Secondary Education In Greece Research Articles

Student Views on the Teaching of the Course of “Principles of Economic Theory” in Secondary Education in Greece

Student Views on the Teaching of the Course of “Principles of Economic Theory” in Secondary Education in Greece

Using Podcasts to Change Learners’ Attitudes and Beliefs in Learning / Teaching English as a Second Language: A Case Study in Secondary Education in Greece

The main objective of this study is to explore how podcasting can be implemented in teaching English as a Second Language as a supportive technological tool and thus contribute to the development of positive attitudes and beliefs of the learners. To this aim, the field experiment research was conducted. The study was carried out with a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in February 2018. The students were assigned to the experimental group (15 students) and the control group (13 students). The results of the research have shown a positive change in students‟ attitudes and beliefs, though no statistically significant difference has arisen regarding the students‟ interest in the course, their self-confidence in English, the role of gender in learning English, and the difficulties students come across when studying English. Similarly, no significant change has occurred regarding the usefulness of English, the importance of the English accent, and the knowledge of another foreign language as a contributing factor to learning English more easily. Finally, a negative change was found regarding difficulties in oral communication in English.

Student Self-Assessment in Primary and Secondary Education in Greece and Internationally

<em>The present study is a review of 36 empirical studies in Primary and Secondary Education, in Greece and internationally and aims at investigating: a) the benefits of student self-assessment, b) the contribution of self-assessment to the development of students’ skills to accurately self-assess. Moreover, this study presents the factors that affect student self-assessment ability. According to the main findings, self-assessment has been investigated more in Secondary Education. Furthermore, self-assessment has positive effects mainly on performance and learning in both secondary and primary students. Self-assessment ability and the factors that influence this ability have mainly investigated on Secondary Education with clearer and more positive findings, whereas there is a lack of research in Primary Education. In Greece, it was found only one study in Secondary Education that examines the issue of self-assessment ability with positive conclusions for students. Factors that contribute to the accuracy of student self-assessment in Secondary Education are the use of a video-based modeling examples, the observation of a human model engaging in self-assessment by students, the use of scripts and the training of students in self- and peer-assessment, whereas in Primary Education the social status, training and guidance in self-assessment and the entrance examinations affect self-assessment ability. </em>

Using Podcasts to Change Learners’ Attitudes and Beliefs in Learning / Teaching English as a Second Language: A Case Study in Secondary Education in Greece

The main objective of this study is to explore how podcasting can be implemented in teaching English as a Second Language as a supportive technological tool and thus contribute to the development of positive attitudes and beliefs of the learners. To this aim, the field experiment research was conducted. The study was carried out in a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in February 2018. The students were assigned into the experimental group (15 students) and the control group (13 students). The results of the research have shown a positive change in students’ attitudes and beliefs, though no statistically significant difference has arisen regarding the students’ interest in the course, their self-confidence in English, the role of gender in learning English and the difficulties students come across when studying English. Similarly, no significant change has occurred regarding the usefulness of English, the importance of the English accent and the knowledge of another foreign language as a contributing factor to learning English more easily. Finally, a negative change was found regarding difficulties in oral communication in English.

Learning with the AppInventor programming software through the use of structured educational scenarios in secondary education in Greece

The continuous technological development nowadays acts ancillary and supportively in student-centered learning, in both formal and informal education settings. Effective learning environments, such as the AppInventor software, could spark the students’ interest and allow them to develop programming skills and strengthen their algorithmic capabilities. In this paper, we present a study on the use of eight educational scenarios for the use of the AppInventor software into a secondary education lesson’s context. These scenarios were initially evaluated by secondary education informatics teachers. After that, they were implemented in two public Lyceums in Greece gathering teachers’ and students’ opinions. The results were very positive for the use of AppInventor during the teaching and learning process through the structured educational scenarios that were provided. According to the students’ and teachers’ opinions the content of these educational scenarios is presented with clarity and helps in learning the lesson’s content without being related with any previous knowledge of programming languages or environments.

