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Drivers of Turkish Regional Policy Since 1990
Get PDFRÉSUMÉCet article vise à évaluer les événements les plus saillants de la politique étrangère turque depuis la fin de la guerre froide. Il est divisé en trois sections principales qui, en prêtant attention aux vecteurs de politique étrangère intérieurs et extérieurs, abordent la politique étrangère turque (PTF) dans les années 1990 et les années 2000-en particulier après l’élection du Parti de la Justice et du Développement (AKP)-et au cours de la période qui a suivi le Printemps arabe, avec un accent sur le grand Moyen-Orient. Enfin, la dernière section tire quelques conclusions générales concernant la relation entre les principales tendances de la PTF au cours de ces trois périodes.This paper aims to evaluate the most salient drivers of Turkish foreign policy since the end of the Cold War. It is divided into three main sections that, by paying attention to domestic and external foreign policy drivers, address Turkish foreign policy (TFP) during the 1990s, during the 2000s – particularly after the election of the Justice and Development Party (AKP) – and during the post-“Arab Spring” period, with a focus on the greater Middle East. Lastly, the concluding section draws some general conclusions regarding the relationship between the drivers of TFP during these three periods and comments on what might be in store for Turkey in the near future
Αποτίμηση Εκπαιδευτικού Έργου: Παρατήρηση Διδασκαλίας με τη Χρήση του Εντύπου Προφορικής Αλληλεπίδρασης
No full textTheaching observation is one method of collecting information, in the context of studying the teaching process, aiming to assess the educational procedure. Given that this method can facilitate developing and ameliorating educators’ capacity, the present study examines, through teaching observation for formative purposes, whether a suitably formatted instrument for focused observation, the Verbal Flow form, may provide meaningful feedback to preceptors. The later is expected to help them improve their teaching process. The study of this technique indicates that the Verbal Flow form is an observation tool which is easy to use and it can provide explicit and useful information that can lead to the reflection on teaching practices related to equal participation of students in oral communication.Theaching observation is one method of collecting information, in the context of studying the teaching process, aiming to assess the educational procedure. Given that this method can facilitate developing and ameliorating educators’ capacity, the present study examines, through teaching observation for formative purposes, whether a suitably formatted instrument for focused observation, the Verbal Flow form, may provide meaningful feedback to preceptors. The later is expected to help them improve their teaching process. The study of this technique indicates that the Verbal Flow form is an observation tool which is easy to use and it can provide explicit and useful information that can lead to the reflection on teaching practices related to equal participation of students in oral communication
Η Διαφοροποίηση της Διδασκαλίας σε Τάξεις Μικτής Ικανότητας μέσα από τις Εμπειρίες Εκπαιδευτικών και Μαθητών: Μια Ποιοτική Διερεύνηση της Αποτελεσματικότητας και των Προϋποθέσεων Εφαρμογής της
No full textThis article presents the findings of qualitative data gathered in a quasi-experimantal study that examined the effect of differentiated instruction on student learning in mixed ability classrooms. The study took place during the school years 2008-2010. Participants in the study were 24 teachers and 479 grade-four students in Nicosia district, Cyprus. Fourteen volunteer elementary teachers were trained on differentiated instructions in greek language lesson. Differentiated instruction was implemented for a whole school year. Content analysis was used to analyze semi-structured interviews of students and teachers. The quantitative results confirm initial assumptions of the research, concerning the effectiveness of differentiation and the presuppositions for a successful implementation of differentiation. Furthermore quantitative results are supported be the findings of quantitate data analysis of the present study (Valiandes, 2010, Valiandes, Koutselini & Kyriakides, 2011).This article presents the findings of qualitative data gathered in a quasi-experimantal study that examined the effect of differentiated instruction on student learning in mixed ability classrooms. The study took place during the school years 2008-2010. Participants in the study were 24 teachers and 479 grade-four students in Nicosia district, Cyprus. Fourteen volunteer elementary teachers were trained on differentiated instructions in greek language lesson. Differentiated instruction was implemented for a whole school year. Content analysis was used to analyze semi-structured interviews of students and teachers. The quantitative results confirm initial assumptions of the research, concerning the effectiveness of differentiation and the presuppositions for a successful implementation of differentiation. Furthermore quantitative results are supported be the findings of quantitate data analysis of the present study (Valiandes, 2010, Valiandes, Koutselini & Kyriakides, 2011)
