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According to the Eurobarometer, Greek students possess the highest percentage among the European students who learn at least one foreign language at school (92%). Although the Greek educational system is ranked last across Europe and the Greek students are not included among the most proficient learners, the results of SurveyLang tests show that the majority of them are at the Independent User level. However, these results are not attributed to English learning within normal schooling alone; 9 out of 10 students attend supplementary language classes proving that private tuition classes and schools loom large in Greece. [ABSTRACT FROM AUTHOR]

This paper considers recent evidence on autism education in Greece in order to shed light on current developments and attitudes. Given the increase in relevant research in the country, a scoping review to identify topics that have been explored so far and propose areas for future research and implications for practice is timely and necessary. Peer‐reviewed papers published between 2000 and 2019 were identified via electronic databases and their main themes were analysed. Themes related to autistic individual (i.e. the voice of autistic individuals and intervention studies), the family around them (i.e. the role of family and stigma), the role of teachers (i.e. teacher training and teacher stress levels) and the wider society (i.e. parent‐teacher collaboration, the medical/deficit model of disability and inclusion) emerged from the review. The above themes are discussed in the light of the cultural characteristics of Greece and the recent economic crisis the country underwent as well as similar findings from other European countries. [ABSTRACT FROM AUTHOR]

Copyright of Filozofija i Drustvo is the property of University of Belgrade, Institute for Philosophy & Social Theory and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The inclusion of children with autism spectrum disorder (ASD) in typical educational settings has only recently gained momentum in Greece, responding to the recommendations of the international conventions. Reform of special education legislation spotlights the inclusion of children with autism in mainstream schools. The principal goal is to accept the diversity and heterogeneity of all students. This paper presents the educational policy for children with ASD in Greece and comments on teachers' perceptions of inclusion. School closures due to the COVID-19 pandemic had an adverse impact on children's lives and created a new environment with different demands for educational inclusion. [ABSTRACT FROM AUTHOR]

Whilst the link between young people's well‐being and the creative arts is strengthening, there is a lack of research which focuses on the roles that artists play to help teachers and parents engage young people in the creative arts. This paper explores the benefits of and barriers to artists working in education in six European countries (England, Iceland, Germany, Greece, Italy and Austria). Using the '5A's model of creativity' and a view of professional development taking place within 'landscapes of practice', the data were analysed in order to explain how creativity is operationalised in the different contexts. Our study highlights the need for policy at a national and transnational level to value the creative arts in order to help teachers cross boundaries and utilise the full potential of the creative arts in schools. Our study also highlights that further research is needed into how artists shape teaching and curriculum and how schools engage parents in the creative arts in order to build an evidence‐base relating to young people's positive mental health that can affect policy at these levels. [ABSTRACT FROM AUTHOR]

The aim of this paper is to describe and interpret the main objectives of the educational policy of the central elites of the Liberals in the region of Greek Macedonia during the period 1915–1924 concerning the process of assimilation and especially the cultural assimilation, the structural integration and the psychological identification of the so-called xenophone or allophone population. We investigate the Glinos Foundation Archive using CDA techniques in combination with the historical interpretative method. Αn assimilation process with mild practices took place, while the achievement of national homogenization through literacy via the demotic Greek language teaching was considered as the main goal. [ABSTRACT FROM AUTHOR]

Copyright of Research Papers in Language Teaching & Learning is the property of Research Papers in Language Teaching & Learning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The aim of this research is to examine the external factors which they have intervened to support adult students with neurological disorders emphasizing to the specific learning difficulties (dyslexia) in tertiary education in Greece. We study papers into the bibliographical retrospection of the external factors which are implicated in direct supporting of adult students with diagnosis ''dys'' and Attention Deficit Hyperactivity Disorder in the Agricultural University of Athens. Also, we have recorded the indirect supporting through individual teaching of Special Education and training in the University of Peloponnese in the Faculty of Humanities and Cultural Studies. Method: The tool consists of the bibliographical sources and papers between 2002-2016 and the method of interview. Also, we have used the targeted, structured, inclusive program differentiating the instructions with learning readiness activities in reading and memory skills. The factors are written down as external and internal based on the study of interventions according to the frame of Analytic Program of Special Education (Christakis, 2013). We have also used the Experimental Analytic Program for Specific Learning difficulties (Drossinou, and Markakis, 2000) adapted to the adults' teaching methodology. Results and Conclusion: The results show that the external factors which affect the support refer to the implementation of the legislation for the entrance and the facilitation of adult dyslexic students. Moreover, we noted the attitude of professors, the parents, the specialized counseling services, the external psychotherapies. In the internal factors we found that the support is affected by their so far lived experience in the school career, the awareness of the individual way of studying and their reading and mnemonic difficulties, as long as their selfesteem. In conclusion, the adult dyslexics students have and other needs ''psychological'' which cannot be included only in the external or in the internal factors. [ABSTRACT FROM AUTHOR]