Mobile Learning in Science: A Study in Secondary Education in Greece

Mobile technology can facilitate students’ learning in anytime, anywhere. Different tools can be used to support science learning, while mobile devices with internet access can facilitate students’ online investigations of simulations, video and virtual labs. However, there are few studies that reported mobile supported science activities and this topic is not covered within the Greek context. This paper presents a small scale study from Greece, with examples of mobile technology-supported learning activities in science lessons (in secondary schools). In parallel, it discusses studies on science learning with mobile technology and presents the context of mobile learning in Greece. Implications for educational policy makers, teachers and students are finally discussed.

Making Use of the Lesson Study Approach to Secondary Education in Greece—The Contribution to the Professional Development of Teachers

The main purpose of this paper is to investigate the contribution of the Lesson Study (LS) to the professional development of teachers. The present work, which is part of a broader research effort, was realized from February 12 to April 1, 2016 in the second grade of lyceum in a school in the prefecture of Attica. Initially, all the school’s scholars (4) and 31 students participated. From the results of the survey, regarding the teachers’ perceptions of the contribution of the lesson study to the differentiation of their attitudes and practices for the design of the course and their teaching, all the teacher participants in the research stated that they benefited from the lesson study as far as the subject of their teaching and the foresight of students’ possible questions were concerned. At the same time, it has a positive impact on promoting co-operation and professional development of teachers as a form of training within the school.

The Integration of Information and Communication Technologies (ICTs) in the Teaching of Mathematics in Secondary Schools: an Ecosystemic Approach

The rate at which the ICTs (Information and Communication Technologies) are introduced into the educational process is very slow in spite of the materialized high ICTs investment in the sector. The purpose of this thesis is to investigate the factors, which lead to the observed low rate of ICTs adoption in the process of Maths teaching in the secondary education in Greece. The use of ICTs by the Maths teachers is distinguished in two categories: use for the teachers’ own personal needs and use in class.By using an ecosystemic approach, the ICTs are specified as invaders into the school environment – the ecosystem – disturbing the existing balance among its elements – computer applications and teachers. The empirical exercise included the 237 secondary education schools in the Prefecture of Thessaloniki together with the 742 Maths teachers of these schools. Semi-structured interviews and a questionnaire survey were carried out in 2006-07. The collected data were analyzed by using the Latent Variable Models. The LISREL software was used.The results show a strong two-way relationship between Maths-teachers’ use of ICTs for their own needs and their use in class. “Fear” of ICTs use in class, as well as teacher-collaboration, and favorable-to-ICTs school environment are among the factors which affect significantly the ICTs adoption in class.

The Use and Development of Podcasting as a Technological Tool in Secondary Education in Greece: A Case Study

The main objective of this study is to explore how podcasting can be implemented as a supportive technological tool in teaching English as a Second Language. To this aim, the field experiment research was conducted. The study was carried out in a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in December 2017. The students were assigned into the experimental group (15 students) and the control group (13 students). A statistically significant difference has arisen regarding the contribution of podcasting to the motivation of the students of the two groups. The students of the experimental group believe that English is a very important school subject which can help them in other subjects. Students found the podcasts interesting and helpful and their content attracted their attention, satisfied their needs and was absolutely relevant to the lesson. All learning styles benefited from the educational podcasts, each one of them in a different way. Finally, the current study proposes specific suggestions for the development of podcasting according to different learning styles.

The Contribution of the Lesson Study to the Development of a Collaborative Framework for the Operation of the School: Results From a Pilot Implementation in Secondary Education in Greece

The main purpose of the present study is to investigate the contribution of the lesson study to the formation of a collaborative framework for the operation of the school unit. Qualitative research was conducted from February 12 to April 1, 2016, in the second grade secondary school of Attica, with a total of 31 students and four teachers. The results of the survey show that the lesson study cultivates and strengthens the collaborative climate among the participating teachers, which has positive effects not only on their own but also on their students. In particular, research has highlighted the ways in which the lesson study builds co-operation among teachers, as well as the benefits of this collaboration for participating teachers and pupils. Also, the importance of collaboration and the development of collaborative culture, in the context of a fruitful and constructive dialogue, have emerged as the strengths of the lesson study.

