and uncertainty of modern life. Scientific developments related to the study of this multi-dimensional phenomenon underline the necessity of a comprehensive pedagogical approach that will foster the development of all thinking abilities of students and will orient all educational practices towards the goals of a creative pedagogy. The present study focuses especially on the choices of school textbooks, seeking to explore the extent to which they improve students’ creative thinking skills. As a sample we selected mother tongue textbooks of the last grade of elementary school and the first grade of junior high school. The results showed that they give unequal emphasis on convergent - analytical thinking skills and neglect the divergent - creative ones. Proposals are made for the improvement of the textbooks and future research in creative learning.Today teaching students to think creatively is recognized as an essential goal of modern education, since creative thinking is viewed as one of the key competencies of the global citizen and also an important tool to cope with the complexity and uncertainty of modern life. Scientific developments related to the study of this multi-dimensional phenomenon underline the necessity of a comprehensive pedagogical approach that will foster the development of all thinking abilities of students and will orient all educational practices towards the goals of a creative pedagogy. The present study focuses especially on the choices of school textbooks, seeking to explore the extent to which they improve students’ creative thinking skills. As a sample we selected mother tongue textbooks of the last grade of elementary school and the first grade of junior high school. The results showed that they give unequal emphasis on convergent - analytical thinking skills and neglect the divergent - creative ones. Proposals are made for the improvement of the textbooks and future research in creative learning
1. Το σχολείο ως οργανισμός μάθησης: αποτύπωση της υφιστάμενης κατάστασης στην πρωτοβάθμια εκπαίδευση / The school as a learning organization: a depiction of the current situation in primary education
No full textThis short assignment, which is part of a broader research project, aims to research the attitude, the perception and the practices of educators in primary education, making mention of the current situation as far as the running of schools as organizations of learning is concerned. The survey was conducted in 2016 through anonymous questionnaires which were answered by 270 educators of primary school in four prefectures in Greece. The results show that the respondents regard team meetings in each specialty as well as the creation of cross-curricular teams as the most important techniques in organizational learning, with the formulation of a common goal being the most important of all. Moreover, it reveals that a small number of students participate in collaborative activities and have the ability to develop their talents