Based on a qualitative study conducted in austerity-stricken Greece, the paper provides a micro-level exploration of the mechanics of intergenerational transmission of (dis)advantage. Utilising the Bourdieusian toolbox, the paper enquires into familial practices through the lens of young people’s perceptions, focusing on the mobilisation of capitals, the inculcation and transformation of habitus taking place in the Greek educational field. In-depth interview material unpacks the pedagogic efforts young people and their families make, indicating that these are contingent on the varied volume and composition of capitals and the distinct distances from necessity that in turn constrain or afford the exercise of agency and the investments in the academic market. Further, the analysis sheds light on young people’s accounts of educational and occupational expectations illustrating how these are tightly interweaved with familial legacies and parental wishes, and underpinned by the projects of distinction, mobility and respectability through education. [ABSTRACT FROM PUBLISHER]

The paper approaches school parades on national commemorations in Greece as a 'text' for storing and transmitting cultural meanings and value hierarchies. The study is based on policy documents and participant observation. The detailed Ministry instructions on how schools should select students for the parade may be viewed as instructions on how to manage dimensions of diversity. Two such dimensions are tallness and achievement, established by law as selection criteria. The latter could point to both intellectual abilities and effort. However, because of the dominance of effort in Greek educational rhetoric, achievement comes to be perceived mainly as an indicator of moral qualities, e.g. hard work. The selected students are distributed along the body of the parade according to 'syntactic' rules, i.e. mainly 'firstness'. Skilful management of bodily and moral 'diversity' makes underlying value hierarchies explicit, thus producing cultural meanings and turning the parade into a text about the nation. [ABSTRACT FROM AUTHOR]

Fifty years after the production of Circular 10/65, which confirmed comprehensive education as the national policy for secondary education in England and Wales, it is possible to trace the idea of comprehensive education from the 1940s to the 1960s, to understand the position of the Labour Party in its development, and to assess the nature of the contribution of Circular 10/65 itself to comprehensive education in Britain. There were strong connections between the 1944 Education Act and Circular 10/65. In particular, Michael Stewart, the Labour Party education policy review of 1957–1958, and the 1958 report Learning to Live that arose from this, played a key mediating role. Awareness of public opinion through the then novel device of market research and a determination to consolidate ambitious reforming ideals into a practical strategy for educational reform over the longer term formed part of the party’s revisionist approach under Hugh Gaitskell, and helped to provide the basis for Labour’s policy on comprehensive education when it returned to power in 1964. [ABSTRACT FROM PUBLISHER]

In the present study, we investigated the grouping of Greek parents of preschool children according to their beliefs about literacy by using a mixed-method approach. The sample included 147 parents of preschool children attending the 13 public kindergartens in the town of Pyrgos, in Greece. The participants completed a paper survey and 20 of them participated in semi-structured interviews, as well. The results revealed that parents could be categorized into two groups according to their beliefs about literacy: Facilitative and Conventional. Facilitative parents have a more holistic orientation, concerning literacy acquisition, while Conventional parents have a more skills-based orientation. The findings give an insight into parents' beliefs about literacy and emphasize the importance of the congruence between home and school literacy. Implications and limitations are discussed. [ABSTRACT FROM AUTHOR]

The aim of this paper is, on the one hand, to explore the institution of evaluation in Greece (its problematic aspects, its perception by the teachers), and on the other hand, to define the conditions that should be fulfilled in order that the procedure of teachers' evaluation gains the trust and the acceptance of those evaluated. Firstly, the paper makes an account of how the evaluation of teachers in Greece evolved, the role of the "inspector", the criticism this institution had received until the replacement of the inspector by the "pedagogic counselor" in the '80s, the limitations of the counselor's role, and finally the new law concerning the individual evaluation of teachers. Secondly, it explores the way teachers have perceived the application of the new law. The methods used are a) historical research (study of the relative documentation) and b) qualitative research based on semi-structured interviews. The conclusions are addressed to policy makers in the Ministry of education and to administrators involved in the procedure of teachers' evaluation. [ABSTRACT FROM AUTHOR]

