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MENON: Journal of Educational Research

The MENON: Journal of Educational Research is a national and international interdisciplinary forum for scholars, academics, researchers and educators from a wide range of fields related to Educational studies. MEJER (MENON: Journal of Educational Research) publishes original, peer-reviewed articles that deal with issues of awide range of disciplines and drawparallels between regional and global concerns of academic issues. It is published once yearly by the Faculty of Education of the University of Western Macedonia.
 
The scope of the MEJER is broad, both in terms of topics covered and disciplinary perspective, since the journal attemptsto make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions on humanities, social sciences and sciences related to educational issues. It publishes original empirical and theoretical papers as well as reviews. Topical collections of articles appropriate to MEJER regularly appear as special issues (thematic issues). This open access journal welcomes papers in English, as well in German and French.
 
Peer review policy
Allsubmitted 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.

5th Issue, November 2018

menon_issue_5ti_112018_001.jpgThe Faculty Of Education announces the publication of the 5th issue of MENON: Journal Of Educational Research
 

The scope of the MENON is broad, both in terms of topics covered and disciplinary perspective, since the journal attempts to make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions on humanities, social sciences and sciences related to educational issues. It publishes original empirical and theoretical papers as well as reviews. Topical collections of articles appropriate to MENON regularly appear as special issues (thematic issues).

This open access journal welcomes papers in English, as well in German and French. Allsubmitted 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 MACEDONIAFACULTY OF EDUCATION

 

Download the 5th issue from here.

 
 
 
 
 

MENON: Journal of Educational Research, 3rd Thematic Issue, November 2018

MENONJournal Of Educational Research

3rd Thematic Issue

DOUBLE ASSIGNMENT IN TEACHER EDUCATION: A NECESSITY TO ADDRESS THE GLOBAL CHALLENGES

 

INTRODUCTION

Our contemporary world is confronted with huge challenges, for example, issues related to climate change, food and health care for all, shortages of clean water, polluted agricultural land, or risks related to biofuels, modern genetics and gene technology. There are obviously no simple solutions to these complicated problems. “The key questions are: How can we confront such gigantic global challenges? What about global justice, equity, equality, and social righteousness? Where can we find solutions to these issues? Are there any possible so­lutions to be found? How could we approach, and understand the complexity of these questions? Where are the feasible potentials to be found?” (Fritzen & Tapola, 2009, p. 17)

menon_issue_3rd_special_112018_001.jpgIt is considered that some ways out of the challenges may be found within education. We need to cultivate teachers who, in turn, can coach a future generation that will feel responsible for nature and other human beings (Narvaez, 2006). However, since contemporary glo­bal challenges most likely also need to be addressed in political arenas, and not least through human behaviour and human action, it is not sufficient to merely rely on various types of subject matter education. The potentials of understanding the global challenges are to be found in the fact that moral and/or democratic dimensions may be linked to subject matters. If we are to find sustainable solutions to these challenges, these solutions probably require subject matter knowledge, a moral compass, and political will. Integration of subject matter and moral aspects in education is sometimes referred to as ‘the double assignment’ (Tapola & Fritzen, 2010), which is supposedly a central task for all teachers (Oser, 1994). “It can be understood as the assignment to communicate knowledge about subject matter and to contribute to the moral upbringing of the learners. Since all professional teachers become qualified via formal teacher education, we have reason to assume that teacher education include training in how to perform this double assignment.” (Fritzen & Tapola, 2009, p. 18)

The Linnaeus Project, an international project organised by the Linnaeus University in Sweden, focused on research issues related to the preconditions within teacher education concerning the double assignment. Researchers from seven European countries (Austria, Cyprus, Germany, Greece, Norway, Sweden, and Switzerland) participated in this project. This special issue of Menon originated from the Linnaeus Project. It will present several research studies which were conducted within the Linnaeus Project.

The authors explore the preconditions for the double assignment in teacher education from different perspectives. All chapters have undergone internal peer review, and some were also presented at international educational conferences. This special issue is useful for researchers, methodologists, students, and practitioners from different disciplines with an interest in the integration of moral and epistemological aims, the moral dimension of teaching, and socio-scientific learning.

Alfred Weinberger reports about a study which aims to explore the significance of the moral dimension as a precondition for the double assignment in school and teacher education. Based on a literature review the results reveal that the moral dimension is neglected or rarely implemented. Thus, the double assignment is not put into practice mainly due to the crowded curricula which focus on knowledge. Given the curricular conditions, the author concludes that one possibility to foster the moral dimension is to combine moral education and knowledge acquisition in teacher education using appropriate didactical approaches. He suggests the constructivist approach VaKE (Values and Knowledge Education) for the double assignment in teacher education.

