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This paper is a case study focusing on effective interventions in a particular school that aim at changing its culture and qualitative upgrading of the main factors in the educational process. Initially, the diagnostic analysis of the particular school is presented and then the benefits of implementing each of the required interventions are documented.
The present article investigates the alternative means of funding for schools in Europe. Because of the economic restrictions for several European countries in recent years, schools internationally seek alternatives in order to improve the current situation, beyond government funding. These alternatives are broadly classified in European Union and private-sector resources, including the concepts of Virtual Enterprisee and Open Schooll. The relevant policies of several European countries are also presented, as an example indicating that the alternative means for the funding of schools are innovative but realistic proposals.
In this paper, we describe the relationship of strategic and operational planning and the need for their implementation to local educational authorities. The relationship of decision-making to the planning process is discussed. The obtained positive results are highlighted, whenever the strategic and operational planning is applied and when the democratic method of decision-making is employed in educational organizations. The aforementioned concepts (operational, strategic planning and decision-making) are studied at the level of local Secondary Education Directorates with reference to school extracurricular activities. The contribution of Systems Science is briefly demonstrated for the management of the planning procedures, by presenting a case-study from the Greek educational system as an example of implementation.
The present research sought to explore Roma mothers' views on the concept of disability and through the trends which emerged it investigated the extent to which they have been influenced by the dominant culture on disability. The research focused on the study of the views of Roma mothers living in a specific region in Greece. One of the characteristics of the minority group in which these Roma mothers belong is their permanent installation in this region for many years. The research was undertaken through the qualitative approach and more specifically with the use of semi-structured interviews with Roma mothers. The main findings of the survey suggest that the influence of the dominant culture on disability upon these mothers is remarkable. Disability is recognized by those as something different from the majority in terms of respect and understanding. However, as the research revealed, they cannot interpret this differentiation, in relation to the education that every mother of the sample has received. At the same time, disability constitutes undoubtedly a link between their race and the dominant group ii , thus the dominant culture. Finally, the combination of Roma minority and disability in the context of intercultural education is projected as a key issue of social inclusion.
The aim of this article is to present an overview and a comparison of the Greek and German educational systems from an educational and sociological perspective. It purports to provide a synopsis of the educational systems pointing to areas of convergence and divergence. It especially emphasizes on two aspects of educational policy: tracking or ability grouping and the teaching of foreign languages. The choice of these features was determined by the fact that they are linked to the issue of equality of educational opportunities and participation in globalized knowledge societies. The article is organized in the following way. First, it presents the educational system in Germany. This is followed by a description of the Greek educational system. Finally, we present a comparison of the educational systems in these two countries, pointing to areas of convergence and divergence and focusing on the potential of the educational systems to address the issue of educational equality.
This research which examines information technology teachers' opinions on digital competence is a phenomenological qualitative research and was carried out with 10 information technology teachers in Turkey. The data were collected through semi-structured interview form developed by the researchers and analyzed by using content analysis method. The findings showed that information technology teachers explained digital competence with 193 utterances. These utterances were identified in 3 themes as
The importance of good teachers is no secret. Over the last two decades, research on student achievement has pinpointed the central role of teachers as one of the key propellers referred to in terms of a focus on student outcomes. This review exploits the teacher’s effectiveness and what makes an effective teacher. Classroom management, classroom climate and teaching are the three factors that had statistically significant positive impacts on student academic outcomes. Teachers’ sense of professional identity influences their relative commitment and resilience as well as their capacities to manage variations to sustain their teaching effectiveness. It draws out implications for policymakers in education and for improving classroom practice. In order to improve teacher efficacy, greater subject specific training in theory and practical work, both in pre-service and continuing teacher training programs could be offered. Conclusions are drawn that highly-qualified teachers are still in high demand for boosting student’s motivation for optimum outcome. The findings unraveled in this study that the trend of augmentation in the Sri Lankan science secondary education context is growing at a slow but steady pace and also no significant impacts of teacher training on either teacher or student thus imply the ineffectiveness of short-term teacher training programmes on teacher and student performance.
This paper explores teachers and head teachers perceptions of the nature of intercultural education within the thirteen intercultural primary schools in Greece. The research methodology adopted is a mixed-method approach which has been employed in order to achieve a better understanding of the issue examined. The research methods used include questionnaires administered and interviews undertaken with teachers and head teachers. The results indicate that although teachers may be aware of the main principles of the theoretical background of intercultural education, most of them agree that they are not implemented in the classroom, especially as regards the principle that foreign pupils mother tongue should be taken into account in the curriculum and they provide a number of reasons for that. The contribution of this study to the topic examined is significant since there has been no previous research conducted in all 13 intercultural primary schools in Greece.
This paper explores teachers and head teachers perceptions of the nature of intercultural education within the thirteen intercultural primary schools in Greece. The research methodology adopted is a mixed-method approach which has been employed in order to achieve a better understanding of the issue examined. The research methods used include questionnaires administered and interviews undertaken with teachers and head teachers. The results indicate that although teachers may be aware of the main principles of the theoretical background of intercultural education, most of them agree that they are not implemented in the classroom, especially as regards the principle that foreign pupils mother tongue should be taken into account in the curriculum and they provide a number of reasons for that. The contribution of this study to the topic examined is significant since there has been no previous research conducted in all 13 intercultural primary schools in Greece.
The process of internationalization and globalization grants the curriculum with a global outlook and provokes a great feasibility for international student mobility and chance of employability globally; however, it poses threats, like brain drain, as Georgia is still a developing country and many skilled young people seek for better jobs and salaries abroad. The paper stresses the level of internationalization in Georgian HEIs after the implementation of reforms and tools of the Bologna process.
European Journal of Physical Education and Sport Science
GENDER INTEGRATION IN THE MILITARY: GENDER-NEUTRAL STANDARDS AND COED SPORTSEuropean Journal of Education Studies
European Journal of Education Studies COUNSELING TRAINEES' VIEWS TOWARDS USAGE OF ONLINE COUNSELING IN PSYCHOLOGICAL SERVICES2019 •
European Journal of Education Studies
37. TVET POLICIES AND PRACTICES In Nigeria: Why the Gap2017 •
2019 •
European Journal of Physical Education and Sport Science
SPORT AS A MEANS OF INCLUSION AND INTEGRATION FOR "THOSE OF US WITH DISABILITIES"European Journal of Special Education Research
CO-EDUCATIONAL FACTORS OF TYPICALLY AND NON-TYPICALLY DEVELOPED CHILDREN WITHIN THE GREEK GENERAL KINDERGARTEN AND ELEMENTARY SCHOOLJournal of Innovation and Entrepreneurship, Springer Open (Springer Nature)
"Distinguished" women entrepreneurs in the digital economy and the multitasking whirlpoolEuropean Journal of Education Studies
PLAY WITHIN THE KINDERGARTEN CURRICULUM OF GREECE: A COMPARATIVE STUDY ON KINDERGARTEN EDUCATORS AND UNIVERSITY STUDENTS2020 •
European Journal of Education Studies
Academicians' Predictions of 21st Century Education and Education in the 21st Century2018 •