This paper aims to present three different models of integration in schools for immigrant pupils. These models are: the intercultural mediator, the intercultural school, and all-day schools. Two countries served as cases studies for the presentation of the aforementioned models: Greece and Italy. The intercultural mediator (IM) model is implemented widely in Italy as an educational provision for children who come from migrant families with language and cultural differences. The second educational model, called intercultural schools (IS) is implemented at 26 public schools in Greece. The third model, an all-day school, is implemented both in Greece and in Italy as an additional support measure to working migrant families. In this paper, the structure of the three educational models is presented first. From the research surrounding these models, conclusions, which focus on the feasibility of the implementation of these educational provisions, are drawn. Parameters are taken into consideration, such as the general educational frame of the two countries and their cost and acceptance from the school community. [ABSTRACT FROM AUTHOR]

Most research in early childhood education and care (ECEC) settings, in Greece and internationally, focuses on children’s relationships with their early years practitioners, but evidence regarding young children’s role in the formation of these relationships is limited. This paper focuses on 10 children, under the age of three, recognizing children’s agency and their significant contribution to the formation of interpersonal relationships with practitioners and ancillary staff members. The paper draws on findings from an ethnographic case study, conducted in two Greek day-care settings over the course of six months, which used an adaptation of the Mosaic Approach. The analysis suggests that children’s relationships with significant adults beyond the home are paramount for children and influence and shape the way they perceive and experience the settings. [ABSTRACT FROM AUTHOR]

Inclusive education is a modern policy that is gaining ground in many countries around the world. Greece is following these global educational trends at a slow pace, in an effort to provide education to groups of people traditionally excluded, and ensure equal access and nondiscriminatory, fair services to all. The purpose of this paper is to highlight difficulties arising from student diversity in the school setting, and the need for inclusion, by discussing a case study. This study emphasizes an interdisciplinary approach to dealing with problems that are the result of student differences and family characteristics, in order to build a school for all. [ABSTRACT FROM AUTHOR]

This paper examines the growth of the knowledge society, the increasing penetration of market forces in higher education and training and the treatment of education and training as an exportable good, supplied in different forms and by various providers, exerts the need for systematic quality assurance in training and education. In Europe, the Bologna Process has urged member-states to respond quickly to the impact of globalization to increase the competitiveness of European job requirement assessments. At present, Greece is among those member-states lacking some type of "networking" between education and training and the job market. It also discusses the prospects of Greece's converging towards the quality goals of the European Higher Education job requirement assessments and the job market. This case goes beyond the limits of a strictly technical debate about the implementation of evaluation procedures or what its criteria ought to be, with the purpose of presenting the broader sociopolitical and economic background that influences the enactment and operation of quality assurance in Greece. [ABSTRACT FROM AUTHOR]

Copyright of Research Papers in Language Teaching & Learning is the property of Research Papers in Language Teaching & Learning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Espacio, Tiempo y Educación is the property of Espacio, Tiempo y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose – The purpose of this paper is to examine instructional leadership (IL) in outstanding secondary schools within a centralised (Greece) and a partially decentralised (England) education context. Design/methodology/approach – Since the purpose of the study is exploratory, the researchers adopt a qualitative approach, employing a series of four qualitative case studies with the purpose of examining the impact of IL on student learning, teachers’ professional growth and school improvement, using the interpretivist paradigm. Semi-structured interviews with various data sets (stakeholders) within and outside the school, observation of leadership practices and meetings, and scrutiny of relevant macro and micro policy documents are employed to enhance methodological and respondent triangulation. Findings – Recognising that IL is not confined to the principals’ leadership domain, a sense of shared and distributed leadership prevails in schools, while its implementation is inevitably linked to system constraints. The findings from the Greek schools link to the official expectations that principals operate as administrative rather than instructional leaders, while an unofficial instructional “teacher leadership” culture suggests potential for reconsidering leadership in Greek state schools. In contrast, the decentralisation of school activities creates the platform for the emergence of shared and distributed leadership within the English context, where school actors enact direct and indirect IL roles. Originality/value – This cross-country comparative study demonstrates theoretical significance in its focus on the collaborative and reciprocal nature of IL, while its empirical contribution lies in generating new knowledge on how IL is contextually bounded. [ABSTRACT FROM AUTHOR]

This paper outlines a non-formal language education program at a refugee community centre in mainland Greece in the context of the current refugee crisis in Europe. In this context, language classes are in high demand, often provided by volunteer-led organisations. The move to integrate and support refugees as language teachers at one such organisation is documented, mentioning the opportunities and challenges that this presents in terms of training and motivation. It is hoped that this article can contribute to a growing body of literature around language education for refugees in a pre-resettlement context. [ABSTRACT FROM AUTHOR]

