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1.
In this article, we: (1) offer a conceptualisation of what it means for Greek Cypriot teachers to be ‘reconciled’ with the ‘other side’ (i.e. Turkish Cypriots) in Cyprus; (2) examine Greek Cypriot teachers' emotional responses to the new educational objective of cultivating peaceful coexistence in schools; and (3) investigate how Greek Cypriot teachers' perceptions of reconciliation and emotional responses to the new educational objective of cultivating peaceful coexistence are entangled, and what implications these entanglements may have for educational reform efforts. This investigation is based on data collected in a national survey of Greek Cypriot primary and secondary teachers. The study is important not only for the Greek Cypriot educational system, but also for educational reform efforts in other conflict-ridden areas in Europe because it addresses a fundamental issue in relation to reconciliation: Can teachers, who may still carry traumatic experiences from a conflict and thus be (potentially) emotionally unready to engage in reconciliation, be convinced to put the past behind and promote peaceful coexistence in schools? The findings highlight the teachers' multiple ambivalences, yet they also identify openings for promoting reconciliation and peaceful coexistence in schools. The implications are discussed in terms of educational policymaking, curriculum development, and teacher training.  相似文献   

2.
In November 2002, the multisite Conference on the Future of School Psychology was sponsored by major professional associations of school psychologists. Conference goals included achieving consensus on current and future demands for school, conceptualizing the practice of school psychology in the face of diminishing numbers and increasing demand for services, and developing an agenda to use school psychology resources to maximize the benefits to the children and schools. Consultation, intervention, and prevention were major themes in all conference activities. The present article provides an overview of the conference and a summary of issues and outcomes from the conference that relate to educational and psychological consultation services.  相似文献   

3.
Abstract

This article sets out to evaluate the quality of educational provision offered in vocational secondary schools in Malta. The economic and political context which saw the setting up of trade schools in the early 1970s is described, and an account of the educational goals for these new schools, intended to rekindle the motivation for learning in low and non‐achieving students, is offered. The article then explores the extent to which these goals were achieved, particularly through the examination of three related areas, namely the form (the status of trade schools as separate educational institutions), the content (the curriculum) and the process (classroom processes and instructional methods) evinced in these schools. The article concludes by arguing that the failure of trade schools to provide a worthwhile educational experience has to be located in the relationship between mental and manual work in the wider social order, and that the problems identified in this article could be endemic to vocational schooling at the secondary school level and are therefore not necessarily context‐bound.  相似文献   

4.
In this study, the analytical educational experiences of 25 deaf adults are explored in relation to their identity. The qualitative analysis indicated that the most critical educational experiences for the participants' identity concerned their interactions with hearing or deaf peers and their language of communication with their peers at school. The participants with a hearing identity attended general schools, where they interacted with hearing peers in Greek, whereas the participants with a Deaf identity attended schools for the deaf, where they interacted with deaf peers in Greek Sign Language. The participants with a bicultural identity attended general schools, where they interacted with hearing peers in Greek, but they also had the chance to meet Deaf role models outside school, which played a critical role in the development of their identity.  相似文献   

5.
Full-service community schools are viewed as an approach to improve educational opportunities and outcomes for underserved student populations. The realization of these goals, however, is not guaranteed. According to Richardson’s (2009) research-based model of highly effective community schools (HECS), the effectiveness of full-service community schools depends on 3 interrelated components: leadership, partnerships, and organizational development. This qualitative case study uses the HECS model to examine different levels of effectiveness among 3 full-service community schools in an urban district in the eastern United States. The article concludes with a discussion of the implications of Richardson’s model for practice and research.  相似文献   

6.
This article investigates the extent to which schools can achieve both equity and quality. Data emerged from two effectiveness studies in teaching mathematics and Greek language, which were conducted to test the validity of the dynamic model of educational effectiveness. Separate multilevel analyses for each subject were conducted and it was found that the effectiveness status of schools does not change significantly when the two dimensions (equity and quality) are used to measure their effectiveness status in each subject. Changes in their effectiveness status in terms of each dimension of measuring effectiveness were also examined. In each subject, schools that were found to improve their effectiveness status in terms of the equity dimension were also found to improve their effectiveness status in terms of the quality dimension. Moreover, no school that was found to improve its effectiveness status in terms of one dimension had declining effectiveness in terms of the other dimension of effectiveness. Implications of these findings for the development of educational effectiveness research are drawn.  相似文献   

