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Ο Θεσμός του Διευθυντή Σχολείου Δευτεροβάθμιας Εκπαίδευσης στην Ελλάδα. Ιστορική Ανασκόπηση
No full textThis paper seeks to examine whether the institutional changes, being introduced under the influence of the New Public Management, diversified in a substantive way the Greek school principal’s role. It thus investigates the possible impact of tenure/non-tenure, selection and duties on the secondary school principal’s role. By following the qualitative content analysis, the relevant institutional framework from the systematic organisation of the Greek secondary education (1836) to the most recent Law of 2015 was examined. Data analysis indicates that the impact of the New Public Management on the Greek educational system was limited, as the small scale institutional changes concerning the secondary school principal since 1981 have not diversified his role in a substantive way, mainly due to centralised-bureaucratic nature of the Greek educational system
Απόψεις Μελλοντικών Εκπαιδευτικών για τη Διδακτική Κατάρτιση και την Παιδαγωγική Επάρκεια
No full textThe purpose of the current study is to investigate how student teachers perceive their teaching training and pedagogical competence. The sample consisted of undergraduate students of the Departments of Philology and History and Archaeology (N = 533) of the University of Athens who completed a research tool on a voluntary basis after the completion of the Practicum. Main findings is that participants do not seem to fully realize substantial aspects of teaching and learning, and feel that the Practicum in its present form does not encourage them to it, wishing for this reason to undertake autonomous teaching. Also, it seems that representations they have since their secondary education years along with cultures of University Departments determine both the choice of subjects for teaching as well as the cause of their choice. Proposals regarding the reform of the Practicum and teacher education in general are discussed
Ο Θεσμός του Μέντορα: Απόψεις Έμπειρων Εκπαιδευτικών για τις Προϋποθέσεις και τα Προσδοκώμενα Οφέλη
No full textThis paper provides evidence on key participants in a future induction program of newly appointed teachers, their expectations from mentoring, and the factors affecting its successful implementation in Greek Secondary Education. Accordingly, mentoring by experienced teachers is approached as a rewarding learning experience with benefits affecting the whole educational system. It is also viewed as a highly demanding professional practice, which should be insured by overcoming barriers imposed by the educational system’s organisation and culture, implementing a reliable system for selecting and preparing potential mentors as well as evaluating the work offered by them
Προβλήματα Συμπεριφοράς και Κοινωνικές Σχέσεις Παιδιών με Υποψία Διαταραχής Ελλειμματικής Προσοχής/Υπερκινητικότητας
No full textAttention Deficit Hyperactivity Disorder (ADHD) affects a significant number of school aged children and has been associated with a variety of emotional and behavioural difficulties. However, little is known about the areas of impairments among children from nonclinical samples. The present study explores the prevalence of ADHD in a sample of 1,050 school aged children from grade 3 to 6. In addition, the association between ADHD and emotional and social difficulties is explored in the present study. Two research instruments were used to collect data: a standardized ADHD test for teachers and the Strengths and Difficulties Questionnaire (greek version). The estimated prevalence of ADHD was 5.2%, the most prevalent subtype was the combined type, and more boys than girls were found to be eligible for the ADHD criteria. Statistical significant differences between the subtypes of ADHD and the control group were observed in aspects of the SDQ-Hel confirming the hypothesis that ADHD symptoms are associated with emotional and conduct problems. This finding suggests that parents and teachers, who are involved with the care of children, need to be informed about the signs of ADHD and other comorbid disorders.Attention Deficit Hyperactivity Disorder (ADHD) affects a significant number of school aged children and has been associated with a variety of emotional and behavioural difficulties. However, little is known about the areas of impairments among children from nonclinical samples. The present study explores the prevalence of ADHD in a sample of 1,050 school aged children from grade 3 to 6. In addition, the association between ADHD and emotional and social difficulties is explored in the present study. Two research instruments were used to collect data: a standardized ADHD test for teachers and the Strengths and Difficulties Questionnaire (greek version). The estimated prevalence of ADHD was 5.2%, the most prevalent subtype was the combined type, and more boys than girls were found to be eligible for the ADHD criteria. Statistical significant differences between the subtypes of ADHD and the control group were observed in aspects of the SDQ-Hel confirming the hypothesis that ADHD symptoms are associated with emotional and conduct problems. This finding suggests that parents and teachers, who are involved with the care of children, need to be informed about the signs of ADHD and other comorbid disorders