Rhetoric was part of the borrowed Greek educational system of the Enkyklios paideia, together with logic and grammar. However, the technical terminology had to be adapted, so the question is which strategies were used to create the vocabulary of Syriac rhetoric. This paper aims at analyzing some meaningful loanwords, adaptations, calques and native words used to build this specialized lexis. A manuscript containing the Syriac version of Aristotle's Rhetoric was never found, and we need to rely upon other texts that dealt with this topic: Antony of Taġrit's Books of Rhetoric, a part of Bar Šakko's Book of dialogues and a part of Bar Hebraeus's Cream of wisdom. If we wish to have a deeper appreciation of this vocabulary, however, we need to take into account the Arabic version of Aristotle's Rhetoric, since it displays some interesting peculiarities that can help us in the reconstructive process of what the Syriac version might have looked like. A very useful tool would be the compilation of a database comparing the Syriac lexis found in the abovementioned texts with the ones used in the Greek and Arabic versions of Aristotle's book: actually, this method already highlighted some surprising phenomena that will be presented in this paper, in order to show how trilingual comparison can be an important tool to shed some light on the translation movement of both texts and cultural patterns that started in Late Antiquity. [ABSTRACT FROM AUTHOR]

This paper investigates the relationship among length of educational training, social origin and residential segregation in Athens using a large sample of 130,000 young individuals 15 to 27 years old, as recorded in the 2011 census. Hypotheses based on high binary correlations between the length of training and a number of variables indicating social origin and the social status of residential areas were tested with a generalised linear mixed model to determine the significance of the influence of these variables on the length of educational training. A separate analysis was conducted for each age group, roughly corresponding to education levels – upper secondary (15–18 years old), undergraduate (19–22 years) and postgraduate (23–27 years). It was assumed that at each level the range and the shape of the socially and spatially unequal access to education would be significantly different. A scenario regarding the city's important vertical segregation was also explored. It was assumed that living on different floors in the vertically segregated apartment buildings of the city's densely built central neighbourhoods might be significantly related to the length of educational training, even after controlling for social class/status. [ABSTRACT FROM AUTHOR]

In this paper, I explore the ancient Greek concept of paideia to contribute to an ongoing revitalisation of educational theory that positions freedom as central to the educational process. I also analyse the current crisis in public life in Europe as a consequence of neglect or inability to incorporate educational theory in the formation of school systems embracing democratic ways of life. I mainly explore the concept of teaching as a radical idea of allowing anyone be the bearer of culture and society and not just an exclusive group of people. I identify three types of abstractions distancing current orders of democracy from concerning the entire population. I also offer an educational strategy to break with these abstractions to be able to take on 'a divine life' in the present. [ABSTRACT FROM AUTHOR]

The aim of the paper is to explore the perceptions of secondary education teachers in Greece about their students’ information literacy skills and to investigate whether teachers have incorporated some form of information literacy instruction into their teaching to help students familiarize themselves with the research process. Qualitative methods of data collection and analysis were used, as the study sought to illuminate individuals’ opinions and understanding of the meanings and values of information literacy, not quantification of responses. The primary method of data collection was semi-structured interviews. The transcripts were analysed thematically using the Atlas.ti software package. The study revealed that information literacy skills are developed in the school context chiefly by the assignment of school work or research projects. Almost all teachers were very critical of students’ information skills, but they were not fully aware of how to teach information skills, and the most common way of teaching information literacy was giving advice about specific sources. They appreciated the need to prepare information literate students but they reported various problems in their effort to apply research-based teaching. The paper provides an empirically based, enhanced understanding of students’ information literacy competencies from the teachers’ point of view. It also raises the issues of the content, structure and organization of information literacy experiences offered in the context of secondary education, from the teachers’ perspective. [ABSTRACT FROM AUTHOR]

Background Type-2 diabetes (T2D) and hypertension (HTN) are two of the most prevalent non-communicable diseases (NCDs): they both cause a relevant number of premature deaths worldwide and heavily impact the national health systems. This study illustrates the impact of HTN and T2D in four European countries (Albania, Bulgaria, Greece and Spain) and compares their policies towards the monitoring and management of HTN and T2D and the prevention of NCDs as a whole. This analysis is conducted throughout the DigiCare4You Project (H2020)—which implements an innovative solution involving digital tools for the prevention and management of T2D and HTN. Methods The analysis is implemented through desk research, and it is enriched with additional information directly provided by the local coordinators in the four countries, by filling specific semi-structured forms. Results The countries exhibit significant differences in the prevalence of HTN and T2D and available policies and programs targeted to these two chronic conditions. Each country has implemented strategies for HTN and T2D, including prevention initiatives, therapeutic guidelines, educational programs and children's growth monitoring programs. However, patient education on proper disease management needs improvement in all countries, registries about patients affected by HTN and T2D are not always available, and not all countries promoted acts to contain the increasing rates of risk factors related to NCDs. Conclusions While political awareness of the risks associated with HTN, T2D and NCDs in general is growing, there is a collective need for countries to strengthen their policies for preventing and managing these chronic diseases. [ABSTRACT FROM AUTHOR]