Βασικές Θεωρητικές Αρχές της Αναγνωστικής Ανταπόκρισης
No full textThe following article is a short review of readers\u27 response theory with a special focus on three of its main representatives, Louisse Rosenblatt, Wolfrang Iser and Stanley Fish. Its main objective is to emphasise some of the major points of readers’ response theory, such as the relation between reader and text, the role of the reader and the role of the community in the construction of the text’s meaning, in an effort to clarify the concept of response and of what it consists. In this way, this short review is hoping to contribute to the ongoing discussion about the teaching of literature and to the creation of new, more appropriate models of teaching and reading literary texts education.The following article is a short review of readers\u27 response theory with a special focus on three of its main representatives, Louisse Rosenblatt, Wolfrang Iser and Stanley Fish. Its main objective is to emphasise some of the major points of readers’ response theory, such as the relation between reader and text, the role of the reader and the role of the community in the construction of the text’s meaning, in an effort to clarify the concept of response and of what it consists. In this way, this short review is hoping to contribute to the ongoing discussion about the teaching of literature and to the creation of new, more appropriate models of teaching and reading literary texts education
Επιμόρφωση και Μέθοδος Project: Διερεύνηση των Απόψεων των Εκπαιδευτικών Δευτεροβάθμιας Εκπαίδευσης
No full textThis research attempts to investigate what secondary-education professors think about the "project" method, the necessity for further education and their educational needs and preferences. The research used a qualitative approach through semi-structured interviews of a convenience sample. After analyzing the interviews taken we find that professors are in favor of the educational change and that they value further education They express their educational needs, concerning teaching methods and they prefer further education within school with the use of experiental learning methods.This research attempts to investigate what secondary-education professors think about the "project" method, the necessity for further education and their educational needs and preferences. The research used a qualitative approach through semi-structured interviews of a convenience sample. After analyzing the interviews taken we find that professors are in favor of the educational change and that they value further education They express their educational needs, concerning teaching methods and they prefer further education within school with the use of experiental learning methods
Ευρωπαϊκά Προγράμματα Κινητικότητας και η Συμβολή τους στη Διαμόρφωση ‘Ευρωπαϊκής Ταυτότητας’ στους Συμμετέχοντες Εκπαιδευτικούς: Η Περίπτωση των Σχολικών Συμπράξεων του Προγράμματος Comenius
No full textIn this essay is assessed the policy of the European Community regarding the implementation of the Comenius program on the task of building the identity of the European citizen. More specifically, we are evaluating the impact of the school partnerships on the methods that were used to develop and build the European identity. Semi-structured interviews of the teachers involved were used as a tool to explore the extent of the knowledge and the acknowledgment of the many diverse and multiform European cultures. Furthermore, we are assessing the contribution of the Comenius school partnerships in the pedagogical and educational approaches and whether these eventually used by the teachers participating in the projects. The original material was evaluated by theme-based content analysis. This exact analysis has concluded that the participation of the teaching staff in projects with mobilities has indeed helped with acknowledging the European diversity but it did not contribute to the adoption and implementation of pedagogical and educational practices in their teaching.In this essay is assessed the policy of the European Community regarding the implementation of the Comenius program on the task of building the identity of the European citizen. More specifically, we are evaluating the impact of the school partnerships on the methods