University of Crete Library | e-Journals service
Not a member yet
1777 research outputs found
Sort by
Η εμπλοκή αλλοδαπών γονέων στην εκπαιδευτική διαδικασία
No full textΤο άρθρο παρουσιάζει τα αποτελέσματα μιας μικρής κλίμακας έρευνας στο Ν. Χανίων σχετικά με την εμπλοκή γονέων οικονομικών μεταναστών και γονέων από μικτούς γάμους στην εκπαίδευση των παιδιών τους. Με μεθοδολογικό εργαλείο τη συνέντευξη εστιάσαμε στις διαφορές των αντιλήψεων και των αντίστοιχων πρακτικών σχετικά με το ρόλο και τη συμμετοχή των γονέων στην εκπαιδευτική διαδικασία.In this study we present the results of a small-scale research at Chania regarding the involvement of foreign parents (mostly economic migrants but also parents in mixed couples) in the education of their children. Data were collected through interviews. In this paper we discuss our findings with regard to differences among parents in their perception of their role in their children’s education
Aξιοποίηση Συμβόλων Αγροτικής Παραγωγής σε μια Εκπαιδευτική Παρέμβαση με Πολιτιστικό, Αισθητικό, Κοινωνικό-Οικονομικό και Αναπτυξιακό Περιεχόμενο
No full textIt is well accepted that activities and programmes, implemented under a twofold aim of promoting a region\u27s cultural heritage while protecting its sustainable potential, not only reveal the area’s cultural identity but also provide forms of resistance against cultural homogenization. Among such activities, some interdisciplinary participatory educational projects, linking art and culture to sustainable development, prove to be effective in multiple ways: While educating, they contribute to the development of aesthetic values, motivate local communities to discover and respect tradition and cultural wealth, encourage active participation in social life and lead to innovative production that could be of economic interest both to the local community and the cultural industry.
Some interesting aspects of this hypothesis are investigated in this study that analyses an experimental educational project entitled “Scarecrows in the Land of Asklepio”. Designed and coordinated by the Departments of Education of the University of the Aegean, the project was implemented by teachers, pupils and university students in collaboration with cultural societies of Rhodes and the Municipality of South Rhodes. The interdisciplinary program has focused on the possibility of considering the “scarecrow” as al symbol of the rural identity of the village Asklepio, representing traditional economic activities, traditional lifestyle and the area’s sustainable inputs. As such the scarecrow became a key issue for inspiring actions of artistic, environmental and socio-economic content. The final product of the project took the form of a local festival. During the festival the entire village, appropriately decorated with more than 200 scarecrows, became for one full day a scenery of multiple traditional and non-traditional activities that confirmed the main research hypotheses regarding the potential of such educational interventions.It is well accepted that activities and programmes, implemented under a twofold aim of promoting a region\u27s cultural heritage while protecting its sustainable potential, not only reveal the area’s cultural identity but also provide forms of resistance against cultural homogenization. Among such activities, some interdisciplinary participatory educational projects, linking art and culture to sustainable development, prove to be effective in multiple ways: While educating, they contribute to the development of aesthetic values, motivate local communities to discover and respect tradition and cultural wealth, encourage active participation in social life and lead to innovative production that could be of economic interest both to the local community and the cultural industry.