The tremendous impact of comics to young people at the beginning and the middle of the twentieth century drew the attention of educators, thus the debate concerning the use of comics at school began very early. Some studies revealed that Greek pupils think of History as an extremely boring lesson, full of names and dates. Therefore, there is a need for an alternative approach that can render the lesson interesting and pleasant. This paper presents three didactic suggestions regarding the use of comics in teaching History. The first suggestion presents a single unit, the second is a two-hour revision of a textbook's entire unit and the last suggestion is a four-month project on what Asterix can teach us about History. [ABSTRACT FROM AUTHOR]

The paper presents one of the most prominent Greek women teachers and educators of the nineteenth century, and a leading figure of Greek women’s education in Ottoman territory, Sappho Leontias (1830–1900). Within a transnational framework and based on the study of the writings of Sappho Leontias, the paper presents her educational views, theory and philosophy and focuses on her connections to educational thought and activity “beyond ethnic/national borders”, investigating the influences on her theoretical schema. A secondary intention of the paper is to present the influence Leontias exercised on the education of her times through an overview of her educational activity. The historical and social conditions of the time and place, as well as gender ideologies, are taken into consideration; the paper supports the position that they affect or shape individual projects and choices to a great extent. [ABSTRACT FROM PUBLISHER]

In this article, we attempt to conduct a comparative study of two different groups. The first group consists of Greek student teachers (1009) while the second comprises Greek in-service teachers (432) of primary education, namely current teachers with several years of experience. These teachers do not have training in theological studies, but they do have some knowledge of religious education (RE; With the term RE, we refer to the ‘subject of RE’ and not an everyday lesson of RE. In Greece, there is a debate on the teaching methodology of the course, i.e. utilising catechistic manners of teaching or teaching Christianity and different religions under historical/cultural criteria) after attending the Greek pedagogical faculties and receiving other forms of special training in the teaching of RE, especially the teaching of different religions from a historical/cultural point of view. Our aim in this paper is to offer a better understanding of how teachers aim to reproduce and change religious capital and examine if religious capital is tailored to the needs of schools or whether it operates independently. The paper will also examine how teachers themselves assess the effectiveness of their practices when teaching RE. [ABSTRACT FROM PUBLISHER]

The focus of this paper is how changes in school governance in one state primary school in a city in central Greece have resulted in a significant degree of inclusion for Roma children. This inclusivity runs counter to the disturbing occurrence of the social and ethnic segregation of a group of locally resident Roma children within schools. This paper reports from a case study that took place in one primary school with a large number of Roma pupils in a city in Greece. We argue for the importance of democratic governance as a pedagogic approach and as a method for the inclusion and empowerment of disadvantaged groups within educational settings. We initially define democratic governance by highlighting the human rights framework that underpins it. We describe the historical and social context of the research field before discussing the school routine and the methods the teachers adopt so as to contribute to Roma inclusivity in the classroom. Our account is informed by an interview conducted with the school’s head teacher and various stakeholders’ narratives. This paper suggests that positive educational initiatives designed to include the parents and children of disadvantaged groups like Roma communities can succeed. We argue that when core principles of democratic governance extend beyond the school and into other community political structures, progress towards inclusion is possible. [ABSTRACT FROM PUBLISHER]

The paper offers a first-time investigation of populism at the mass level in Greece. Its objectives are to examine the socio-economic factors which facilitate the adoption of populist world views and to identify the ideological correlates of populism. Findings reveal that the strongest socio-economic predictors are (low levels of) household income and education. Populist attitudes are more pronounced among left-wing citizens and strongly associated with euroscepticism and opposition to economic liberalism. However, the relationship of populism with anti-immigrant and anti-democratic attitudes appears to be mediated by left-right ideology, thus providing evidence that mass-level populism in Greece comes in both left-inclusionary and right-exclusionary varieties. [ABSTRACT FROM AUTHOR]

