Issue 1, July 2012

The Faculty Of Education announces the publication of the first issue of MENON: Journal Of Educational Research

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This open access journal welcomes papers in English, as well in German and French.

All submitted manuscripts undergo a peer-review process. Based on initial screening by the editorial board, each paper is anonymized and reviewed by at least two referees.  Referees are reputed within their academic or professional setting, and come from Greece and other European countries. In case one of the reports is negative, the editor decides on its publication.

MENON © is published at University of Western Macedonia – Faculty Of Education.

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MENON Issue 1: Articles list

Aspasia Chatzidaki, Ioanna Xenikaki: Language choice among Albanian immigrant adolescents in Greece: The effect of the interlocutor’s generation


Research in bilingualism developed in immigrant contexts (Clyne, 1991; Clyne & Kipp, 1997; Li Wei, 1994; Pauwels, 2004, etc.) has demonstrated that the use of the ethnic language usually diminishes as a function of the generation the speaker and his/her interlocutor belongs to: while parents use the second language to a smaller or larger extent, their children soon develop a preference for the majority language and use it especially with same-age interlocutors. This paper reports findings related to a questionnaire study conducted in Crete in 2009 (Xenikaki, 2010) with the aim to investigate patterns of Greek and ethnic language use among the immigrant-origin secondary-school students of Ierapetra. In particular we discuss the Albanian students’ (N=79) patterns of language use with family and friends and the potential influence of the interlocutors’ generation on language choice. Our findings suggest that our subjects still use frequently the ethnic language with family members but its use diminishes along age lines, something which concurs with previous research. The tendency to use the majority language with siblings and peers is also clear. However, for the time being the ethnic language can be said to hold its ground in this particular community.

Dora Chostelidou, Listening skills development: The effect of the implementation of an ESAP module


The aim of the study has been to identify the effect of a teaching intervention which was designed with the aim to improve listening skills among Greek tertiary education students on the basis of assessment of their perceived needs and deficiencies. The adopted approach to enhancing listening skills, which was used for developing the listening component of an ESP syllabus, emerged from the data collected through the students’ questionnaires and interviews as part of a needs analysis project. Experimental research design was employed; the students’ scores in a pre- and post-test instrument were analyzed by means of ANOVA. The post-intervention data revealed that the experimental group outperformed the control group in terms of test scores while between-groups comparison indicated statistically significant differences in listening skills performance of the experimental group. The results thus, provide support for the efficacy of the adopted needs-based approach to listening skills development.

Eleni G. Gavra, Ekistics monumental heritage in today’s Turkey: current status and management prospects


Turkey, having historical links with ancient civilizations, has also to face many problems, under the influence of both natural and social factors, as regards the preservation of its historic environment. The country tried at first to develop legislation that regulates public intervention to protect primarily the urban architectural heritage, taking measures at national, regional and local level. The fundamental laws regarding the protection of cultural heritage coincide with periods of political and economic change, while the country, in the recent years, has started taking steps towards achieving a modern legal framework, concerning protection, commensurate with the European one. Nowadays, all activities concerning protection, planning, management and preservation of cultural and natural heritage, are carried out under the guidelines established by the Legislation about Conservation of Cultural and Natural Heritage and the Principles of the Supreme and Regional Councils of Conservation / Maintenance. The country, today, is in transitional stage and the attempt to balance tradition and modernization leads to a cultural dualism, which is evident in all aspects of life and often associated with westernization and acceptance or rejection of Ottoman and Islamic elements. This paper targets to record and evaluate the institutional framework and policies on the management of cultural and architectural heritage in contemporary Turkey.

Eugenia A. Panitsidou, Wider Benefits of adult participation in Lifelong Learning courses


The present study draws on the wider benefits emanating from adult participation in Lifelong Learning (LLL) courses. Throughout contemporary literature, participants in LLL have been reported to acquire knowledge and skills, develop understanding and enhance self-confidence, parameters that induce changes in their personal lives, while enable them to undertake a more active role in their family, community or work. Moreover, it has been depicted that “disadvantaged” individuals tend to report increased benefits, resulting from their participation in educational courses. Findings entail considerable practical and theoretical significance for LLL and its substantial contribution in economic and social realm, as a means of facilitating social inclusion and enhancing economic growth.

Eva Pavlidou, Virginia Arvanitidou, Sofia Chatzigeorgiadou: The effectiveness of a pilot intervention program of Physical Education in Multicultural Preschool Education


Research findings related to contemporary multicultural preschool education in Greece show the disadvantaged position of non-native children of preschool age, who appear to have low social status and acceptance, higher indices of loneliness and social dissatisfaction compared with their native peers, as well as increased disruptive behavior. On the hypothesis that a suitably designed Physical Education [P.E] program with emphasis on a music and kinetic content and dramatization of movements, based on intercultural material, can contribute to the improvement of communication and relations among the children and to the acceptance of cultural diversity, a pilot intervention program was implemented in five multicultural nursery schools in Thessaloniki, Greece, for a month. There were 84 preschoolers participating in the program (Boys=34, Girls=50), 34 of whom were non-native (Boys=14, Girls=20). To evaluate the intervention, the tools used were: the Teacher Assessment of Social Behavior questionnaire, the Loneliness and Social Dissatisfaction Questionnaire for preschoolers by Cassidy and Asher (1992), as well as systematic observation of the children’s performance. The results confirmed the hypothesis, showing a decrease of aggressive and disruptive behavior and a simultaneous strengthening of cooperative behavior in children participating in the program.