The Implementation of the Lesson Study Approach to Secondary Education in Greece: The Case of the Literature Lesson

The main purpose of the present study is lesson study’s utilization in secondary education in Literature lesson. Specifically, the task is to investigate both the effectiveness of the lesson study approach to improve the quality of the teaching-learning process, as well as conditions and difficulties for its effective implementation in the classroom. In addition, the attitudes, perceptions and suggestions of participating teachers and students for more effective teaching of the research lesson. The qualitative method was selected and recorded transcripts, design, observation, reflection and revision of the research lesson, as well as questionnaires for teachers and pupils were used as data collection tools. The survey was conducted in a general lyceum in easternAtticafrom February12 to April 1, 2016. The director and all the four teachers, initially, of the school unit, as well as the two classes of the 2nd Lyceum with 31 students participated. Research data was analyzed through the Atlas.ti program. The study concludes that LS contributes significantly in growing cooperative culture among teachers and in their professional development, as well as in students’ learning. In addition, the study demonstrates all necessary conditions for effective implementation of LS, such as detailed planning of research lesson and teachers’ supportive participation. In conclusion, the study reports difficulties, which may undermine lesson study’s implementation such as members leaving the group, teachers feeling unfamiliar and anxious with their colleagues monitoring their teaching. https://doi.org/10.26803/ijlter.17.7. 6

Factors That Cause Professional Stress to Teachers of Secondary Education in Greece: Bibliographic Review and a Proposed Empirical Research on the Correlation of Professional Stress with School Performance

This paper examines the factors that cause the professional stress of teachers in Secondary Education of Greece. It records several factors that are found in recent international literature and focuses on the main factors of Modern Greek education. A research gap emerges from this review of the literature, regarding various factors. Thus, a proposal for a new research is being formulated, focusing on the approach of school performance as a factor of professional anxiety for secondary school teachers, as well as on the inventory of effective ways of limiting this phenomenon.

Professional Development of Transference Teachers to Administration / Finance Positions

The aim of this study is to investigate a) the reasons which incited teachers to take the decision to transfer, b) the degree of satisfaction and the problems they face, and c) the professional development in the new working environment. For the data collection of this research a questionnaire was used. Finally, 126 questionnaires have been answered by teachers that transferred into administrative positions from 24 Administration offices of Primary and Secondary Education in Greece. The results of the investigation showed that the majority of the transferred teachers consider, the cooperation with their colleagues, the continuing education and upgrading, as well as their basic training, the most important factors of their professional development, factors that rank in the first places of the research’s results, while attending post-graduate programs and the search for knowledge in the internet rank in the last positions.

Job Satisfaction of Transference Teachers to Administration / Finance Positions

The aim of this study is to investigate a) the reasons which incited teachers to take the decision to transfer, b) the degree of satisfaction and the problems they face, and c) the professional development in the new working environment. For the data collection of this research a questionnaire was used. Finally, 126 questionnaires have been answered by teachers that transferred into administrative positions from 24 Administration offices of Primary and Secondary Education in Greece. The results of the investigation showed that the majority of the transferred teachers declares satisfaction with new job but appears positive towards the probability of returning into the classroom. Teachers who decided voluntarily their transference are more satisfied overall with their new work compared to mandatory transference. There is no satisfaction from the working environment, neither from the possibility of professional progress, for which the host institution seems not to apply specific strategies. The organization should exploit the talented and experienced personnel by strengthening the mentoring and coaching.

A Proposed Methodology for Empirical Research Concerning Issues of Professional Stress among Teachers: The Case of Greece

This paper presents the proposed methodology for an empirical research that relates the professional stress of secondary education teachers to the factor of school performance, as well as practical procedures for recording this phenomenon. The applicability of qualitative research as the proper relevant methodology is documented. The sampling, tools and reliability criteria of the proposed survey are also specified. Although this survey has been designed focusing on the stress factors that affect the teachers of secondary education in Greece, the authors believe that the proposed methodology can be generally applicable for conducting relevant surveys.

Current data in Greek children indicate decreasing trends of obesity in the transition from childhood to adolescence; results from the National Action for Children's Health (EYZHN) program.