that were used to develop and build the European identity. Semi-structured interviews of the teachers involved were used as a tool to explore the extent of the knowledge and the acknowledgment of the many diverse and multiform European cultures. Furthermore, we are assessing the contribution of the Comenius school partnerships in the pedagogical and educational approaches and whether these eventually used by the teachers participating in the projects. The original material was evaluated by theme-based content analysis. This exact analysis has concluded that the participation of the teaching staff in projects with mobilities has indeed helped with acknowledging the European diversity but it did not contribute to the adoption and implementation of pedagogical and educational practices in their teaching
Μοντέλα Μαθησιακού Σχεδιασμού: Συγκριτική και Ερμηνευτική Αξιολόγηση
No full textThis paper is intended to explore the views of teachers serving in our country\u27s Model Schools, in regard to the necessity and purpose of use of the learning design concerning the improvement of the learning process effectiveness, as well as the classification of the existing learning design models and the determination of their implementation level. This research concludes that the participants rank learning design utilization very highly, and that project learning design and collaborative learning design are more important.This paper is intended to explore the views of teachers serving in our country\u27s Model Schools, in regard to the necessity and purpose of use of the learning design concerning the improvement of the learning process effectiveness, as well as the classification of the existing learning design models and the determination of their implementation level. This research concludes that the participants rank learning design utilization very highly, and that project learning design and collaborative learning design are more important
Κριτική Σκέψη - Μια Κριτική Ανάλυση της Έννοιας και του Κρυφού Αναλυτικού Προγράμματος που τη Συνοδεύει
No full textThis essay discusses the hidden curriculum embedded in the notion of critical thinking. Reviewing its potentials along with its limitations, the author suggests the adoption of a meta-critical approach in the examination of critical thinking. Such an approach not only will enable to transcend the hidden curriculum that comes with the unexamined utilization of critical thinking in education, but it will also contribute towards its humanization. To this end, critical thinking can benefit a lot from critical pedagogy.This essay discusses the hidden curriculum embedded in the notion of critical thinking. Reviewing its potentials along with its limitations, the author suggests the adoption of a meta-critical approach in the examination of critical thinking. Such an approach not only will enable to transcend the hidden curriculum that comes with the unexamined utilization of critical thinking in education, but it will also contribute towards its humanization. To this end, critical thinking can benefit a lot from critical pedagogy
Réflexions politiques: la politique du courage et le courage en politique
Get PDFLa notion de courage dans la vie en général et en politique en particulier peut s\u27interpréter de bien des manières, tout dépendant des circonstances; elle peut aussi bien être mal interprétée en fonction de l\u27objectif visé. Le courage signifie tantôt hardiesse ou intrépidité, tantôt confiance en soi, ou encore désinvolture excessive. Un homme politique se fait dire parfois «un peu de courage et tu vas y arriver», parfois «tu y vas un peu fort, on va te rabattre le caquet».Les réponses qui résultent de l\u27examen de la relation qu\u27il y a entre l\u27homme politique et le courage dans une société démocratique sont en fait troublantes, susceptibles même de signaler de fâcheuses évolutions de notre système sociopolitique. Les réponses viennent tout naturellement à la suite d\u27une série de constatations.La notion de courage dans la vie en général et en politique en particulier peut s\u27interpréter de bien des manières, tout dépendant des circonstances; elle peut aussi bien être mal interprétée en fonction de l\u27objectif visé. Le courage signifie tantôt hardiesse ou intrépidité, tantôt confiance en soi, ou encore désinvolture excessive. Un homme politique se fait dire parfois «un peu de courage et tu vas y arriver», parfois «tu y vas un peu fort, on va te rabattre le caquet».Les réponses qui résultent de l\u27examen de la relation qu\u27il y a entre l\u27homme politique et le courage dans une société démocratique sont en fait troublantes, susceptibles même de signaler de fâcheuses évolutions de notre système sociopolitique. Les réponses viennent tout naturellement à la suite d\u27une série de constatations