Some interesting aspects of this hypothesis are investigated in this study that analyses an experimental educational project entitled “Scarecrows in the Land of Asklepio”. Designed and coordinated by the Departments of Education of the University of the Aegean, the project was implemented by teachers, pupils and university students in collaboration with cultural societies of Rhodes and the Municipality of South Rhodes. The interdisciplinary program has focused on the possibility of considering the “scarecrow” as al symbol of the rural identity of the village Asklepio, representing traditional economic activities, traditional lifestyle and the area’s sustainable inputs. As such the scarecrow became a key issue for inspiring actions of artistic, environmental and socio-economic content. The final product of the project took the form of a local festival. During the festival the entire village, appropriately decorated with more than 200 scarecrows, became for one full day a scenery of multiple traditional and non-traditional activities that confirmed the main research hypotheses regarding the potential of such educational interventions
Η Μοντεσσοριανή Μέθοδος και η Εναλλακτική Παιδαγωγική
No full textThe subject of this study is the pedagogical system of Montessori, where in every kindergarten and school that is applied, constitutes a pedagogical innovation and a field of varied applications and practices of an alternative pedagogy. Furthermore, the need of enrichment of the educational methodology from the pedagogical and the humanitarian ideas of Montessori is shown, because the pedagogical philosophy is topical in our times and the pedagogical thought is enriched with highly interesting and mainly applicable teaching approaches, such as in Germany, where are applied in Primary and Secondary Education.The subject of this study is the pedagogical system of Montessori, where in every kindergarten and school that is applied, constitutes a pedagogical innovation and a field of varied applications and practices of an alternative pedagogy. Furthermore, the need of enrichment of the educational methodology from the pedagogical and the humanitarian ideas of Montessori is shown, because the pedagogical philosophy is topical in our times and the pedagogical thought is enriched with highly interesting and mainly applicable teaching approaches, such as in Germany, where are applied in Primary and Secondary Education
Activités académiques / Academic Activities
Get PDFLancement du numéro 2, vol. 3 de la revue académiqueÉtudes helléniques/Hellenic Studies à Montréal
L\u27hellénisme au sein du village globalConférence à Nicosie
Council of Hellenes Abroad (SAE)Lancement du numéro 2, vol. 3 de la revue académiqueÉtudes helléniques/Hellenic Studies à Montréal
L\u27hellénisme au sein du village globalConférence à Nicosie
Council of Hellenes Abroad (SAE
La Population de la Grèce en 1983
Get PDFThis study dials with Greece’s demographicevolution from 1971 to 1983. It explains the general features of this evolution, such as natural increase, balance of migration and repatriation. It analyses demographic increase by region and by Department, and by urban and rural populations. The author argues that Greece, paradoxically, has many characteristics that are similar to those of underdeveloped countries, as well as others attributed to highly industrialized countries. Greece has the lowest per capita Gross National Product of the European community, a certain degree of illiteracy, a smaller work force in industry than in agriculture, and an exaggerated tertiary sector, all factors which tend to block economic development. On the other hand, life expectancy in Greece is now comparable to that of northern Europe. The author concludes that, without a significant revitalization of her population, Greece risks to compromise her economic development and to lose her standing among nations.La présente étude traite de l’évolution démographique de la Grèce depuis 1971 jusqu’en 1983. Elle met en relief les caractéristiques générales de cette évolution, comme par exemple l’accroissement naturel, la balance migratoire et les retours de l’étranger. Elle analyse les taux de l’accroissement démographique par région et par département, puis ceux de l’évolution des populations urbaine et rurale. Ses conclusions sont que la Grèce, paradoxalement, possède certaines caractéristiques des pays proches du sous-développement, ainsi que d’autres auxquelles on reconnaît les sociétés hautement industrialisées; d’une part, le plus faible produit intérieur brut par habitant de toute l’Europe communautaire, un certain taux d’analphabétisme, une population active plus faible dans l’industrie que dans l’agriculture, un secteur tertiaire hypertrophié, sont autant de facteurs qui freinent le décollage économique;; d’autre part, l’espérance de vie est présentement comparable à celle de l’Europe septentrionale. L’auteur conclut que sans une vitalité accrue de sa population, la Grèce risque, dans les prochaines années de compromettre son développement économique et de perdre le rang qui est le sien dans le concert des nations
