Issue 3, July 2014

menon_issue_2b_2013_001.jpgThe Faculty Of Education announces the publication of the Third Issue 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.

 
 
 

Tsakiridou Eleni, Kakalopoulou Georgia, Karamanidou Athina, Papadopoulou Ourania, Tziouvara Maria-Rafaela: ECONOMIC CRISIS AND EDUCATION IN GREECE

ABSTRACT

This study attempts to investigate the influence of the economic crisis in Greek Education. Only OECD in 2009 stated the application of educational reforms in Greek education due to the crisis, without investigating the direct impacts on education. Data of our research were obtained in 2012 from a questionnaire administrated to 60 parents, 60 teachers and 180 students, which involved questions regarding the impacts from the economic crisis on: the educational process, the teachers-students relations, the typical school functions, the complementary/supplementary education, the decisions and family planning concerning their children’s educational and professional future and the organization and administration of education. Results showed that apart from the complementary/supplementary education, other fields have been affected by the financial crisis. It is necessary the re-conduct of the research during the coming years, as the financial crisis continues and the size of its impact on education cannot yet be estimated.
 
MENON: Journal Of Educational Research, http://www.edu.uowm.gr/site/journal (ISSN: 1792-8494)
 

Andreas Andreou, Sofia Iliadou, Ioannis Mpetsas: EDUCATION FOR EXCELLENCE AND LEADERSHIP IN GREECE. THE “NATIONAL SCHOOL OF ANAVRYTA” FROM A HISTORICAL PERSPECTIVE

ABSTRACT

Looking into the subject of education for excellence and leadership in the history of Greek education, the “National School of Anavryta” seems to be a specific case of educational institution, which has hardly been studied in the relevant literature. Founded ad hoc to educate the Crown Prince Constantine, the school of Anavryta applied the educational ideas and school practices instituted by Kurt Hahn in Salem, Germany and Gordonstoun in Scotland, addressing descendants of rich and powerful families of Greek society and, to a limited extent, gifted students from lower social strata. Character building, community service, experiential learning, activities with elements of adventure and danger, public speaking, theatrical performances, physical education and outdoor experiences, all formed a series of extracurricular opportunities that went beyond the realm of the normal curriculum. Those educational innovations, in tune to the educational ideal of Kurt Hahn, placed the Anavryta School in the Round Square group. Though, the “National School of Anavryta” was eventually an expensive educational borrowing based on a foreign innovative educational experiment. A public school that allegedly occurred, to respond to the educational needs of the royal family and the upper socio-economic class in impoverished Greece. A public elitist school heavily criticized for its incongruity with the needs and priorities of Greek people.
 
MENON: Journal Of Educational Research, http://www.edu.uowm.gr/site/journal (ISSN: 1792-8494)
 

Areti-Maria Sougari, Roxani Faltzi: EFL PRE-SERVICE TEACHERS’ SELF-BELIEFS AND PERCEPTIONS ABOUT TEACHING ENGLISH

ABSTRACT

This paper describes some preliminary data from an on board research that concerns 86 Greek pre-service teachers’ beliefs and key issues involved in the teaching of English. The data were drawn with the administration of online questionnaires followed by 10 interviews. The findings indicate that native speaker oriented beliefs are entrenched only in relation to the participants’ accent. Nevertheless, they show open-mindedness towards their status as non-native teachers of English and feel rightfully entitled to teach a language that is not their mother tongue. The paper aims to contribute to the on-going research concerning pre-service teachers’ beliefs in expanding circle countries and discuss implications for pre-service teacher education programmes.
 
MENON: Journal Of Educational Research, http://www.edu.uowm.gr/site/journal (ISSN: 1792-8494)
 

Aikaterini Sarri, Evangelia Zikou: ENTREPRENEURSHIP EDUCATION: WHY, WHAT, HOW AND WHEN

ABSTRACT

Entrepreneurship should be treated as a general attitude, which could be functional not only for professional activities but also for everyday life. The key to improve young people's perceptions and attitudes towards entrepreneurship lies in education. It is being supported that the best way to achieve entrepreneurial awareness and thinking is to introduce entrepreneurship at an early age in primary education through active learning based on children’s natural curiosity. The purpose of this paper is first to underline the importance of entrepreneurship education (why) and its contribution to the development of entrepreneurial spirit starting with young people at school. Second to consider what should be taught and how should it be taught and finally to explore the level of education it should be introduced in (when).
 