Cultural Approaches to University Students’ Academic Cheating: A review of English-language research
No full textFOR DECADES NOW, researchers have studied cheating and plagiarism among university students. Focus has been on the prevalence of cheating/ plagiarism, the identikit of the “professional cheater” and the reasons why they cheat. The most used technique has been the survey. Τo a lesser extent, researchers adopted experiment and scenario techniques, as well as interviewing, alone or in combination. A large number of studies focus on individuals, trying to match cheating behaviour with individual traits such as demographic characteristics or personality features. The findings and analysis often refer to categories of people. The present paper argues that there is much to be gained by examining cheating phenomena from a cultural perspective. Among others, this implies viewing people as members of groups. Categories are based on the sharing of a common trait (e.g., “students with low GPA”). They do not imply that members of a category interact nor that they attach meaning to their shared trait. Among members of a category there may develop relationships with psychological and social implications. In this case we have a group. In particular, we can talk of a cultural group when members tend to attach particular symbolic meanings to certain things or actions (e.g., cheating) and interpret experiences in similar ways on the basis of a more or less shared symbolic system.In this paper I review studies that adopt to some degree a cultural approach. That is, studies in which a person’s (self-reported or observed) cheating behaviours and statements (e.g., about how acceptable cheating is) are correlated to their national, ethnic or generational background. Each individual is treated as member of a group and viewed as sharing a culture with the other members. The differences among individuals, e.g. about cheating, are correlated with differences in their cultural background, which is taken to shape or condition their behaviour and beliefs.The review, originally carried out within the framework of a broader study, includes research published between 1993 and 2014. Studies that have adopted some form of cultural perspective (as defined above) may be grouped into three sets, focusing respectively on (a) organizational culture, (b) the concept of national culture and cultural difference and (d) the cultural gap between generations. Aims, methods and key findings from studies in each group are reported and commented.FOR DECADES NOW, researchers have studied cheating and plagiarism among university students. Focus has been on the prevalence of cheating/ plagiarism, the identikit of the “professional cheater” and the reasons why they cheat. The most used technique has been the survey. Τo a lesser extent, researchers adopted experiment and scenario techniques, as well as interviewing, alone or in combination. A large number of studies focus on individuals, trying to match cheating behaviour with individual traits such as demographic characteristics or personality features. The findings and analysis often refer to categories of people. The present paper argues that there is much to be gained by examining cheating phenomena from a cultural perspective. Among others, this implies viewing people as members of groups. Categories are based on the sharing of a common trait (e.g., “students with low GPA”). They do not imply that members of a category interact nor that they attach meaning to their shared trait. Among members of a category there may develop relationships with psychological and social implications. In this case we have a group. In particular, we can talk of a cultural group when members tend to attach particular symbolic meanings to certain things or actions (e.g., cheating) and interpret experiences in similar ways on the basis of a more or less shared symbolic system.In this paper I review studies that adopt to some degree a cultural approach. That is, studies in which a person’s (self-reported or observed) cheating behaviours and statements (e.g., about how acceptable cheating is) are correlated to their national, ethnic or generational background. Each individual is treated as member of a group and viewed as sharing a culture with the other members. The differences among individuals, e.g. about cheating, are correlated with differences in their cultural background, which is taken to shape or condition their behaviour and beliefs.The review, originally carried out within the framework of a broader study, includes research published between 1993 and 2014. Studies that have adopted some form of cultural perspective (as defined above) may be grouped into three sets, focusing respectively on (a) organizational culture, (b) the concept of national culture and cultural difference and (d) the cultural gap between generations. Aims, methods and key findings from studies in each group are reported and commented