7.
This article analyzes choice strategies among a group of Somali Swedes at a Muslim-profiled compulsory school. In the Swedish debate these schools are alleged to be divisive, with values incompatible with the goals of Swedish schools. The study explores whether there are other reasons behind school choice than the school’s faith profile, concluding that for the group in question, it is also important to find a school in accordance with high educational ambitions and respect for rather than discrimination toward their faith, culture, and skin color.  相似文献   

8.
The article describes the framework, the methodology and the results of an educational research in the field of Greek minority education. The aim of the research was to explore whether action-research can help educators from the majority develop empathy for their minority pupils. The schools where the research took place are placed in Thrace, an area of North-Eastern Greece, which borders with Turkey.The research showed that the teachers’ training brought changes in their perceptions and attitudes related to their general ideological beliefs concerning otherness, their professional role and their educational work.  相似文献   

9.
针对德育的重要性,此文作者从学校德育、家庭环境以及社会环境三个方面,探讨了对学生进行德育的方法、途径.在此基础上,作者进一步探讨了学校、家庭、社会三方共同配合搞好学生德育的可行性,从而实现培养"德、智、体、美、劳"全面发展的人的教育目标.  相似文献   

10.
In this paper, the focus is on schools’ responses to multiculturalism. We present a research project that was designed to explore feelings, perceptions and attitudes of teachers towards pupils of Roma origin in two different Greek schools. Our research strategy involved case studies and in-depth semi-structured interview was our main research technique. The findings suggest that there is a need to rethink and further investigate the issue of who is best suited to teach pupils of Roma origin in Greek schools. We believe that our research could help policymakers, educational administrators and teachers to better understand Roma pupils’ educational needs and plan ways to improve it.  相似文献   

11.
ABSTRACT

This study aims to examine communist education in occupied Greece (1944–1945) in combination with anti-communist education in Greece in the Cold War era (1950–1967). It discusses, on the one hand, the intentions of the Popular Liberation Front/the Greek Communist Party in establishing Slavic-Macedonian schools and their features and, on the other, it defines the characteristics of the American anti-communist educational model and its impact on the Greek one, as the redefinition of the Greek nation, the constitution of the anti-communist legislative framework, the promotion of educational reform or the need for modernisation and the demand for technological and economic progress. Finally, it evaluates both communist and anti-communist education and their consequences for Greek society.  相似文献   

12.
ABSTRACT

This article examines the ideologies present in Colombian official policy for English language teaching (ELT) and traces the links between governmental planning for state-funded schools and school pedagogical practices. Building on analysis of interviews with policy agents, policymakers’ pronouncements, documents and classroom observations, the article contends that instead of working towards educational equity, official policy actions are creating a new breach amongst state-funded schools, that is, between schools that are ‘focalised’ and others that are not. The national high-stakes exam for school leavers and the strategy of presenting policy goals and outcomes as a constant challenge perpetuate the knowledge-based economy ideology in the policy documents and pose a limit to teachers’ and schools’ decisions. The paper concludes with a call for a clear analysis of the material contexts of the ELT policy by policy actors at the macro-level and teacher agency that leads to student language learning despite policy constraints.  相似文献   

13.
This article deals with differentiation of teaching methods and extra time in class for pupils with dyslexia by English as a Foreign Language (EFL) teachers in two Greek state secondary schools. Activity theory is applied to analyse the contradictions that emerge around the issue of differentiation for pupils with dyslexia from data compiled from interviews with teachers, pupils and parents and field notes from lesson observations across two schools. The analysis shows that contradictions are created when participants try to achieve their goals for differentiation by lack of teachers’ knowledge, inadequate diagnosis, unclear school and Ministry policy, short duration of lessons and the number of pupils in class. The findings suggest the necessity of teacher training in dyslexia and the improvement of school and Ministry policy.  相似文献   