MENON: Journal Of Educational Research, http://www.edu.uowm.gr/site/journal (ISSN: 1792-8494)
 

Vassilis A. Foukas: INTERNATIONALIZATION OF PEDAGOGICAL THEORY AND THE REFLECTIONS ON THE GREEK CASE, 1830-1930

ABSTRACT

In Greece, the Pedagogy as a theory and as a science, from 1830 until to 1930, is affected to the degree that the Greek students, the educators or the teachers were trained at French, German and other European universities and, after their returning to Greece, were applying those theories in the framework of educational policy as well as in teaching. This paper aims to investigate these influences on Pedagogical theory and science in Greece into the wider framework of the internationalization of pedagogical theory during the 19th and at the beginning of the 20th century. Whenever necessary, the examples derive from the arguments about the ‘child’ and ‘childhood’. 
 
MENON: Journal Of Educational Research, http://www.edu.uowm.gr/site/journal (ISSN: 1792-8494)
 

Adamos Anastasiou, Efthymios Valkanos, Gregoris Simos, Konstantinos Zafiropoulos, Leonidas Karamitopoulos:PRIMARY SCHOOL PRINCIPALS’ AND VICE-PRINCIPALS’ PERCEPTIONS OF COMPETENCE IN COMMON ADMINISTRATIVE ROLES: AN EXPLORATORY FACTOR ANALYSIS FOR IDENTIFY

ABSTRACT

Objective: In education, the notion of competence has become central during the last four decades. The existing competence questionnaires for school principals are extremely limited. Despite the small number of available questionnaires, the particular one used by Kelly Glodt in Kansas in the USA in 2006 in order to determine the school principals’ perceived competence level in common administrative roles is considered a convenient, adequate and valid instrument. The aim of this study is to conduct an Exploratory Factor Analysis to the previously adapted, validated and applied Greek version of this questionnaire in order to identify a certain amount of sub-scales concerning the perceived competence level of elementary school principals and vice-principals in common administrative roles.
Rationale of the study: The identification of a certain amount of sub-scales could facilitate our future effort to extract findings regarding the comparison between the perceived competence level of elementary school principals and vice-principals in common administrative roles and some of their personality traits. The factors that will come up may result in outlining and preparing a full programme of professional development.
Methodology: During the preliminary analysis, we examine the correlations among items, the factorability of the particular dataset via the Bartlett’s test of sphericity and the sampling adequacy on the basis of the Kaiser – Meyer – Olkin (KMO) measure. We perform an exploratory factor analysis by applying Principal Component Analysis with Varimax rotation in order to rotate the factor solution to a more interpretable structure.
Results: The preliminary analysis shows that all items correlate significantly with all others (p<0.001) and none of the correlation coefficients are particularly large (more than 0.9); the values of the correlation coefficients range from 0.541 to 0.781. The procedure of the statistical analysis leads to the selection of a five-factor model with overall explained variance equal to 63%. During the procedure of extracting factors, there are eight items that are deleted. The communalities of the remaining items range from 0.516 to 0.811 with a mean of 0.63 and a standard deviation of 0.075. The reliability analysis shows that all factors are reliable, since the Cronbach’s Alpha is above 0.70 for all factors. Finally, the correlations between each item and the total score of the corresponding factor range from 0.569 to 0.824.
Conclusions – Discussion: We conduct an Exploratory Factor Analysis on the Greek version of the Principals’ Perception of Competence Survey (PPCS) questionnaire to identify any possible sub-scales. The study revealed that a five-factor model is proposed so that it can be used in order to compare this questionnaire with some others in the future.
 