Toft et al. explore the field of genetics and gene technology as an example of a key challenge to humanity. Based on an extensive literature search about the advantages and risks of this field they argue that questions related to genetics and gene technology only can be solved by taking into account necessary knowledge and the ability to identify and reveal the underpinning values. Toft et al. show by using the example of genetics and gene technology that a precondition for the double assignment in teacher education is the awareness of the complexity inherent to the key challenges to humanity which involve moral and epistemological issues.

Saether et al. reports about a theoretical study on didactical strategies used when dealing with genetics and gene technology in biology. The authors claim that a precondition for the double assignment is collaboration and interchange between different fields or disciplines of knowledge. They introduce four theoretical-didactic strategies derived from their analysis for dealing with the “double assignment”. They claim that the student who is equipping himself or herself to be a teacher should be familiar with the principles of this model to understand more of what the “double assignment” is about in theory and practice. This understanding is seen as a precondition for relevant teacher education in this context.

The second article by Saether et al. reports about a qualitative and interpretatively-oriented meta-analysis of textbook analyses on genetics. The authors aimed to bring to light the underlying discourses of these analyses, which they have described as more or less hidden educational strategies or curricula. The focus was not on the intentions of the researchers who performed the textbook analysis. Saether’s et al. meta-analysis is based on their model of didactical strategies they described in the third article in this special issue. By demonstrating that each of the research reports can be analysed from the perspective of this model, they want to give those who are preparing to become teachers a vocabulary to grasp some of the challenges of what is called the “double assignment”. They see this vocabulary and its corresponding concepts as prerequisites for pre-service teachers.

Dimitriadou et al. report about a qualitatively oriented study which aimed to examine the ways and the degree to which Greek teachers would be willing to integrate issues of food security in their  teaching practices, especially regarding bio-fuels. This presumptive willingness of teachers can be considered as a precondition that highlights the teachers’ eagerness to respond – at least regarding the specific issue – to the double assignment of school. Based on the results of a content analysis and a discourse analysis of responses to focus group interviews the authors conclude that the teachers acknowledge the need to introduce the subject of food security and the bio-fuel issue in teaching. However, the results also reveal that they do not feel prepared adequately to teach it, and they do not assume responsibility for its integration into the instruction. The authors suggest a process of critical reflection which could allow the teachers to implement their values of high-quality instruction to students and start seeking ways to bring about change. They further suggest integrative approaches which could break the traditional boundaries between the subject matters and moral and democratic education. 

Nussbaumer et al. present in their theoretical paper the constructivist approach VaKE (Values and Knowledge Education) as one possible means to achieve the double assignment in teacher education. The paper aims at analysing the preconditions for performing VaKE. Based on theoretical reflections and experiences in teacher training, the authors discuss the different roles of the teacher in VaKE and possible problems and their solutions when implementing VaKE. They conclude that if these preconditions are met, it is possible to integrate the requirements of the double assignment through VaKE in teacher education successfully.

The paper of Latzko et. al. aims at contributing to food security by investigating and educating teacher’s professional ethos which includes food security as a domain of teachers’ professional ethos. By investigating new domains of teachers’ professional ethos with respect to successfully addressing issues of food security, this contribution emphasises the need to integrate moral and democratic aspects into subject matters as conceptualized by the double assignment, and as well as the need to revisit and adapt the concept of teachers’ professional ethos to current challenges.

 

REFERENCES

Fritzén, L. & Tapola, A. M. (2009). The Linnaeus international project on integrative approaches within teacher education. SIG 13 Newsletter, 4, 16–25. Available at: www.earli.org/special_interest_groups/moral_education

Tapola, A. & Fritzèn, L. (2010). On the integration of moral and democratic education and subject matter instruction. In C. Klaassen & N. Maslovaty (Eds.), Moral courage and the normative professionalism of teachers (pp. 149-174). Rotterdam: Sense Publishers.

Narvaez, D. (2006). Integrative ethical education. In M. Killen & J. Smetana (Eds.), Handbook of moral development (pp.703–732). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Oser, F. K. (1994). Moral perspectives on teaching. Review of Research in Education, 20, 57–127.