Ο πολιτισμός και η γλώσσα του σπιτιού ως γέφυρα μάθησης στο Νηπιαγωγείο
No full textΗ εργασία διερευνά τις προοπτικές εφαρμογής της ενταξιακής και πολιτισμικά κατάλληλης εκπαίδευσης σε ένα νηπιαγωγείο με μαθητικό πληθυσμό παιδιά Ρομά. Στο πλαίσιο αυτό σχεδιάστηκε και εφαρμόστηκε πρόγραμμα βασισμένο στον πολιτισμό και τις εμπειρίες όλων των παιδιών της τάξης, ενθαρρύνθηκε η χρήση της μητρικής γλώσσας των νηπίων στις μεταξύ τους συναναστροφές, επιδιώχτηκε αμφίδρομη συνεργασία σχολείου-σπιτιού και αξιοποιήθηκαν πολλαπλά μέσα. Η εφαρμογή του συγκεκριμένου προγράμματος συντέλεσε στην αύξηση του ενδιαφέροντος των παιδιών στη μάθηση και συνέβαλε στην αύξηση του ποσοστού φοίτησης των παιδιών στο σχολείο.This paper examines the prospects of implementing inclusive and culturally relevant teaching in a kindergarten with Roma student population. Activities were designed on the basis of the children’s experiences and interests, on their home language and culture. The paper highlights the importance of school-home cooperation, especially with the students’ mothers. The implementation of the specific program as well as the cooperation with the mothers resulted in the increase of the students’ interest for school and attendance rate
«H Γεωμετρία στην Υπερβολή της» Δημιουργική Γραφή και Διδασκαλία των Μαθηματικών σε μια Τάξη Λυκείου
No full textThe study derives from the involvement of a group of students, attending the 2nd class of Lyceum, in an interdisciplinary project concerning the axiomatic foundation of Euclidean and non-Euclidean Geometries (Hyperbolic and Elliptical geometry), which was implemented through techniques “Drama in Education”. In a collaborative framework, our students discussed about mathematical-geometrical concepts, drafted texts and finally presented those texts enacting roles. In this paper, we examine the contribution of Drama in Education to the linguistic creativity of students. Drown from sociolinguistic and sociosemiotic perspectives for linguistic creativity (Swann & Maybin, 2007, Carter, 2004, Jones 2010, Fairclough, 1992) we identify the forms by which students express their potential creativity as language users and we make assumptions regarding the mechanisms allowed and the functions achieved by their creative use of language in the specific educational context of communication.The study derives from the involvement of a group of students, attending the 2nd class of Lyceum, in an interdisciplinary project concerning the axiomatic foundation of Euclidean and non-Euclidean Geometries (Hyperbolic and Elliptical geometry), which was implemented through techniques “Drama in Education”. In a collaborative framework, our students discussed about mathematical-geometrical concepts, drafted texts and finally presented those texts enacting roles. In this paper, we examine the contribution of Drama in Education to the linguistic creativity of students. Drown from sociolinguistic and sociosemiotic perspectives for linguistic creativity (Swann & Maybin, 2007, Carter, 2004, Jones 2010, Fairclough, 1992) we identify the forms by which students express their potential creativity as language users and we make assumptions regarding the mechanisms allowed and the functions achieved by their creative use of language in the specific educational context of communication
Αξιοπιστία, Εγκυρότητα και Αναστοχασμός κατά την Αξιολόγηση Βάσει Φακέλου του Μαθητή
No full textL\u27 évaluation joue un rôle important dans la procédure éducative, mais prête parfois à controverse et suscite fréquement de vives oppositions et d\u27inutiles tensions. Le portfolio de l’élève apparaît, dans la bibliographie, comme un moyen utile et polyvalent qui implique celui qui «subit» l’évaluation dans une procédure qui pourrait être caractérisée comme intérieure et coopérative. Il s’agit, en même temps, d’un outil réflexif d’évaluation qui pourrait être mis en valeur, même dans un cadre purement centralisé, comme le système éducatif grec. Le portfolio est un document personnel fait pour encourager et faire reconnaître l’apprentissage et les expériences de son possesseur. L’idée est celle de développer l’autonomie des élèves et des enseignants dans leur apprentissage ou leur enseignement selon le cas, si l’on parle du portfolio de l’enseignant. Le présent article tente de dresser le tableau des principaux défis et problèmes de l’évaluation liés à l’usage du portfolio: les notions de la validité et de la fidélité, considérées comme les critères les plus importants dans l’évaluation authentique, sont analysées et approchées dans le cadre de cet article d’une façon systématique et claire. De plus, nous aborderons la notion de la réflexion de l’élève et nous montrerons comment l’enseignant peur la favoriser. Le portfolio doit démontrer que l’élève est engagé dans une réflexion profonde sur son apprentissage. L’élève participe à la sélection des pièces qui y seront incluses. Les portfolios illustrent la progression des apprenants et il y a de diverses stratégies qui renforcent leur réflexion.L\u27 évaluation joue un rôle important dans la procédure éducative, mais prête parfois à controverse et suscite fréquement