MENON: Journal Of Educational Research, http://www.edu.uowm.gr/site/journal (ISSN: 1792-8494)
 

Efthimios Valkanos, Konstantinos Fassoulis, Anna Saiti: PRIMARY SCHOOL PRINCIPALS’ ATTITUDES AND PERCEPTIONS TOWARDS THEIR ADMINISTRATIVE PROFESSIONAL DEVELOPMENT

ABSTRACT

Given that a) education is the key for the socioeconomic development of a country, b) school leadership is a key factor in the effective school performance and c) a school principal is effective when possesses administrative knowledge and skills, the analysis of administrators’ multifaceted roles is of particular importance for a deeper understanding of the professional and leadership development in education. The purpose of this paper is to investigate – through empirical analysis- the current degree of the Greek primary school principals’ administrative professional development and to assess their natural growth in administrative matters related to the operation of their schools. Results showed that knowledge and managerial abilities is the most important factor for the motivation of the teaching staff and the development of a positive and harmonious school climate. Moreover, the Greek school principals seem to satisfy the above factor.
 
MENON: Journal Of Educational Research, http://www.edu.uowm.gr/site/journal (ISSN: 1792-8494)
 

SOTIRIA A. TRIANTARI: THE AESTHETIC DIMENSION OF RHETORIC ACCORDING TO FRIEDRICH NIETZSCHE AND IMPLICATIONS IN EDUCATION

ABSTRACT

Reflecting on Nietzsche’s views we perceive his tendency to consider the aesthetic action of rhetoric, which its power can be found in the language that serves primarily rhetoric. The common point between literature and rhetoric - but also in the philosophy - is the language, which with its aesthetic dimension serves both arts. We will show that according Nietzsche in rhetorical style, as also in the literary, the means of speech should be used artistically. I will defend my view that Nietzsche delivers certain ways (verbal forms) in his treatise about Rhetoric. Having as a starting line these ways he shows that he uses the aesthetic dimensions of language, with aiming finally to intensify and increase what he says. From this position we comprehend that the conscious use of artistic means of speech leads in “turning rhetoric into literature”. The aesthetic relationship of rhetoric and literature has the implications in education. This relationship gives freedom to speech and helps the modern student to be led to the transmission of knowledge through literal texts.
 
MENON: Journal Of Educational Research, http://www.edu.uowm.gr/site/journal (ISSN: 1792-8494)
 

Angeliki Lazaridou: THE KINDS OF PRINCIPALS TEACHERS PREFER: A CROSS-NATIONS STUDY

ABSTRACT

Experience with the international copying of educational policies and practices suggests that “borrowed” changes are effective only if the underlying values are congruent with the culture of the receiving society. Consequently researchers are paying more attention to cultural issues. Although there is much agreement about the desirable characteristics and behaviors of good leaders, there is little information about the relative importance of those characteristics and behaviors in different cultures. This article reports findings from an investigation of Greek and Cypriot educators’ conceptions of positive and negative characteristics of school leaders and compares them against other researchers’ findings from other countries. The findings support the proposition that preferences for leadership style are different in different regions, and illustrate the need for caution in using “recommended practices” that were developed in other contexts.
 
MENON: Journal Of Educational Research, http://www.edu.uowm.gr/site/journal (ISSN: 1792-8494)
 

Lindita Kaçani: THE PRESENT APPROACH TO GRAMMAR TESTING IN EFL COURSE BOOKS

ABSTRACT

Since the aim of English language school program is to learn English for communicative purposes, this research aims to analyze the methodological features of some EFL course books used in Albanian secondary schools in order to probe into the main present approach to grammar testing and make methodological proposals for English language teachers for an effective grammar testing, teaching and learning, referring to recent research of foreign language acquisition. It is concluded that the EFL course books offer a structural approach to grammar testing, as most of the activities focus on the comprehension of the form and meaning of target structures. Including a variety of data options and operations can help teachers in assessing their learners holistically, focusing not only on the form of the target structures and the reading skills, but also on its meaningfulness and use and the other communicative skills.
 