 

 

The Editors of the 3rd Thematic Issue

 

Brigitte Latzko

Prof., University of Leipzig, Department of Education

Alfred Weinberger

Prof., Private University of Education of the Diocese of Linz, Austria

 

Download the 3rd Thematic Issue from here.

 

 

 

 

MENON: Journal of Educational Research, 4th Thematic Issue, November 2018

MENON: Journal Of Educational Research

4th Thematic Issue

MATHEMATICAL WORKING SPACE AND MATHEMATICAL WORK

 

INTRODUCTION

Since 2009, Mathematical Working Spaces (MWSi) Symposia give a place to share studies on mathematical work in schooling. The symposia are organized into working groups based on the contributions proposed by participants under this unifying theme. The form of the Symposium allows an interesting exchange of ideas amongst participants and encourages the development of a scientific community with common interests.

menon_issue_4th_special_112018_001.jpgThe first two MWS’s meetings were initially dedicated to the study, development and possible uses of the Mathematical Working Spaces theory[1] (from French ETM, Espace de Travail Mathématique), a framework specially thought to study the mathematical work: the idea of mathematical work, as an activity practiced by the expert, serves as an epistemological and cognitive reference for mathematical activity in school, both for the student and the teacher. The epistemological and cognitive approach are linked by three geneses (semiotic, instrumental and discursive).

Thanks to this central notion of mathematical work, two essential points are highlighted in MWS theory: the purpose of the activities carried out by teachers and students in classrooms and the necessary effort to achieve this end. The work of individuals is seen as the result of a rational activity that can be based on conceptual or material tools. This activity is mediated by communication between individuals that promotes interactions. Thus, this conception of work presupposes a combination of epistemological and cognitive approaches.

Within the 3rd MWS[2] and 4th MWS[3], only one thematic group was dedicated to the development of the MWS theory as a methodological and a theoretical framework to study the mathematical work. Indeed, the focus of these symposia was on the foundational component of these meetings: the mathematical work. This evolution has deepened and diversified the approaches to the subject. In particular, the semiotic, cognitive and instrumental dimensions, as elements of the MWS, were the subject of specific contributions. Similarly, the institutional and social dimensions of mathematical work were integrated in all working topics.

Following the 4th MWS, one of the main objectives of the fifth MWS meeting was to strengthen a community of mathematics education researchers interested in the mathematical work and, for some of them, by the MWS theory.

This special issue of MENON proposes a selection of ten communications that were presented for the fifth symposia, MWS 5, at the University of West Macedonia, in Florina, Greece, from 18 to 22 July 2016 - proceedings are available at: etm5.web.uowm.gr/. These 10 papers give specific examples of the application of MWS theory to different topics and different levels of mathematics education and also some connections with other frameworks. The first five papers propose a study that considers the MWS theory with another framework. This is an essential role of the MWS meetings to give a place where theories can speak together. Then, we present 4 studies relying exclusively on MWS theory. And finally, there is a paper that does not use the MWS theory to study a modelling task that grounded the new theme of sixth MWS symposia[4]. More specifically:

  1. Alain Kuzniak combines the MWS theory with epistemography of Drouhard and defines different tools available in mathematical work.

  2. Gisela Camacho Espinoza and Asuman Oktaç, propose a study on a task in linear algebra solved by a Mexican teacher using APOS and MWS theory.

  3. Vasiliki Tsiapou and Kostas Nikolantonakis, consider the MWS theory with the Theory of Semiotic Mediation to study the teaching of proof with historical texts.

  4. Miguel Montes, José Carrillo and Luis Carlos Contreras, propose a study on geometry with preservice math teachers using an articulation of MTSK and MWS framework.

  5. Gonzalo Espinoza-Vásquez, C. Miguel Ribeiro and Diana Zakaryan, use the same articulation between MTSK and MWS to explore teachers’ work in class.

  6. Matthew Anastasiadis and Kostas Nikolantonakis, study the Mathematical Working Space for area and perimeter at the end of primary school in Greece.

  7. Carolina Guerrero-Ortiz and Carolina Henríquez-Rivas, study the personal Mathematical Working Space of three Chilean teachers for the notion of parabola.

  8. Assia Nechache, identifies the geneses of the Mathematical Working Space for different resolutions of a probabilistic task.

  9. Soledad Estrella, Raimundo Olfos, Sergio Morales and Pedro Vidal-Szabo, identify caracteristics of a Statistical Working Space, assuming that statistic is not a mathematical domain, in studying the case of two grade 2 students resolving a task.