Pindar’s Olympian 2 and ‘Orphism’ (with an appendix on the colometry of Pindar’s text)
Get PDFΤΟ ΑΡΘΡΟ εστιάζει στην ανάλυση του εσχατολογικού τμήματος του Δευτέρου Ολυμπιονίκου του Πινδάρου (στ. 56-83) και προτείνει μία νέα ερμηνεία των στίχων 56-59. Ο ποιητής φαίνεται να εισηγείται την ιδέα της μεταθανάτιας ανταμοιβής ή τιμωρίας των ψυχών συνεπείᾳ της συμπεριφοράς τους επί της γης. Σύμφωνα με τα ορφικο-πυθαγορικά δόγματα, η επίγεια ζωή και η μετεμψύχωση αποτελούν καθ’ αυτές επώδυνες δεσμεύσεις και τιμωρίες. Οι ανόητες διάνοιες (φρένες) επανεντάσσονται αμέσως στον επώδυνο κύκλο της (ανα)γέννησης και της ζωής. Δεν μεταβαίνουν στον Άδη, για να λάβουν φρικτή τιμωρία ή θαυμαστή ανταμοιβή, όπως συμβαίνει αντιστοίχως σε αυτούς που είναι ένοχοι για σοβαρά αδικήματα ή σε αυτούς που είχαν σωστή συμπεριφορά. Άρα, όσοι καταφέρουν να διέλθουν τρεις φορές τον κύκλο ζωής – θανάτου – ζωής, σεβόμενοι τη δικαιοσύνη, ξεφεύγουν για πάντα από τον κύκλο της μετεμψύχωσης και ζουν αιωνίως στη Νήσο των Μακάρων.Η ανάλυση βασίζεται στο κείμενο της έκδοσης των Bruno Gentili, Carmine Catenacci, Pietro Giannini και Liana Lomiento (Pindaro, Le Olimpiche. Milano: Fondazione Lorenzo Valla, 2013), στην οποία υπάρχει η τάση αναπαραγωγής της κωλομετρίας που εμφανίζεται στα αρχαία χειρόγραφα. Στο επίμετρο της παρούσας μελέτης θίγονται εν συντομία βασικά σημεία του ζητήματος αυτού.ΤΟ ΑΡΘΡΟ εστιάζει στην ανάλυση του εσχατολογικού τμήματος του Δευτέρου Ολυμπιονίκου του Πινδάρου (στ. 56-83) και προτείνει μία νέα ερμηνεία των στίχων 56-59. Ο ποιητής φαίνεται να εισηγείται την ιδέα της μεταθανάτιας ανταμοιβής ή τιμωρίας των ψυχών συνεπείᾳ της συμπεριφοράς τους επί της γης. Σύμφωνα με τα ορφικο-πυθαγορικά δόγματα, η επίγεια ζωή και η μετεμψύχωση αποτελούν καθ’ αυτές επώδυνες δεσμεύσεις και τιμωρίες. Οι ανόητες διάνοιες (φρένες) επανεντάσσονται αμέσως στον επώδυνο κύκλο της (ανα)γέννησης και της ζωής. Δεν μεταβαίνουν στον Άδη, για να λάβουν φρικτή τιμωρία ή θαυμαστή ανταμοιβή, όπως συμβαίνει αντιστοίχως σε αυτούς που είναι ένοχοι για σοβαρά αδικήματα ή σε αυτούς που είχαν σωστή συμπεριφορά. Άρα, όσοι καταφέρουν να διέλθουν τρεις φορές τον κύκλο ζωής – θανάτου – ζωής, σεβόμενοι τη δικαιοσύνη, ξεφεύγουν για πάντα από τον κύκλο της μετεμψύχωσης και ζουν αιωνίως στη Νήσο των Μακάρων.Η ανάλυση βασίζεται στο κείμενο της έκδοσης των Bruno Gentili, Carmine Catenacci, Pietro Giannini και Liana Lomiento (Pindaro, Le Olimpiche. Milano: Fondazione Lorenzo Valla, 2013), στην οποία υπάρχει η τάση αναπαραγωγής της κωλομετρίας που εμφανίζεται στα αρχαία χειρόγραφα. Στο επίμετρο της παρούσας μελέτης θίγονται εν συντομία βασικά σημεία του ζητήματος αυτού
Aristophanes’ Clouds: An Agonistic Note
Get PDFTHIS PAPER first argues that ancient scholars’ view that Aristophanes’ revised Clouds was never performed, presumably based on its absence from the didaskaliae of the Athenian Dionysia and Lenaea, fails to allow for its possible performance at one of the deme dramatic festivals, some of which are attested as early as the fifth century. It also argues that the view of Dover and others that the text as transmitted could not actually be performed, based partly on the apparent need for a choral song at 889, can be countered by a dramaturgical interpretation which has the actor who had been playing Socrates visibly take on the role of the Weaker or Unjust Logos for the cameo agon between the two Logoi.THIS PAPER first argues that ancient scholars’ view that Aristophanes’ revised Clouds was never performed, presumably based on its absence from the didaskaliae of the Athenian Dionysia and Lenaea, fails to allow for its possible performance at one of the deme dramatic festivals, some of which are attested as early as the fifth century. It also argues that the view of Dover and others that the text as transmitted could not actually be performed, based partly on the apparent need for a choral song at 889, can be countered by a dramaturgical interpretation which has the actor who had been playing Socrates visibly take on the role of the Weaker or Unjust Logos for the cameo agon between the two Logoi
The dynamics of the prologue in Euripides’ Iphigenia in Tauris
No full textTHIS article highlights the importance of the prologue for the articulation of the spatiotemporal axes of the play and for the foregrounding of its composite themes. More importantly, it brings to the fore a series of mythicoritually defined elements (previously undetected) that make their appearance in the prologue and function dynamically throughout the play. Their significance contributes to the cohesion of the action and is intimately connected with the inventiveness of its plot.THIS article highlights the importance of the prologue for the articulation of the spatiotemporal axes of the play and for the foregrounding of its composite themes. More importantly, it brings to the fore a series of mythicoritually defined elements (previously undetected) that make their appearance in the prologue and function dynamically throughout the play. Their significance contributes to the cohesion of the action and is intimately connected with the inventiveness of its plot