MENON: Journal Of Educational Research, http://www.edu.uowm.gr/site/journal (ISSN: 1792-8494)
 

Monika Rerak-Zampou: THE SCHOOL IMPACT ON BRIDGING AND BONDING SOCIAL CAPITALS: THE CASE OF 12 POLISH ADOLESCENTS IN ATHENS

ABSTRACT

Social capital is a sociological concept, which refers to the everyday interactions between people and connections between members of groups or networks. Despite its cross disciplinary usefulness, the term social capital remains vaguely and variously defined in scholarly usage (Gonsalves, 2007). Social capital is an attractive and immediately advantageous perspective in trying to understand various processes that occur in societies within changing times. Regardless of the importance of this concept proved by broad scientific research, only few studies have investigated the potential difference in the relationship between bonding versus bridging social capital and school’s impact on them. Drawing upon a research on social and school integration of 12 Polish adolescents from Polish immigrant families residing in Athens, Greece, this study seeks to examine the association between bridging and bonding social capitals and the assumed influence of school on each type of the capital. Following Putnam’s (2000) distinction between bonding and bridging social capital, we utilize social capital as participation in social networks fostered by the school. Presented data consider social capitals relative to 12 Polish adolescents attending schools in Athens, Greece. The general aim of the study that the presented paper is based on focused on addressing the social and school integration of Polish adolescents and also at identifying what fosters these processes for children with an immigrant background. It was a qualitative research relying on semi-structured in-depth interviews with 12 respondents, aged 17 and 18 years old, from Greek and the Polish high schools in Athens, as well as on literature review and text analysis (on social integration, social capital, migrations and adolescence). 
 
MENON: Journal Of Educational Research, http://www.edu.uowm.gr/site/journal (ISSN: 1792-8494)
 

Lorena Robo: THE USAGE AND ACQUISITION OF IDIOMATIC LANGUAGE BY THE SECOND YEAR STUDENTS OF ECONOMIC FACULTY, FINANCE BRANCH IN THE UNIVERSITY OF KORÇA – A CORPUS BASED APPROACH

ABSTRACT

The aim of this article is to give a clear view of the usage and acquisition of idiomatic expressions of the 2nd year students of finance in the University of Korça. We have focused on a section of phrasal verbs and idiomatic expressions in “English for Business life” used during the English course with these students in “Fan. S.Noli” University. This paper discusses methods and strategies used by students to master English idiomatic expressions. The sample of the study consisted of 85 students who were given a research project with the topic “Understanding and using phrasal verbs and expressions in the business context”. The first part of the study defines and synthesizes the definition and linguistic contribution to idioms. Then it focuses on the corpus driven approach illustrated with figures and data enrolling the frequency given in percentage. Quantitative and qualitative research is used to outline the most important methods of acquiring idiomatic language in EFL classes followed by an analysis of the driven data. The study highlights the importance of idioms in language use, English language teaching and strategies to promote idiomatic English at academic level. As concluding remarks of this paper, further implications are given for the teachers.
 
MENON: Journal Of Educational Research, http://www.edu.uowm.gr/site/journal (ISSN: 1792-8494)
 

Maria Chanopoulou, Triantafyllos H. Kotopoulos, Anastasia G. Stamou, Vassiliki Nanou: THE USE OF NARRATIVE TECHNIQUES AND SPEECH STYLE IN THE CONSTRUCTION OF FEMALE CHARACTERS OF THE FAIRY TALE SERIES “HARA AND THE GOUDOUN” BY EUGENE TRIVIZAS

ABSTRACT

The present article explores the way narrative techniques are used in the construction of female characters in the fairy tale series “Hara and the Goudoun” by Eugene Trivizas. Moreover, the particular speech style of these female characters is examined regarding the “feminine” vs. “masculine” stylistic dipole for the building of their fictional identity. From the analysis, it is shown that the Eugene Trivizas’s fairy tale series “Hara and the Goudoun” draws upon numerous narrative techniques which assign a signifying value in narrative practice. In addition, there is variety of female characters, each one with the role of contributing to the progression of the story. The female characters of the narrative present a wide range of personalities, albeit being generally static and flat, without remarkable variations to the advancement of the action. Sociolinguistic analysis confirms the static and flat nature of female characters as derived from narrative and character analysis, since, they all tend to adopt a feminine style of talk, characterized by mildness, hesitance and emotionalism.
 
MENON: Journal Of Educational Research, http://www.edu.uowm.gr/site/journal (ISSN: 1792-8494)