The present paper aims to shed some light on those EFL teachers’ language learning strategy instructional practices which facilitate their learners’ identification and selection of L2 learning strategies (LLS). To investigate the LLS which teachers promoted in mainstream and Muslim minority schools in Greece, we used data elicited through a 47 item specifically-designed questionnaire. Results showed the categories of strategies that are more or less frequently promoted by the research population. Differences in LLS promotion were identified between mainstream and minority school teachers; age and teaching experience influenced the promotion of certain strategy categories (i.e. metacognitive and compensation, respectively) but no differences were found between primary and secondary school teachers or between postgraduate qualification holders and non-holders. [ABSTRACT FROM AUTHOR]

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper provides a brief description of the Greek–Cypriot early childhood education system and focuses on the current education reform. We focus on one of the main changes of the reform, a new status for play within the daily educational programme. The goal of this paper is two-fold; first to portray play in the former and current proposed curricula though document analysis and second to provide examples of the current practices through non-participant observations and interviews with children, teachers and principals, concerning the role of play and describe how these have been traditionalised. Findings show the different perspectives on play and support the need for the reconceptualisation of play, since free activities are basically organised around structured and teacher-directed activities. The paper provides a stance on play which allows children to be social agents, supports socio-cultural processes of learning and encourages participation in meaningful play activities. [ABSTRACT FROM PUBLISHER]

This paper presents the results of a Panhellenic study that was conducted after competition by the University of Western Macedonia on behalf of the former Migration Institute Policy (IMEPO) in Greece to depict the needs of second generation immigrant students in Greece. The results of the study are presented for the first time in this paper. The sample of the study included 1,647 (N1) second generation immigrant students, 1,334 (N2) teachers working at primary and secondary education schools throughout Greece, and 40 (N3) immigrant students studying in tertiary education departments. The results of this study are of interest to an international readership for two reasons: to realize the current education provisions needing to be addressed for second generation immigrant students in Greece and to reflect on the progressive steps that the key providers should consider for intercultural education policies. [ABSTRACT FROM AUTHOR]

We focus on a power analysis exercise used with undergraduate students to discuss the environmental, economic, and social crises as they are reflected in the conflict between the economy and the environment, and local resistance to mining industry development in a region of Northern Greece (Chalkidiki). A power analysis exercise is a tool, designed and used by (community) activist groups to help understand the terrain of struggle and the actors involved. The exercise was also combined with, and followed from a reflection by the students on their ideological/political position on a spectrum from free market to deep ecology. The power analysis exercise helped students engage with the critical content of the module, understand how the different approaches/positions of sustainable development can manifest themselves, what their implications are, go beyond the academic lingo and reflect on how these issues impact our lives, rethink their positioning beyond the customer/manager dominant position. [ABSTRACT FROM AUTHOR]

This paper sets out to investigate how children make sense of and negotiate non-traditional gender discourses promoted through the feminist version of the fairytale of Snow White. The research was based on work with 120 pupils aged 9-11 years old in 2 Athenian primary schools. The data were collected through semi-structured group interviews. The findings suggested that schoolchildren gave conflicting accounts in relation to gender discourses and identities. There is a strong indication that girls of this age are more prepared than boys to challenge traditional gender discourses. [ABSTRACT FROM AUTHOR]

This article provides the descriptive analysis of an action research project upon the application of the Flipped Classroom Approach in twelve teaching cases of 6th graders in the Greek public primary school context. Based on recent studies, no research can be found on flipping in the area of Teaching English as a Foreign Language at a primary school level in Greece. Flipped Classroom Approach is a relatively new pedagogical approach which has gained momentum recently to overcome the rigidity and ineffectiveness of traditional teacher-centered practices which over-rely on lectures, homework assignment, testing and rote learning. In Flipped Classroom, the traditional lecture and homework sessions are inverted with students being provided with online material in order to gain the necessary knowledge before class, while class time is devoted to clarifications and application of this knowledge. Therefore, the research presented in this article, aimed at examining whether English Language Teachers were ready to embrace flipping as part of their professional development, to evaluate the provided flipping material and to develop new one. Finally, the flipping implementation was discussed concerning its effectiveness into promoting students' Active Learning processes. [ABSTRACT FROM AUTHOR]