  10. Minerva Martínez Ortega and Hugo Rogelio Mejía Velasco, study two modelling tasks using a motion sensor to introduce sinus function.

Six papers are in Spanish (2, 4, 5, 7, 9 and 10), two papers are in English (3 and 6) and two papers are in French (1 and 8) that reflects the three language community of MWS meetings.

 

This special issue is dedicated to the memory of

Jean-Philippe Drouhard that suddenly died on December, 14th, 2015.

 

 

The Editors of the 3rd Thematic Issue

Kostas Nikolantonakis

Philippe R. Richard

Laurent Vivier

 


[1] For a quick presentation of the theory, see the paper of Kuzniak in this issue. For more details on the MWS theory, the reader can find papers to the various special issues principally in French, in Annales de Didactique et de Sciences Cognitives (2011-14), in Spanish in Bolema (2016-18) and Relime (2014-19(4)), in English, in ZDM (2016-48(6)).

 

Download the 4th Thematic Issue from here

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4th Issue, April 2017

menon_issue_1st_special_2014_001.jpgThe Faculty Of Education announces the publication of the 4th issue of MENON: Journal Of Educational Research
 

The scope of the MENON is broad, both in terms of topics covered and disciplinary perspective, since the journal attempts to make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions on humanities, social sciences and sciences related to educational issues. It publishes original empirical and theoretical papers as well as reviews. Topical collections of articles appropriate to MENON regularly appear as special issues (thematic issues).

This open access journal welcomes papers in English, as well in German and French. Allsubmitted 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 MACEDONIAFACULTY OF EDUCATION

 

Download the 4th issue from here.

 
 
 
 
 

USING ADDITION TO SOLVE SUBTRACTION PROBLEMS IN THE NUMBER DOMAIN UP TO 20 AND 100

ABSTRACT

Over the past 4 decades, a lot of research has been done on the strategies that are used to mentally solve subtraction problems. In the present manuscript, 2 types of strategies are distinguished: (1) direct subtraction, in which the smaller number is directly subtracted from the larger one (e.g., 75 − 43 = . by doing 75 − 40 = 35, 35 − 3 = 32), and (2) subtraction by addition, in which one determines how much needs to be added to the smaller number to get to the larger one (e.g., 75 − 43 = . by doing 43 + 30 = 73 and 73 + 2 = 75, so the answer is 30 + 2 = 32). We set up a series of 5 related studies using non-verbal methods to investigate the flexible use of these strategies in both single- and multi-digit subtraction, first in adults and then in both typically developing children and children with mathematical learning disabilities. The present article provides an overview of the results of these 5 studies.

Authors: Greet Peters, Bert De Smedt, Joke Torbeyns, Pol Ghesquière, Lieven Verschaffel
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]

 

COMPUTATIONAL ESTIMATION IN AN ADULT SECONDARY SCHOOL: A TEACHING EXPERIMENT

ABSTRACT

The purpose of this study is to investigate the computational estimation ability of adult learners and to implement a teaching intervention about computational estimation in an Adult Junior High School. Adults’ estimation skill is measured through interview, before and after the intervention, with a researcher-designed tool. A questionnaire is also used to evaluate their attitudes towards mathematics. The math teacher who implemented the teaching experimental is interviewed too. The results suggest that, although adults could estimate to some extent, their estimation skill was significantly improved due to the teaching intervention. Factors that may affect estimation skill, such as prior knowledge of strategies and involvement in everyday activities with measurements or mental calculations, are also investigated. Furthermore, math teacher’s participation in this research may have led to a PCK expansion, even though her attitude towards estimation was neutral. Finally, educational implications are discussed too.

Authors: Petros Anestakis, Charalambos Lemonidis
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]

 
 

STUDENTS’ BEHAVIORS IN COMPUTATIONAL ESTIMATION CORRELATED WITH THEIR PROBLEM-SOLVING ABILITY

ABSTRACT

The present study examined the behaviors in number sense and especially in computational estimation problems, of 5th and 6th grade students of Greek Primary schools, who participated in a mathematical competition. These students have not received any training in relation to computational estimation strategies nor have they been trained in expressing themselves verbally or in writing as to their way of thought while performing the set tasks. Therefore, it was examined whether these students know how to perform computational estimation, which strategies they use, and what errors they make. It was also examined whether they can write down their explanations in computational estimation problems and this ability was compared with their problem solving ability. Many researchers (Buchanan 1978; Reys 1986; Reys and Reys 1989; Dowker 2003) state that estimation plays an important role in problem solving and is very similar to it, however, no experiments have been conducted specifically on this issue.

