Education In Greece Research Articles

Informatics and ICT as Learning Subjects in Primary and Secondary Education in Greece

Informatics and ICT as Learning Subjects in Primary and Secondary Education in Greece

Shadow Education And Social Class Inequalities In Secondary Education In Greece: The Case Of Teaching English As A Foreign Language

This article deals with the shadow education system of private tutoring which contributes to the reproduction of social class inequalities, focusing on the Greek public secondary education system. It presents a literature review of the issue and the findings of an empirical qualitative and quantitative research that aimed at examining the causes of the students’ massive resort to private supplementary tutoring for learning the English language, despite the fact that English is taught at school. The study also set out to examine the relationship between students’ socioeconomic background and resort to private supplementary tutoring and the relationship between socioeconomic background and knowledge of the English language as attested by official certifications. Research findings indicate that the widely spread resort to private supplementary tutoring has a negative impact on the teaching of English in Greek public lower secondary education. Using Bourdieu’s cultural reproduction theory, we argue that private supplementary tutoring makes closer the relationship between social class, familial cultural and economic capital and educational outcomes. Thus, upper and middle-class students are at an advantage, since they can move to the labour market with valued educational qualifications that enhance their occupational prospects. Finally, we discuss educational measures to address the problem.

The effect of using emergency remote teaching on Greek Mathematic classes in secondary education from mathematicians’ perspective

From March 2020 until June 2021 secondary education in Greece experienced the consequences of the COVID-19 pandemic. The first measure taken was the general closure of face-to-face teaching at all levels of education and the provision of distance learning through the so-called emergency remote teaching. Mathematicians dealt with unprecedented and difficult situations. In the present paper we record the views of 218 mathematicians of secondary education working in Greek public schools about the obstacles they faced in their teaching during the pandemic in a quantitative survey. According to the survey connectivity problems (affecting teachers and students), lack of teaching material suitable for distance learning, unsatisfactory support of the state, poor previous training in distance learning were major issues. This is the first survey monitoring the problems that Greek mathematicians faced during this period, how they dealt with them and one of a few worldwide regarding mathematicians.

Students’ Perceptions of the Heat and Temperature Concepts: A Comparative Study between Primary, Secondary, and University Levels

One of the fundamental problems that can impede the achievement of a sound understanding of a scientific concept is misconception. This study examines students’ perceptions of the concepts related to heat and temperature and how they evolve during the various levels of education. The findings from the literature review of students’ perceptions of heat issues combined with the results of this research, as obtained through the responses of students of primary, secondary, and tertiary education in Greece regarding the problems of temperature and heat, permitted the identification of alternative ideas of students for this conceptual area.

Teachers’ Views of Forgiveness Education: A Cross-Cultural Examination in Greece and Saudi Arabia

Most research exploring school-based forgiveness education programs focuses on student outcomes. However, some scholars have begun studying teachers’ views of forgiveness. We build on this work by exploring teachers’ views of forgiveness education in Greece and Saudi Arabia. A total of 134 teachers (76 Greek and 58 Saudi) completed a survey asking about the meaning of forgiveness, topics to include in forgiveness education, and benefits and challenges of forgiveness education. We compared responses between Greek teachers with and without experience delivering forgiveness education and between Greek and Saudi teachers. Greek teachers with and without forgiveness education experience had different views of the benefits and practical challenges of forgiveness education. The Greek and Saudi teachers differed in how they understood forgiveness in relation to reconciliation, excusing behavior, mercy, and beliefs about the benefits of forgiveness education for the classroom. Implications for the implementation of forgiveness education and teacher training are discussed.