The aim of the study is to present the most recent estimates of obesity (total and central) prevalence in Greek children and associated risk factors. Population data are derived from a yearly, school-based health survey polled in 2015 on 336,014 (51% boys) children aged 4 to 17 years old from almost 40% of all schools of primary and secondary education in Greece. Anthropometric and physical fitness measurements were obtained by trained investigators. Dietary habits, physical activity status, sedentary activities and sleeping hours were assessed through self-completed questionnaires. The gender and age-specific Body Mass Index (BMI) cut-off points were used in order to define BMI groups. The prevalence of overweight and obesity in the whole population was 22.2% and 9.0% in boys and 21.6% and 7.5% in girls, respectively. Obesity presented decreasing trends in the transition from childhood to adolescence. Central obesity was diagnosed in 95.3% and 93.5% of the simple obese boys and girls, respectively, in almost two to three of overweight children (68.6% of boys and 64.3% of girls), and in 12% of normal weight children. Age, physical fitness, low adherence to Mediterranean diet, insufficient sleeping hours, inadequate physical activity levels and increased screen time were all associated with higher odds of total and central obesity. Serious and urgent actions need to be taken from public health policy makers in order not only to prevent a further increase in obesity rates but, more important, to treat obesity and/or the obesity associated co-morbidities.

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.

An Extensive Compendium on Good Practices in Secondary Education in Greece

The establishment of a competitive, meritocratic and engaging culture inside the educational system is one of thecrucial elements that will determine not only its survival but also its evolution as a vault of social progress andcultural elevation. Within this frame, mechanisms that can establish new relationships for excellence and innovationinside educational organizations are examined and therefore these can become future gnomons. A correlation of datafrom a three-year institution award records, provided by the Greek Ministry of Education, is being attempted, inorder to mine information about the specific characteristics of the eminent institutions.The gain of similar practices for the school community is doublefold: at first, it measures accurately enough, on ascientific basis, the impact and progressiveness on the community and secondly it safely sketches its future status byprojecting on the most popular and easily implemented features. In the meantime, there is a growing discussion onhow these radical changes could be assimilated by the majority of schools, if one imposes them in a top-down policyor if one awaits until they emerge from a cooperative and social responsible action of the school unit level.A new parameter in the idea of excellence is the newly established pilot-experimental schools, which operate alreadyin a completely novel institutional environment. Among the objectives of the ministry of education is to confide inthem a major role, that of “locomotives of excellence”, throughout the whole country. The idea of “excellence”,though quite old, has been severely criticized by members of the community. It is the duty of a research to assess thecontemporary role of that notion in education, defining its strengths and weaknesses.

Entrepreneurship education at school: a case study on secondary education in Greece

Secondary education has been recognised as an important lever of strengthening entrepreneurship and innovation systems. However, there are disappointing discoveries regarding the implementation and specialisation of the Greek national strategic priorities in entrepreneurship education, when examining at business level, the weight and importance attributed to the curriculum of the secondary education. The present paper sets out to investigate the necessity promoting entrepreneurship education in Greek schools of secondary education. Firstly, it presents the curriculum of the Greek lyceum related to the entrepreneurship education, including the very recent changes. Secondly, it examines, based on a field survey of 90 students that was conducted in spring 2014, the entrepreneurship educational needs of the Greek lyceum students. Finally, it proposes based on the survey results the design and implementation of a national strategy on entrepreneurship education.

Ontological modeling of educational resources: a proposed implementation for Greek schools

In eLearning context searching for suitable educational material is still a challenging issue. During the last two decades, various digital repositories, such as Learning Object Repositories, institutional repositories and latterly Open Educational Resources, have been developed to accommodate collections of learning material that can be used for instructive and research purposes. In order to make this learning material publicly available through internet searching mechanisms, it has to be enriched with metadata. Nowadays, emerging Web 3.0 applications necessitate further enhancing learning resources with semantic knowledge to facilitate conceptually searching. Adding semantic value to educational resources could be achieved by modeling ontologically the metadata profile which describes them. The purpose of this work is to demonstrate the process of enhancing semantically learning resources by developing a new ontology and a prototype system to accommodate them. The designed ontology is originated from a metadata profile which is build according to the guidelines posed by Singapore Framework for Dublin Core Application Profiles. We focus on educational material for teaching courses on Informatics in primary and secondary education in Greece but the methodology and mechanism introduced could be easily adapted in any domain-specific setting.