Authors: Charalampos Lemonidis, Eleni Nolka, Konstantinos Nikolantonakis
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]

 
 

FIFTH AND SIXTH GRADE STUDENTS' NUMBER SENSE IN RATIONAL NUMBERS AND ITS RELATION WITH PROBLEM SOLVING ABILITY

ABSTRACT

Problem solving and number sense are two of the core subjects on which strong emphasis is given in contemporary mathematics curricula of compulsory education. In this study, we examined fifth and sixth grade Greek students’ number sense concerning the mental calculation with rational numbers and specifically fractions and percents. We attempt to analyze the behaviors of fifth and sixth graders in mental calculations with fractions and percent examining the performance of students, categorizing the mental strategies used by them. Despite of the educational importance of these two mathematical areas – problem solving and number sense in mental calculations with rational number – there are not studies which examine directly the relation of students' performance in these two areas. This study has shown that the majority of students use rule-based strategies in operations with fractions and percents. Another result is that the students’ strategy choice (number sense or rule based) relates to their performance in problem solving. 

Authors: Charalambos Lemonidis, Ioanna Kaiafa
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]

 
 

COMPUTATIONAL ESTIMATION IN THE GREEK PRIMARY SCHOOL: TASKS PROPOSED FOR ITS TEACHING

ABSTRACT

The goal of this study was to examine prospective primary school teachers’ views of computational estimation and its teaching in primary school. Data was gathered through questionnaires administrated to 113 Greek pre-service teachers regarding the value they accredit to computational estimation and their suggestions for teaching it followed by interviews of 10 pre-service teachers regarding their understanding about computational estimation and skills needed to be developed. Results revealed that the majority of prospective teachers believe in the importance of computational estimation for both daily life and school. In the tasks they propose for teaching computational estimation, they incorporate context that relies on children’s out-of-school experiences, indicating their willingness to relate these experiences to computational estimation and, in general, to mathematics. Educational implications are discussed with regards to the need for computation estimation to be further acknowledged and implemented in the classroom as well as instruction to be provided to teachers.

Authors: Petros Anestakis, Despina Desli
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]

 
 
 

FACTORS CONTRIBUTING TO COMPUTATIONAL ESTIMATION ABILITY OF PRESERVICE PRIMARY SCHOOL TEACHERS

ABSTRACT

This study focuses on the investigation of the factors that are related and contribute to computational estimation ability. We interviewed 69 students of the Department of Primary Education of the University of Crete. Moreover, these students had filled in a test. According to the analysis of the results, the factors that contribute to success at computational estimation are: a) good mathematical background and mainly good performance at exact mental computation and proportion problems, b) preference to mathematics at school, c) positive self-concept of computational estimation ability, d) positive self-concept of acquiring exact mental computation ability from the first grades of primary school, e) positive self-concept of memory ability and particularly numerical data memory ability

Authors: Georgia Chalepaki, Michael Kourkoulos
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]
 

PROSPECTIVE TEACHER’S EFFICIENCY AND FLEXIBILITY IN PREP AND MENTAL CALCULATION OF TWO-DIGIT MULTIPLICATIONS

ABSTRACT

Students’ and adults’ knowledge of prep (Campbell & Xue, 2001, LeFevre, & Liu, 1997, LeFevre et al., 1996, Metcalfe & Campbell, 2008) has been studied extensively. However, a few studies have analyzed students’ strategies in mental calculations of multi digit multiplications (Baek Jae-Meen, 1998; Heirdsfield, A. et al. 1999; Murray, H., et al. 1994; Lemonidis, 2013). In addition, there are no studies analyzing adults’ strategies or examining their mental flexibility in two-digit multiplications, as well as comparing this flexibility with their knowledge of multiplication tables. The main research questions in this paper are (a) which strategies are used by prospective teachers, (b) how flexible they are in mental calculations  of two-digit multiplications and (c) how this flexibility is associated with their knowledge of the multiplication tables. Their flexibility in strategies employed to multiply two-digit numbers was examined by using the method choice / no-choice by Lemaire & Siegler, (1995). The results showed that prospective teachers are not flexible in two-digit multiplications and they mostly use the written algorithms mentally in order to calculate. Moreover, their flexibility to mentally calculate two-digit multiplications is associated with their knowledge in prep and their prep response time.