Teachers' perceptions of school principals' role in tackling the pandemic crisis

PurposeThis paper reports the findings of a qualitative study on teachers' perspective about school principals' role during the pandemic in the context of Greece. In particular, information is provided on school principals' communication and leadership aspects in tackling the pandemic crisis as well as the obstacles observed in this particular setting.Design/methodology/approachData were collected through the focus group interview tool and included 19 teachers from primary and secondary education in Greece. Due to the circumstances of the pandemic crisis, the interview process was held using the Zoom software environment. The data collection tools included a common semi-structured interview protocol developed specifically for this study based on the current theoretical sources of school principals' role in tackling the pandemic crisis.FindingsThe findings of this study indicated the important aspects of trust, collaboration, and positive climate, together with school principals' external dimension that included the outreach of the local community, parents, private organizations, etc. during the pandemic crisis. Finally, obstacles connected to the students' lack of technological equipment were also observed and addressed by school principals.Research limitations/implicationsThe findings of this study could not be generalized since the study proceeded with convenience sampling. Furthermore, the data were collected while the world was in lockdown during the second pandemic wave.Originality/valueThis piece of research adds to the empirical aspect of school principals' role during the pandemic crisis from a different perspective and reports that researching school principals' role in tackling crises has grown considerably.

Comparative Educational Considerations in Special Secondary Education in Greece (2015 – 2019)

Our article examines policies for Special Vocational Secondary Education in Greece. Emphasis is placed on the presentation of legislation with references to the organization and operation of schools and education structures. The aim is to highlight either the different policies for Special Education compared to previous periods, or the evolution of previous policies. As can be seen from our study, the period 2015 – 2019 is considered to be decisive in the evolution of policies for Special Secondary Education. Gradually, Greece is harmonizing with policies of the European Union and International Organizations for the performance of the policy of the rights of people with disabilities. Especially the organization of Secondary Vocational Education changes the model of Education of people with disabilities with emphasis on the acquisition of skills, in order to integrate into the labour market. Thus, in the expanded study framework, the policies of the Organisation for Economic Co-operation and Development (O.E.C.D.) are also examined in order to highlight the particular scientific – economic capital that is being formed and evolving on the role of education in the labour market. The increased attendance of people with disabilities in public educational structures is related to their right to education, quality of life and social integration, so that they can be integrated into social and professional life without discrimination, avoiding social exclusion and marginalization.

Feasibility of Inclusive Education in Greece: Current Challenges, Difficulties, and Opportunities

Statements made by major governmental and non-governmental bodies and organizations (UNESCO, UNICEF, UNFPA, UNDP, and the World Bank), members of various governments, and during significant historical conferences (Dakar, 2000, Amman, 1996, and Jomtien, 1990) emphasized the importance of ‘Education for All’. This is a message that reflects the spirit and philosophy of inclusive education, an education free of discrimination, barriers, limitations, and stigmatization; an education guided by respect, acceptance, solidarity, and understanding. The aim of this article is to introduce the concept of Inclusive Education, and to emphasize the significance of educational transformations and modifications to be made in order to promote and implement inclusive education in schools. In addition, the barriers and advantages/benefits are discussed, and inclusive policies and practices that contribute to the creation of a more democratic school are presented. According to the analysis of this topic, many important actions must be taken in order to achieve inclusive education in each school in Greece.

Mapping the Landscape of Circular Design Thinking and Practices in Architecture Education in Greece

The present contribution discusses how circular thinking and design-and-build practices are implemented in architectural curricula in Greece. Run simultaneously with a broader survey that seeks to identify the adoption of circular construction in different educational contexts across Europe, this study investigates the features of the Greek paradigm across the seven accredited public schools of architecture in Greece and the one in Cyprus. Both works are situated within the broader scope of the ERASMUS+ project Crafting Circularity: Rethinking Sustainable Design and Construction in Architecture Education, aiming in building a methodological framework on project-based learning-through-making methodologies to embed circular thinking in architecture education, eventually resulting in a paradigm shift towards circular design practices. The current mapping assignment is built on the outline of the principal survey, which has three axes: investigating institutional backgrounds, theory courses and design studios, and design-and-build modules in architectural curricula. A modified version was employed to respond to the peculiarities of the Greek paradigm: broadening the scope of the survey under or around the wider sustainability umbrella, adding a fourth axis on elements in-between education and research or informal extra-curricular activities, including an actual mapping component and revising the structure and content of the original survey.