Simple Summary: Lung cancer treatment and patient care continue to advance, yet concerns persist about whether these improvements are equally accessible to all socioeconomic groups. Socioeconomic disparities exist in lung cancer incidence, screening, effective treatment, overall survival, and prognosis. One of the key contributing factors to low socioeconomic status that is amenable to change is low education. Lower educational attainment is oftentimes linked to various factors, including smoking habits, unhealthy lifestyle behaviors, lower paid and unhealthier occupations, exposure to environmental pollutants, and genetic-familial risks, all contributing to an elevated incidence of lung cancer. Driven by the observed health inequalities within the Greek population, the Greek Society of Lung Cancer has launched the "MIND THE GAP" campaign, which aims to raise awareness and narrow the gap associated with lung cancer, not only in Greece but across Europe. The aim of this literature review is to explore the gap of health inequalities regarding lung cancer incidence and prognosis between patients of different SES and its root of causality. Key pivotal actions towards bridging this gap are reviewed as well. Lung cancer treatment and patient care are constantly improving, but it remains doubtful whether this applies equally to all socioeconomic groups. It is nowadays well established that there are socioeconomic inequalities regarding lung cancer incidence, screening, effective treatment, overall survival, and prognosis. One of the key contributing factors to low socioeconomic status is low education. Low educational level is correlated with several factors, such as smoking habits, bad lifestyle behaviors, lower paid and unhealthier occupations, polluted neighborhoods, and genetic-familial risk, that lead to increased lung cancer incidence. The disparities regarding lung cancer care are further enhanced by stigma. On this basis and inspired by the gap in health equality among the Greek population, the Greek Society of Lung Cancer initiated a campaign, "MIND THE GAP", to help increase awareness and minimize the gap associated with lung cancer, both in Greece and across Europe. The aim of this review is to explore the gap of health inequalities regarding lung cancer incidence and prognosis between patients of different SES and its root of causality. Key pivotal actions towards bridging this gap are reviewed as well. [ABSTRACT FROM AUTHOR]

The reality of Greek education presents a dissension in relation to the global trends regarding the existence and use of a single textbook per school subject. This reality also influences the orientation of education research. Thus, the international trend to study how textbooks affect the uptake of knowledge by the student, which is followed by Greek researchers as well, starts from a different basis, given the free choice between numerous school textbooks. However, what even Greek teachers ignore nowadays is that the one-textbook policy has not been unique in the Greek education reality; since 1969/70 the politics of multiple textbooks was dominant, at least in primary school. This paper attempts to present the particular Greek education policy related to the publication of school history textbooks, and secondly embarks on diachronic, historical research of school history textbooks that have been used in primary and secondary education from 1952 to 2010 and their inherent ideological discourse, both its continuities and discontinuities which form the cornerstones of the modern Greek identity. [ABSTRACT FROM PUBLISHER]

Purpose The purpose of this paper is to examine the impact of the Greek recession on the design of adult vocational training through the financial crisis effects on entrepreneurship and, in particular, the significance of the conditions of the in-house experiential learning effective implementation in the new macroeconomic circumstances.Design/methodology/approach An overall theoretical approach is attempted through the bibliographic review and the analysis of selected scientific forums’ data.Findings The results of the literature review yielded 24 important factors-prerequisites that influence the implementation of in-house experiential adult education. The importance of the in-house experiential learning and the role of adult educators are emphasized in the direction of the essential skills acquisition that shall provide employees and enterprises with intellectual and practical assistance, so that they may adjust to the new macroeconomic environment.Practical implications This effort has provided a number of useful proposals to each recipient involved in adult education and training in order to reinforce the support of the business world as much as possible, especially during the time period of recession, and to reduce unemployment.Originality/value Starting from the fact that the macroeconomic recession itself constitutes an inevitable experience of an entire social, economic and educational system, the present study attempts a realistic approach of the significance of in-house experiential education and training in the direction of successful adjustment of enterprises, employees, adult educators and the State itself against the challenges of our times. [ABSTRACT FROM AUTHOR]

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The aim of this paper is to examine the effectiveness of the followed policies in contributing to minimize the disadvantages of insularity, focusing on education. A key for further improvements could be provided by sophisticated telecommunication systems connecting the islands amongst them and with the other centers of the country. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to investigate the relationship between elementary and secondary teachers’ background characteristics and constructs of self-efficacy, using the Teachers’ Sense of Efficacy Scale – TSES, during a difficult economic period for Greece and other European countries. Design/methodology/approach – Equation modeling techniques were used to examine the construct validity of Greek version of TSES and second to examine teachers’ self-efficacy profile in primary and secondary schools during a difficult economic period for Greece and other European countries. Findings – The findings of the study, using the equation modeling techniques, revealed that a multidimensional first-order three-factor model fits well to the data using multiple-group analysis, the results of the study indicate that background characteristics, such as teachers’ gender, teaching experience, educational level (elementary and secondary level) and age affect their self-efficacy factors (efficacy in student engagement, efficacy in instructional strategies and efficacy in classroom management). Research limitations/implications – The data of the specific analysis is based on centralized education systems during a difficult economic period. For improvement, future research using longitudinal approaches may give further important factors across different academic years and across the same individuals. Further research is also required in order to investigate the relationship between self-efficacy and students’ achievement. Originality/value – The originality and value of the current manuscript highlights the confirmation and the interpretation of latent factors measuring elementary and secondary school teachers’ self-efficacy (TSES) based on a centralized educational system. [ABSTRACT FROM AUTHOR]