Authors: Charalambos Lemonidis, Helen Tsakiridou, Fani Panou, Helen Griva
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]
 

 

INVESTIGATING PROSPECTIVE ELEMENTARY TEACHERS’ NUMBER SENSE, THROUGH MENTAL COMPUTATION STRATEGIES

ABSTRACT

The purpose of this study was to explore the number sense of prospective elementary teachers, through a test demanding mental computations and estimation strategies. Eighty seven pre-service teachers from the Department of Primary Education participated in this study. Findings were analysed with quantitative methods. At the end of the research, prospective teachers’ number sense was found to be very low, not only in what concerns rational numbers, but even about the basics of decimal system and elementary numerical properties.

Authors: Eugenia Koleza, Maria Koleli
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]
 

ELEMENTARY TEACHERS’ EFFICIENCY IN COMPUTATIONAL ESTIMATION PROBLEMS

ABSTRACT

The aim of this study was to explore in-service teachers’ performance and strategies in computational estimation and possible individual difference. Additionally, the study looked for possible individual difference in terms of age and work experience, their attitude towards mathematics and their prior performance in mathematics during high school years. Eighty Greek in-service teachers participated in the study. Results showed that in-service teachers performed quite well, in most of the computational estimations and used a variety of strategies. Individual differences were captured only in terms of in-service attitude towards mathematics. 

Authors: Charalambos Lemonidis, Anastasia Mouratoglou, Dimitris Pnevmatikos
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]
 

 

EXPLORING NUMBER SENSE IN SIXTH GRADE IN GREECE: AN INSTRUCTIONAL PROPOSAL AND ITS LEARNING RESULTS

ABSTRACT

Surveys show that the majority of Greek students use procedural strategies in regards to mental calculations with rational numbers, ie, they are just trying to apply rules without having the adequate understanding (Lemonidis, 2013, Lemonidis & Kaiafa in this issue). This study proposes a teaching intervention which aims to advance students understanding about mental calculations and enrich their conceptual strategies repertoire. For this purpose, three teachers of 6th grade were first trained and, later, asked to teach mental calculations operations with rational numbers for a period of three months. The post training understanding and skills of 66 students were compared with the answers of 462 5th and 6th grade students who participated in mathematics competition by using the same instrument (Lemonidis and Kaiafa in this issue). The results showed that students of the experimental group, exploited a larger pool of strategies and, especially, more conceptual strategies. It is interesting that teachers were not familiar enough with the strategies for executing mental operations with rational numbers. After the intervention, positive changes in their attitudes and knowledge were identified.

Authors: Charalambos Lemonidis, Alexadra Kermeli, George Palaigeorgiou
 
MENON: Journal Of Educational Research [ISSN: 1792-8494]
 

 

Journal Past Issues

Issue 1, July 2012

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

Download the full issue

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.

Download the 1st issue from here.

MENON Issue 1: Articles list

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
 

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)
 

Issue 2a, July 2013

menon_issue_2a_2013_fpp_001.jpgThe Faculty Of Education announces the publication of the second 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.

*Due to the increased number of manuscripts submited a 3rd issue (Issue 2b, 2013) will be published in September 2013
 
MENON Issue 2a: Articles list

Vasilika POJANI, Benita STAVRE: A contrastive insight into some english problematic sounds for the albanian students of EFL

Abstract

The aim of this paper is to identify the difficult sounds and phonemes, the EFL Albanian students encounter during their language learning. By presenting the physiology of the sounds pronunciation and articulation, the Albanian students become aware of the non-compliant features for some problematic English sounds, which either differ in their articulation or do not exist at all in the sound system of their native language. Based on the long experience of English phonetics and Phonology teaching to EFL students at the Faculty of Education and Philology, we undertook this comparative study to describe the theoretical background of these sounds articulation in order to minimize students’ difficulties in learning pronunciation and to help them acquire good command of English language. Despite being a descriptive paper, we strongly believe that it will serve as a reference material not only for Albanian students, but also for teachers of EFL in other countries to build similar patterns of contrastive insight between English sounds and the respective native language of their students.
 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2a, 2013 (p. 5-12)
 

Alma Karasaliu: A critical approach to the translation of Swift’s “Gulliver’s Travels” into Albanian language