14.
Technology,teachers, and the search for school reform   总被引：1，自引：0，他引：1  
Educational technologists have increasingly moved away from direct involvement in the world of the classroom teacher in recent years. The assumptions that technologists and teachers make about educational technology and about teaching now diverge markedly. At the same time, new reform proposals have suggested ways to restructure schools that would enhance the role of teachers as instructional decision-makers and offer them more control over their professional work life. Elements of the reform agenda are characterized, and ways are described in which educational technologists might work together with teachers in pursuit of reform goals. These include: (1) preparation of models for teaching-with-technology; (2) design of intelligent software; (3) creation of technologically based tools to support teachers' professional work and development; and (4) improvement of research about technology in education. Note:An earlier version of this paper was presented at the Annual Conference of the Association for Educational Communications and Technology, Dallas, Texas, February 4, 1989.  相似文献   

15.
Universities and schools have a long history of partnering with one another to achieve a range of educational goals in America's schools. For many years, the needs of the universities were the primary impetus for partnership. Universities needed practicum sites for student teachers and other educational professionals, as well as participants for the research of university social science faculty. In more recent years, the balance has begun to shift dramatically so that the needs of schools are increasingly driving the formation of school–university partnerships. This article briefly describes the recent history, development, and major foci of school–university partnerships. After identifying a relatively neglected area of school–university partnerships, the article describes an existing partnership that addresses this area in order to illustrate the potential and opportunities for partnership. Finally, this article closes with a discussion of the challenges and potential benefits of school–university partnerships.  相似文献   

16.
Students in “community” (nondenominational) Jewish high schools represent a diversity of denominational affiliations, including those who affiliate with more than one denomination and those that affiliate with none. These schools strive to create communities in which students with varying Jewish beliefs and practices are, at the very least, respected and comfortable. At the same time, schools work to avoid internal Jewish communal fragmentation. In this article, the approach to diversity in three such high schools is compared. Each school, in addition to presenting an approach distinct from the others, has created opportunities for communal Jewish engagement through the enactment of practices that are rooted in Judaism and in the ethos of the school, and allow individualization within universal participation. Further, the range of approaches to Jewish diversity exhibited raises questions about pluralism as it relates to the Jewish educational goals of these schools.  相似文献   

17.
大学与中小学合作的构建已经成为一种世界性的趋势.区域性大学与中小学合作的类型包括单向传递报告型、项目研究合作型、咨询合作型、试验推广型和教育实习型.大学与中小学合作存在诸多困境,其主要原因在于大学与中小学属于不同的文化圈,各种类型的教育理论与实践都存在脱节现象,只有寻求两者的共同的目标和远景共识,才能构建合作的平台.  相似文献   

18.
Making liberal democratic values meaningful to study in schools is a more complex issue than being a question of turning values into explicit educational goals (Schleicher) or of curing a motivational deficit (Critchley). Since values seem to play an important role in the practices and commitments of people's everyday lives, values are calling for a continual refinement of our words in relation to the world (Laverty). The purpose of this article is to offer contours of an educational language about values that acknowledges this refinement and the pedagogical work that teachers might do—by way of language—in order to sustain the living-on of what is valued and valuable to us as individuals and as societies. To this end, the article is divided into two parts. The first part takes the temperature of the current political and educational debates, offering thereby a sociopolitical background to the need of a renewed language about values. Drawing on ordinary language philosophy (Moi, Murdoch and Forsberg) and the idea that there is an intimate relationship between how we look at the world (attention) and the words we use in describing it (language). The second part of the article places the emergence of values in a particular time in history before suggesting a more existential vocabulary about values for the purpose of teaching values in schools.  相似文献   

19.
This study deals with the question of tenure/non-tenure of the Greek school principals and its possible impact on their role in the light of the international influences. In developing our theoretical perspective, we draw on the tenure/non-tenure discourse and the centralised bureaucratic and new public management model. After examining the relevant legislation issued from 1836 up to 2015 by following the qualitative content analysis, we find out that in the 1836–1981 period, tenure had become an integral part of the centralised educational system. Since 1981, the introduction of decentralised policies along with the abolition of tenure has resulted in the renewal of the same politics. By linking in a direct way the tenure/non-tenure topic with the international policies, we support the view that in the Greek centralised educational system, school principals have limited power to bring about effective changes at schools regardless of their tenure/non-tenure status.  相似文献   

20.
由于多年来一直将升学作为其主要的价值取向,部分农村初中正处于困难的境地.在全面建设小康社会的背景下,农村初中应重新审视自己的办学使命,并以新一轮的基础教育改革为契机,转换其价值取向.  相似文献   

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