Issue 2b, November 2013

menon_issue_2b_2013_001.jpgThe Faculty Of Education announces the publication of the Second Issue (2b) of MENON: Journal Of Educational Research

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.

 
 
MENON Issue 2b: Articles list

Evripides Zantides, Aspasia Papadima: Depicting time: Visualizing the duration of existence and facts in past, present and future

Abstract

Time as duration, as a unit of measurement of duration, as a natural unit to express the depiction of individual moments, phenomena and events, has constituted a philosophical and scientific challenge to humanity. The conversion and organization of the notion of time into a visual form is a continuous experimental process. This study presents a theoretical and historical overview of the depiction of time, and addresses the visualization of duration from analog to digital form, and the everyday, commercial and conjectural mapping of time by analyzing specific audiovisual examples from a theoretical and visual-arts historic perspective. Through philosophy, religion, fine and applied arts, as well as modern audiovisual communication, various ways of signaling time are selectively presented and discussed. 

 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2b, 2013 (p. 5-19)
 

Charoula Stathopoulou, Darlinda Moreira: Diversity in European school populations: A study in Portugal and Greece with particular attention to Romany cultures

Abstract

The growing cultural diversity of school populations poses new challenges to schools and also to schooling equity. Schools (as well as minority and dominant group leaders) should avoid cultural closure and instead should involve recognition of different ways of knowing, in order to share cultural elements and to enable constructive interactions; these practices promote education for peace, respect for diversity and social justice. In this paper, we explore the contributions of Ethnomathematics to the understanding of school diversity in Portugal and Greece, focusing particularly on the Romany culture of these countries. We suggest ways to improve mathematics learning and enhancing the social role of mathematics education in general.
 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2b, 2013 (p. 20-31)
 

Anastasia Kappatou: Investigating young people’s online discussions from a linguistic and sociological perspective

Abstract

This article aims at demonstrating the research methodology and results coming from the linguistic study of online discourse and the sociological analysis based on the perceptions of users for the online communication channel (chatting). Specifically the stages of the research study are described as long as the research tools utilized within the linguistic processing of the sample but also within the sociological analysis of the attitudes of subjects. Alongside representative results obtained from both research approaches are exhibited and discussed. As far as the linguistic approach is concerned it is worth noting that the lines of online discussions gathered from public and private press talks were 4560 in number and their study was based on classification in the categories of linguistic analysis (morphology, syntax, spelling, pragmatics, semantics, lexical origin).On the other hand, in the context of sociological research the participants were in the age class of 13-25 years old and were asked to complete a questionnaire in order to collect information of social survey and reflection of their wider attitude towards online chat. The results obtained from processing the responses of the respondents were crossed with their responses to questions addressed to them in conducting individual semi-structured interview type

 

MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)

Full article: ISSUE 2b, 2013 (p. 32-43)

 

Eriola Qafzezi: Linguistic phenomena observed in translating multiple sentences from English into Albanian: The case of Alice’s Adventures in Wonderland

Abstract

The aim of this article is to observe linguistic phenomena that occur when we translate multiple sentences from English into Albanian language. In order fulfill this aim we have selected one of the most famous books ever written in English language - Alice’s Adventures in Wonderland. The reasons for this selection are multifold: first, this book has always attracted readers all over the world, whatever their age;  secondly, it presents a challenge to translators as a result of different implications interwoven in the original; thirdly and most importantly, it serves as a good source of illustrative examples since the sentences in the original are never monotonously built alike and they can be used as interesting examples which will attract both teachers and learners respectively in the process of teaching and learning English as a foreign language. The first part of the paper introduces some insights into comparative linguistic studies and their relevance to translation studies and to the present study. Then we will proceed by presenting the way multiple sentences are classified in both English and Albanian language. In order to fulfill the aims of this study, we will compare multiple sentences traced in the original to the corresponding sentences in Albanian. The comparison of the English sentences with the Albanian counterparts will point out similarities and differences between these two languages concerning sentence structure and use of conjunctions. Several tables and charts will be presented with the aim of concretizing the results of our study. The paper will be completed by some conclusions referring specifically to the translation of multiple sentences in the corpus analyzed and phenomena observed in translation of multiple sentences in general.

 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2b, 2013 (p. 5-19)
 

Anna Fterniati, Argiris Archakis, Villy Tsakona, Vasia Tsami: Media and literacy: Evidence from elementary school students’ literacy practices and the current teaching practices in Greece

Abstract

Mass cultural genres have recently started being part of school curricula, since texts such as TV shows, comics, magazine articles, songs, and webpages form a significant part of students’ everyday literacy practices. In this context, the exploitation of mass cultural texts in language arts aims at cultivating students’ literacy skills. The present study first offers a brief overview of the literature on whether and to what degree the current Greek elementary school teaching material takes into consideration, and makes use of, students’ everyday experiences and habits. Then, it investigates students’ access to media where mass cultural genres can be found, as well as their literacy practices related to mass cultural genres. The data presented here comes from a research conducted in 5 public elementary schools in the prefecture of Achaia, Greece, where 165 students of the 5th and the 6th grade participated (11-12 year-olds). The findings of the study indicate that elementary school students have easy access to mass culture media, while their most common literacy practices involve watching TV programs and surfing the net. Such practices, however, have not so far been taken into consideration for the compilation of Greek language teaching material. Consequently, our findings could form the basis for specific proposals concerning the mass cultural genres which could be included in Greek elementary school teaching material.

MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)

Full article: ISSUE 2b, 2013 (p. 58-70)

 

Iliadou-Tachou Sofia, Kalerante Evaggelia, Tsigeni Paraskevi: PASOK’s education policy about the transferring of Greek students attending Foreign Universities (1982-1991): A Study Case –Florina’s Pedagogical Academy

Abstract

We review the legal stipulations over exam admissions of Greek Students attending foreign (especially Balkan) Pedagogical Academies to Greek ones, which reflect the Greek government’s political predilection to attract back Greek students, lending special interest in the related legislation, as well as the political intent underlying the particular legislation. The admission legislative rule is reviewed against the political environment that favors the authorization of Greek student transfers from abroad. Florina’s Pedagogical Academy, among others, has operated as a host institution and is our study case, which delves into the legislation enforcement and regulations of the admission system, highlighting testing and grading procedures, as well as broader deliberations within the academic community having to do with repatriated student placement. Florina’s Pedagogical Academy files provide information on entrance candidacies from foreign universities, especially Balkan ones.

MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2b, 2013 (p. 5-19)
 

Charalambos Lemonidis, Anastasia Kaimakami: Prospective elementary teachers’ knowledge in computational estimation

Abstract

Except for their wide applications in everyday life, computational estimations help students to acquire the number sense and deeper understanding of the arithmetic operations. In the present research we examined, the abilities of 50 Greek pre-service elementary teachers in computational estimation, through personal interviews. It was indicated that a large percentage of these teachers do not know how to use computational estimation and resort to exact calculation and in particular, they use written algorithms. In addition, pre-service teachers do not know how to use the strategies of averaging and compatible numbers. These pre-service teachers seem to have a limited ability to number sense, namely in mental calculations and flexibility of strategy use.

MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2b, 2013 (p. 86-98)
 

Aggeliki Tsapakidou, Argyrios Kyridis, Eirini Sivropoulou: The effect of a learning group in the understanding of the structure of illustrated short stories for children of a preschool age

Abstract

Belonging to a group is one of the basic children’s needs. Integrating children into the school group is of utmost importance for the development of the educational process because they are involved emotionally, mentally and visually in the resolution of problems, proposals and constructions. By integrating into the learning groups, children, try to understand the educational material influenced not only by their own learning style but also by the learning methods other members of the group adopt. Thus, children in learning groups are able to reformulate the content of the communication process, draw conclusions and make generalisations, and eventually enhance their knowledge. The objective of the present research is to examine the degree to which learning groups contribute to the understanding of the structure of illustrated short stories. In other words, learning in a learning group will be evaluated and compared to learning based on individual effort. To this end, a pilot research was planned in two kindergartens (one located in an urban area and another in a rural village) over a three month period (March - May 2012). Sixteen toddlers (4.5 -5.5 years), were placed randomly into two groups (experimental and monitoring groups) so as to take part in this research which was conducted in two-phases. Initially a pre-test was given to both groups while at the end of the second phase, they took a post test. A teaching intervention was designed to take place twice a week for both groups for approximately 30 minutes. During the intervention the experimental group worked in small subgroups comprising three to four members, while the members of the monitoring group worked individually. The analysis of the data showed that learning in groups promotes understanding of small stories as compared to individual learning.

MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2b, 2013 (p. 99-109)
 

Panagiotis Giavrimis, Makrina Zafiri, Vasilis Charitos, Adamantios Papastamatis: The conception of the “self” in immigrant children: The case of Albanians in the Greek educational system

Abstract

The aim of this study is to explore the self-concept of Albanian students, who attend Greek primary schools. Important changes in the last decades have resulted in an influx of immigrants. The school as a secondary institution of socialization plays an important role in the accession of immigrant students. The number of immigrant students in Greece has risen to over 10% of the total number of students in Primary and Secondary Education. The sample of this research consisted of 399 Albanian students in fifth and sixth grade primary schools from the region of Attica. The results of this research showed that foreign students have formulated an identity of the “self” which may or may not be connected to academic factors. It is interesting to note that age, gender, school performance and the parents’ educational level differentiate a student’s self-concept.

 MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2b, 2013 (p. 110-121)
 

Christos Tzikas: The social conditions of educational changes. The case of primary education in Greece 1878-1880

Abstract

The conviction that the educational system reflects the interests of the ruling classes and serves their ideology, drives to the conclusion that any changes to the educational system derive from other general changes in the society, especially concerning the economy and the politics. As a result, the directions of the educational changes depend on the social forces, their power and their relation at any time. An example that has been ignored from the projects concerning the Greek educational system is the changes in the primary school, which took place between 1878 and 1880. The present project searches through the changes in the primary school at the period that has been preannounced, especially as far as the method of teaching, the structure and the contents of teaching and the level of teachers’ education are concerned. All these are related to the changes that took place and the demands that are formed in the society at that period. Such changes are the economic development and the need of improvement of the professional skills of the people through education, the political development and the need of improvement of the level of people’s education, in order to use rationally their political liberties and finally, the problems concerning ethnical issues and the need of reinforcing the ethnical conscience of the citizens.

MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2b, 2013 (p. 122-138)