Abstract

Stylistic devices have always been writers’ best ‘tools’ not only for the degree of expressiveness they enable, but also for their effectiveness in transmitting implied messages to the reader. Jonathan Swift is one of those writers whose ‘simple and clear style’, the combination of puns, parody and irony are artfully used to imply messages, with the view of enhancing self-consciousness. This paper presents the conveyance of the stylistic elements and devices employed by Jonathan Swift in his “Gulliver’s Travels”, into the target language by the translator, Halit Selfo. Likewise, the study will focus on the techniques utilized by the translator during the process of translation with the view of creating impressive and relevant effects on and target language readership. The contrasting will be carried out by analyzing genuine instances where relevant techniques have been used with a view of transmitting the intended message from the source language to the target language readership. In the end, it will be pointed out that transposition, adaption and contextualization are some of the main devices the translator has employed conveying, in general, a message very similar to the one in the source language.

 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2a, 2013 (p. 13-21)
 

Edlira Xega: Contextualization of intercultural aspects displayed in English textbooks in the Albanian classes, Korca city

Abstract

The aim of this study is to identify intercultural aspects that appear in the English textbooks in the Albanian context. It emphasises the lifelong learning aspect of education, and the need of expanding capacities and facilitating relations among learners belonging to different cultures. It is seen how some of the defining principles, pedagogical methods, subject specific skills and intercultural activities treated in the English textbooks, relate to the realities of classroom practice in Albanian educational system syllabuses. It is an investigation of the background knowledge and learning experience of Albanian learners engaged in the study of English through English textbooks applied in different school levels in Korca city, elementary schools, Albania. I have done experimental research in the form of a questionnaire survey, and a survey on some intercultural activities organised in classrooms. I am focused on Albanian learners’ perceptions of how the cultural diversity between Albanian and English intersects with the pedagogical aim of promoting learner awareness of cultural differences, when the context of study is an Albanian area of study. The results of the questionnaire  for the intercultural activities, held in different school levels support for the efficacy for fostering cross- cultural and intercultural perspectives

 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2a, 2013 (p. 22-34)
 

Georges Stavrianos, Iphigénie Vamvakidou, Paraskevi Golia: DEFINITIONS ET SIGNIFICATIONS DU QUOTIDIEN EN HISTORIOGRAPHIE

Abstract

L’objet de la recherche concerne “l’histoire du quotidien” ainsi qu’ il est décrit dans la bibliographie marxiste. Nous prenons comme point de départ pour cette analyse le discours de Braudel dans les Annales. C’est la raison pour laquelle nous nous efforçons de mettre en évidence des indices que l’on puise dans les œuvres des marxistes et des metamarxistes de l’école allemande, anglaise et française  (19ème-20ème siècle) concernant la définition du quotidien: nous composons d’une façon critique les variantes et les constantes qui définissent le quotidien dans la science de l’histoire. Le but de cette étude est de localiser les définitions ainsi que les significations du quotidien

 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2a, 2013 (p. 35-41)
 

Pekis Anastasios: Exploring the kindergarten teachers’ views about the infants’ assessment in preschool education

Abstract

One of the key features in the educational process which can bring, through appropriate methods and techniques, positive results for the tutor, the child and the educational process, in general, is the infants’ evaluation during preschool education. This study was designed to explore the kindergarten teachers’ perspectives upon the infants’ assessment in preschool education. In order to achieve the objectives of the study, a research survey was conducted, during which a small-scale questionnaire was given to a convenience sample of 79 kindergarten teachers working in the public kindergartens in Chania. According to the results, significant deficiencies in   kindergarten teachers’ training were observed. However, the importance of evaluation in the kindergarten, using alternative forms of assessment, such as the systematic observation and the portfolio was acknowledged by the kindergarten teachers. Portfolio itself is a major methodological tool, but it seems that the teachers are unaware of its organization; instead, the documentation of the children’s schoolwork is deemed to be the portfolio. The need for extra training during their studies in the Departments of Education and possibly through seminars is also pointed out by the teachers. In conclusion, the infants’ evaluation has been accepted by kindergarten teachers, as it is greatly conducive to the teaching and learning process

 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2a, 2013 (p. 42-56)
 

Alexandra Prentza: From teaching English to adults to teaching children: the changes that a teacher has to make

Abstract

This paper will consider the methodological changes that teachers of English as a Foreign Language (EFL) who have been teaching adult learners must make when they have to or wish to teach younger learners, i.e. children. In a social and cultural environment where adjustments in the way (foreign language) teachers work are imperative, the current work will offer a discussion that will analyze both theoretical and practical issues of the matter. On the basis of the consideration of younger and older learner characteristics, the paper will argue that the topic-centered approach, couched within the inter/multi-disciplinary method of teaching, integrated with fun activities may be a suitable and effective way of teaching foreign languages to children