de vives oppositions et d\u27inutiles tensions. Le portfolio de l’élève apparaît, dans la bibliographie, comme un moyen utile et polyvalent qui implique celui qui «subit» l’évaluation dans une procédure qui pourrait être caractérisée comme intérieure et coopérative. Il s’agit, en même temps, d’un outil réflexif d’évaluation qui pourrait être mis en valeur, même dans un cadre purement centralisé, comme le système éducatif grec. Le portfolio est un document personnel fait pour encourager et faire reconnaître l’apprentissage et les expériences de son possesseur. L’idée est celle de développer l’autonomie des élèves et des enseignants dans leur apprentissage ou leur enseignement selon le cas, si l’on parle du portfolio de l’enseignant. Le présent article tente de dresser le tableau des principaux défis et problèmes de l’évaluation liés à l’usage du portfolio: les notions de la validité et de la fidélité, considérées comme les critères les plus importants dans l’évaluation authentique, sont analysées et approchées dans le cadre de cet article d’une façon systématique et claire. De plus, nous aborderons la notion de la réflexion de l’élève et nous montrerons comment l’enseignant peur la favoriser. Le portfolio doit démontrer que l’élève est engagé dans une réflexion profonde sur son apprentissage. L’élève participe à la sélection des pièces qui y seront incluses. Les portfolios illustrent la progression des apprenants et il y a de diverses stratégies qui renforcent leur réflexion
Χρήση Φακέλου Εργασιών και Επίδοσης (Portfolio) κατά την Παραγωγή Επικοινωνιακών Κειμένων
No full textThe use of portfolio has been approved particularly beneficial at the learning process. In regard to the production of communicative texts portfolio is used as an alternative way of (self- and peer) evaluation strengthening the energetic engagement of students in the teaching process and its evaluation as well. The aim of this paper is to present the effects of the use of portfolio on students’ written speech in the frame of a wider research. Three 3rd grade groups took part in the study. The two groups were members of the experimental group and the third was the control group. The experimental-group students who used portfolio while composing communicative texts developed metacognitive knowledge and skills and improved the quality of their written speech.The use of portfolio has been approved particularly beneficial at the learning process. In regard to the production of communicative texts portfolio is used as an alternative way of (self- and peer) evaluation strengthening the energetic engagement of students in the teaching process and its evaluation as well. The aim of this paper is to present the effects of the use of portfolio on students’ written speech in the frame of a wider research. Three 3rd grade groups took part in the study. The two groups were members of the experimental group and the third was the control group. The experimental-group students who used portfolio while composing communicative texts developed metacognitive knowledge and skills and improved the quality of their written speech
Η Επίδραση των Σχηματικών Αναπαραστάσεων στην Αναγνωστική Κατανόηση Μαθητών Δημοτικού Σχολείου στο Μάθημα της Ιστορίας
No full textThe study aimed to study the effect of the schematic representations on the reading comprehension of the historical texts as a school subject by primary school students. Participants of the study were 62 students who were following the three last grades (Grades 4-6) of a primary school in the Prefecture of Dodecanese in Greece. The results showed that the schematic representations created by students reflect the level of the cognitive processing of these historical texts according to their development, while the schematic representations created by their own seem to influence more their reading comprehension than those schematic representations given by their teachers. This fact reveals the importance of training the students on techniques of the schematic representation and visual decoding of texts, especially to those with low comprehension abilities, in order to assist them in grasping the meaning structure of the historical texts.The study aimed to study the effect of the schematic representations on the reading comprehension of the historical texts as a school subject by primary school students. Participants of the study were 62 students who were following the three last grades (Grades 4-6) of a primary school in the Prefecture of Dodecanese in Greece. The results showed that the schematic representations created by students reflect the level of the cognitive processing of these historical texts according to their development, while the schematic representations created by their own seem to influence more their reading comprehension than those schematic representations given by their teachers. This fact reveals the importance of training the students on techniques of the schematic representation and visual decoding of texts, especially to those with low comprehension abilities, in order to assist them in grasping the meaning structure of the historical texts