Although at the end of World War II Greece was at the winners’ side, its economic, political and social situation was tragic. The Civil War (1946-1949) impacted strongly not only the construction of a social and political setting significantly distinct from the pre-war one but also every strand of life, especially children’s lives and family ties. During the civil war years –starting in the summer of 1947– at the initiative of the government and the Royal Welfare Institution around 18,000 children were taken away from their home villages and were housed in 52 institutions called “Childtowns” (Paidopoleis). At the end of the Civil War (1949) most of them returned to their villages and the majority of these institutions closed. Although their role was supposed to be the “protection of abandoned, poor and orphan children,” a strong emphasis was laid on their indoctrination. The paper looks into the instruction of children in the values of nation-mindness (ethnikofrosyni: extreme nationalism) which at the time was the dominant ideology. Based on the premise that education aims, among others, to help the young generation internalize a common culture, which the teachers attempt to instill in children, we follow the way children were imbued with the national ideology in these institutions. We study the pedagogical discourse about the homeland and the nation as reflected in contemporary official documents, journals and newspapers as well as in the published testimonies of children who experienced life in these institutions. We focus on the analysis of various aspects of life in the Childtowns, as well as the education, training and daily routine of the children in relation with the educational moral and national values during the postwar period. We are interested in analyzing how the pedagogical theory and practice created and determined the dominant codes through which children could express their emotions and feelings for the nation and the country as well as display the expected attitudes and behaviors. [ABSTRACT FROM AUTHOR]

Political participation and the public education that have always been deployed to support the incipient progress of the civic life are revived in the modern political discourses. It has been believed that the age of pre-Socrates was the age of the Sophists whose acrid fallacy works occupied the political sphere, a malaise in government. However, speaking non-traditionally in the modern pedagogical system, there were some pre-Socratic thinkers and political philosophers/orators who's works are the backbone of modern discourse on this matter. It will be examined whether any part of the classical rhetoric apparatus can be recovered and put to a good practice in the modern education and modern political participation. This point will be illustrated, furthermore, in this paper by alleging the importance of rhetoric, its role in Ancient Greek Democracy, and its influence on the modern concepts of power and democracy, as a continual element in a historical-political life. The further consideration is whether there was any democratic Polis existed in Ancient Athens and then, if there was, what characteristics it consisted of. Moreover, whether such concept can or should be considered in modern political discourses. In this sense, the liberal, non-dogmatic strain of the sophistry of Isocrates tradition urges us to indicate that the findings of this educational principles are, if not necessary, but adjutant complementary metes to our modern political knowledge of the states. In the end, it is inquired to see comparatively that how the tradition of rhetorical art and the concept of power in the Ancient Greek society have pertained to the modern democratic elements and whether we are able to empower this influential element in modern states. [ABSTRACT FROM AUTHOR]

Greek historiography of interwar education policy unproblematically accepts the assumption that the bone of contention between the ‘Liberal demoticists’ and the ‘Conservative purists’ was the language issue; particularly whetherdemoticorkatharevousashould be the language of instruction in schooling. This paper aims to challenge this assumption arguing that neither were the camps as homogeneous as has been traditionally assumed nor was the language what ultimately provoked the controversy. What was at stake here was the national and social ideology of education. [ABSTRACT FROM PUBLISHER]

This paper presents data from two studies – a nationwide quantitative research and an ethnographic study – on Greek schoolteachers' attitudes towards immigrant pupils' bilingualism. The quantitative data come from a large-scale questionnaire survey, which aimed at the investigation of the needs and requirements for the implementation of a pilot programme teaching migrant languages in Greek state schools. The findings provide an updated comprehensive view on how Greek teachers perceive their pupils' bilingualism and the inclusion of their heritage languages in the state school. Complementing and enhancing the quantitative data, the analysis of four teachers' semi-structured interviews, which were conducted in the context of the ethnographic study, provides insights into their language ideologies, which underlie their language views and school practices. [ABSTRACT FROM PUBLISHER]