Democratic Pedagogy and Inclusive Education in Greece

Democratic Pedagogy and Inclusive Education in Greece

Bilingual young learners “read” their picturebooks: a multidimensional research in Greece

In the current research, the reactions of young learners, who come from a migrant background, are investigated in connection to their involvement with picturebooks. In order to accomplish this goal, a sample group consisting of fifty children aged five years old who were L1 speakers in Albanian and Bulgarian and were receiving their preprimary education in Greece was chosen to take part in this research study. The children’s interactions with a picture book were watched by their instructors while it took place in front of them in the classroom. The study put an emphasis on providing analytical replies relevant to the following four major areas: a) Narrative Meaning; b) Illustrations; c) Context of Book Development; and d) Linguistic Codes. According to the findings of the research, pupils take an active role in their interactions with picture books. As a consequence of this, suggestions have been made for the conduct of more study and the use of educational practices.

Vocabulary Teaching in Refugee Children within the Context of the Greek Formal Education

The aim of the present study is to investigate vocabulary teaching in children with refugee backgrounds. The effectiveness of three vocabulary interventions—flashcards, pantomime, and use of contextual cues—is examined within the context of formal primary education in Greece. The improvement of the children’s vocabulary is also assessed in association with factors related to the students’ background as well as factors related to the words taught. Thirty-three pupils from the second to the sixth primary school grade attended the teaching interventions. Their first languages are Arabic, Farsi, and Kurdish. According to the results, flashcards and pantomime significantly improve children’s second language vocabulary skills, while this finding does not apply to the intervention involving contextual cues. Age is found to play a role only in the latter intervention, while the effectiveness of no intervention was influenced by word category.

Views of Primary Education Participants in Distance Teaching

Distance teaching process as a result of the sudden, immediate and without prior design implementation of online education in Greece is the subject of this study. The combined use of synchronous and asynchronous teaching, teachers’ insufficient training to efficiently meet the requirements of the new teaching method because of the pandemic and the suspension of the operation of school units, as well as the necessary electronic equipment that teachers and children needed are considered important factors that caused stress, fear, reluctance, discomfort, etc. However, after the participation in the distance teaching process, the question arises: what is the opinion that the involved parties (teachers, children, parents) shaped about distance education? Is it a positive or a negative one? Would they wish to see face-to-face teaching being replaced by distance teaching? Were there any advantages and disadvantages during its implementation? If yes, what were the most important ones in each case? This study attempts to answer these questions.

Teachers' Perceptions of their Principals' Leadership Styles in Public Secondary Education in Greece

Teachers' Perceptions of their Principals' Leadership Styles in Public Secondary Education in Greece

INVESTIGATION OF THE TRAINING NEEDS, KNOWLEDGE, AND SKILLS OF PRESCHOOL TEACHERS FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION

Early childhood is a critical period for learning and development and an opportunity to prevent possible delays and difficulties. Children's participation in preschool education has a significant positive effect on their cognitive, social and emotional development. Therefore, early childhood is vital to ensure access to quality inclusive education for all children and especially for children at risk of socio-economic exclusion, children at risk of development and children in disadvantaged environments. The new human rights approach to inclusive education requires a change of mentality and a different pedagogical approach and support systems should aim to increase the capacity/empowerment of schools to meet the diversity of students’ needs. There is a need to transform the education system, so that all students are welcome and have the opportunity to belong, to participate actively and to learn. In this article, we report a study on the investigation of the training needs, knowledge and skills of preschool teachers in Greece for the implementation of inclusive education. Quantitative data obtained through a questionnaire were supplemented by preschool teacher interviews. The focus was on the investigation of the training needs of preschool teachers in Greece and the analysis of a number of factors and conditions that seem to be effective in inclusive practices. The findings can contribute to the improvement of inclusive practices in preschool education and influence the policy and practice of inclusive education in Greece.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0949/a.php" alt="Hit counter" /></p>

Shadow Education as a Tool of “Colonization” of Public Education

The main purpose of this research was to investigate the phenomenon of shadow education in Greece. In this research, the quantitative research method is combined with the qualitative method. The results showed that the liberalization of education during the recent decades was accurately implemented in the institution of shadow education. Knowledge is becoming a commercialized product and the choice for private education is made through private-financial criteria. Restrictive and maladjusted educational policies and decisions relating to individuals’ needs support the development of this institution, highlight the exchange value of academic credentials of the individual, and exacerbate social inequalities.