Georgios Nikolaou, Aikaterini T. Papadia: A comparison of the educational performance of students attending IPS and MPS on abilities crucial for school learning and adaptation


The most important achievement in Intercultural education, in Greece, was the establishment of Intercultural Primary Schools (IPS) for the education of students with special training, social, cultural or educational needs. Nowadays, there are many Intercultural Primary Schools, which have been converted into schools for foreigners, because in most of the cases Greek parents hesitate to send their children to these schools due to the students’ cultural differentiation and linguistic diversity. As a result, Intercultural Primary Schools are largely schools for children of lower social classes and are associated with low performance and school failure of the foreign students. The goal of the present study was the examination and comparison of students’ performance in an IPS with those of students’ in a Mainstream Primary School (MPS). It emerges that students of Intercultural Primary Schools have lower performance in skills which are related with linguistic ability.

Lena Lang, Birgitta Lansheim, Lisbeth Ohlsson: From another(’s) view point – narrative approaches in special educational research


In the current debate about evidence based education comparisons between countries are in focus. Learning and teaching are influenced by a control oriented paradigm at a far distance from the persons concerned, e.g. pupils, students and teachers. In education other perspectives are called for in order to catch the complexity of educational processes. Nomothetic information about learners needs to be complemented by ideographic information. The aim of the article is to argue for some alternative ways of knowledge contribution based on the voices of the individual in special educational settings in relation to the rights to education for all. Narrative approaches have a methodological potential of openness and participation where the researcher is engaged in a dialectic interaction between two subjects. Making room for the voice of the Other and finding a view different from one’s own is suggested as a powerful knowledge contribution in educational research which only can be provided by the persons concerned. One conclusion is that the narrative approaches advocated for here have a potential that is seldom given justice in the present era of documentation and measuring.

Maria Paradia: An attempt to modernise vocabulary teaching through the use of a user-oriented web-based learning management system


According to research in applied linguistics students approach and negotiate language learning through a series of specific activities, both technical and procedural, which are known as learning strategies. It is obvious that these strategies are strongly related to their learning style. At the same time  the prevailing scholarly view places great emphasis on vocabulary, which is now considered to be one of the fundamental areas of language. The recognition of the importance of vocabulary means that improving its teaching methods is essential. Bearing in mind the fact that the number of words that students must learn is in reverse proportion to the available teaching time, it is necessary to seek more effective methods for teaching vocabulary. The use of Information and Communications Technologies (ICT) now appears to be a promising solution. This study describes the structure of one such web-based system and proposes ways of using it that respond to individual learner characteristics . Its design enables it to predict the personal preferences, abilities and needs of each learner and to adapt the learning material on offer appropriately. It can evaluate learners’ performance and, finally, guide them with the goal of their continuous improvement; such aims are very difficult to achieve through the grammar-translation method of language teaching.

Nikos Chaniotakis: Humor im unterricht: ansichten der lehrer


The studies on humor in the classroom have increased by far in recent years. This shows the importance of humor in teaching but also contributes in the clarification of teachers’ perceptions and practices about humor and the terms and conditions for humor’s presence in the classroom. In this frame we investigated the perceptions of 771 teachers of elementary school in Greece concerning humor in their teaching. More concretely we examined the perceptions of teachers concerning the advantages of humor but also the likely dangers that may come from it, the frequency and the forms of humor that they use in their teaching and finally their more general appreciation for the importance of humor in their school life and in their life in general. The analyses show that teachers are very positive towards humor, they rate it very highly relative to other elements of teaching, recognize the same positive effects that research has highlighted, but they also recognize some negative aspects (aggressive/hostile humor: irony, sarcasm).

Roula Ziogou – Karastergiou, Efstratios Vacharoglou: The development of pupils’ moral behavior through handbooks of “Morality” at the end of the 18th and the beginning of the 19th century in Greece


Looking into the subject of the development of pupils' moral behavior through handbooks of “Morality” at the end of the 18th and at the beginning of the 19th century in Greece will give answers to basic questions that are related to our understanding of their education. One of the subjects that was under examination were the pedagogic, religious and moral-social perceptions of this period in constructing the identity of a boy or a girl in school. In the first stage, emphasis was placed on issues that concern the significance of virtue (virtuous, good etc.) and whether there were elements of Christian, philosophical or ancient Greek content in the configuration of the moral value scale. For the period of the end of the 18th and the beginning of the 19th century the study based on all handbooks of Ethics as well as by Hristoithia and Hiragogia alongside handbooks written by known scholars and educators which address the subject of our study. The Greek Enlightenment scholars adopt morals free of metaphysical and theological perceptions that can keep pace with the logic and rejection of fanaticism and superstition which they also include in their wider plan for gendered education.

Sofia Kastanidou, Georgios Iordanidis: The contribution of School Principal of Secondary Education in the induction of novice teachers in Greece


This study attempts to investigate the contribution of school Principals in the induction of novice teachers in the Region of Thessaly, Greece. Data were obtained from a questionnaire administrated to 246 school Principals of Secondary Education in autumn 2010. Based on the 173 filled questionnaires of school Principals and the review of extant literature, the following findings were established: a) There is a discrepancy between the personal opinion of the Principals and the daily practice at schools. So, although there is availability and willingness from principal’s side to support the induction of novice teachers, in daily practice obstacles occur preventing them from making their desire come true. b) Women Principals compared with men Principals exhibit smaller discrepancy between theoretical point of view and what they actually do.