Interdisciplinarity in Data Analysis Through the Primary School Textbooks in Greece and Singapore

Data analysis is one of the most popular fields of mathematics and includes statistics and probability. These two mathematical domains are some of the most well-known, influencing everyday life and the various sciences. Their teaching lays the foundation for primary education and culminates in secondary education. Probability and statistics are necessary for today and the future of several professions. This research attempts to highlight the multidisciplinary character of these two disciplines through the textbooks of primary education in Greece and Singapore. It aims to highlight the dependence of mathematics teaching on interdisciplinarity through textbooks. The textbook analysis was chosen because books offer varied learning opportunities. The researchers selected the books, partaking in the comparative analysis. After defining the basic principles dividing lines for the differentiation of the exercises, the analysis was conducted. It included two stages. In the first stage, the activities of the books were examined in their framework application. Then, their interdisciplinary character was accentuated in the scientific field. The results reveal a substantial dependence of data analysis on interdisciplinarity. More interesting is that the distribution of interdisciplinary exercises is prevalent in the scientific milieus.

The Inclusion Paradigm in Greek schools: does just also mean justified?

This article aims to clarify the term "inclusion" and to highlight its value within the school environment, as well as to promote inclusive education in Greece. First, an attempt is made to define the term followed by the presentation of the relevant legal framework. Next the differences between Special Education and Co-Education are pinpointed in order for the reader to identify their basic differentiating elements. Then the problems that hinder the implementation of inclusion in schools are presented and ways to solve them are suggested. Finally, the terms of “Inclusive” and “Intercultural Education” are analyzed and compared. Inclusion in Greece, despite the obstacles it faces, can become a dominant and constructive way of learning.

Greek teachers’ difficulties & opportunities in emergency distance teaching

During the first months of the COVID-19 pandemic, most schools worldwide were closed and online teaching replaced face-to-face teaching. This study reports the results of a survey among 845 teachers of primary and secondary education in Greece who taught their students fully remotely during the pandemic lockdown. These Greek teachers expressed the difficulties that they faced as well as the opportunities that they gained during this emergency distance teaching (EDT). Through qualitative content analysis this study found that everyone (students, teachers, and state) involved in EDT faced various difficulties due to digital infrastructure’s inadequacy, limited support by the state, limited digital educational material, as well as low digital literacy of students, parents, and even some teachers. On the other hand, there were many opportunities for teachers to experiment and apply their prior training knowledge on distance education to EDT. More concretely, teachers managed not only to improve their teaching and digital skills, to enrich and organise their educational material with more interesting online educational resources, but also to collaborate with colleagues, and to maintain effective communication with students. Similarly, students had opportunities to improve their digital and soft skills and receive personalized teaching. However, some teachers believed that their workload and their available free time increased while other teachers believed the opposite. Also, some teachers believed that students’ participation and engagement increased while other teachers believed the opposite. Finally, the study suggests actions to be taken to support the teachers in EDT such as improvements in digital infrastructure, digital educational material, teachers’ training, as well as support and clear guidelines by the educational authorities.

E-Leadership and Distance Education in Greece during Covid-19 Pandemic

The paper attempts to investigate how contributive primary school principals’ e-leadership proved to the work and preparation of teachers for the implementation of the Distance Education during the covid-19 pandemic. By employing quantitative modes of enquiry and specifically a significant number of questionnaires, we concluded that the teachers’ level of education doesn't affect their opinion towards the degree of the school principals’ contribution to their work and preparation or the implementation of distance education, contrary to their educational experience. Moreover, the majority of teachers who participated in the research consider the presence and involvement of the electronic leader as important.