 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2a, 2013 (p. 57-68)
 

Lindita Kaçani, Pavllo Cicko: How to improve the approach to foreign language grammar teaching

Abstract

The teaching of grammar has been one of the most controversial issues in foreign language education. The demand for superior communicative ability in the target foreign language has made confused teachers about the approach in teaching grammar for a communicative purpose: teaching grammar explicitly or implicitly. Reviewing relatively recent theoretical and empirical studies on formal explicit and implicit grammar instruction, the paper presents the need of both types of grammar instruction to promote foreign language acquisition. Considering historical backgrounds on their use by foreign language teaching methods, the recent perspectives on the use of explicit approach in a communicative context, the choice of either type of instruction is greatly determined by the educational objective, differences in the specific language feature that is being taught as well as by differences in learners’ and teachers’ characteristics, abilities and preferences. Teachers need to be eclectic in selecting the appropriate instructional strategy to address the needs of their learners and contexts

 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2a, 2013 (p. 69-79)
 

Vasiliki Karra: Ideology and Gender in Angela Carter’s ‘The Passion of New Eve’

Abstract

Looking into the issue of gender in literary works, women are usually depicted as traditional stereotypes of women as nurturing, passive and submissive. The idea of women who may be violent was seen as inadequate due to the difficulty which society as a whole as well as academic discipline have, in seeing violence or aggression, even anger, as part of the female character. There exist two sexes and two genders and between them there is a set of rather obvious correspondences. The assertion that gender is not determined by sex has simply reinforced a division between the biological and the social in a way which leaves our understanding of biological sex fairly intact. Angela Carter stresses the performative and surface nature of gender identity and she does so by dealing with the question of bodily and sexual transformation at several different levels

 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2a, 2013 (p. 80-89)
 

Fabiola Kadi: La poésie engagée dans la religion, sa réception et ses relations avec le lecteur contemporain

Abstract

We often hear the definitions engaging literature, engaging poetry, phrases that make us think deeper about their meaning. The question is:  how can poetry, the art of free speech, the art of released images, and of dreams that float in space, become ‘enslaved’ and put in the service of a particular cause, limited within the framework of time and space? Which are the main themes of engaging poetry? Is religious poetry always engaging? What is the relationship of this poetry with the public, or with its readers? What is its life expectancy? Such questions often arise regarding engaging poetry. With this paper, which is based mainly on the ideas of the French writer Jean-Paul Sartre, in general we have tried to bring a critical approach regarding engaged poetry, and religious engagement especially in poetry
 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2a, 2013 (p. 90-98)
 

Konstantinos Nikolantonakis, Laurent Vivier: Positions numeration in any base for future Elementary school teachers in France and Greece: one discussion via Registers and Praxis

Abstract

The numeration in any base for whole numbers is a mathematical topic which introduces new registers of representation. We reinterpret the question for treatments in the new registers in the language of praxeologies: new praxis is to be built. In this paper, our first objective is to examine the cognitive distinction between treatment and conversion made by Duval for the registers of numeration in base other than ten. Two inquiries was made and analyzed with the Statistical Implicative Analysis (SIA) that has permitted to show two cognitive difficulties for coding numbers into the position numeration in any base that comes from: 1) the base is different from ten and 2) the base is greater than ten. Our second objective concerns the technological potential of polynomial writing. The SIA permits us to show that this register is important for the success of the types of tasks and for the construction of techniques in any base
 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2a, 2013 (p. 99-114)
 

Sofia Gkouvousi: Public housing estates in Greece. Services and housing projects

Abstract

The need for production of public housing estates in Greece is the result of particular Greek housing conditions and appears mainly after the Second World War (1940-1945). Although the housing activity before 1940 was not significant, except for the decade 1920-1930, the article will analyze the issues that existed immediately after the liberation of the Greek state from the Turkish domination and will attempt to separate them into periods. Each period will be presented and analyzed separately by referring to the main points that characterize it and will be tried, if not answered, at least commented some of the following issues: the size of the housing problem, the factors associated with it (reasons for shortage of housing) and the housing policy (modes of housing production - housing agencies and programs) in order to face it. It should be noted, however, that the public housing estates in Greece until the 1970 was almost exclusively confined to settlements of social agencies (Workers’ Housing Organisation, various ministries, etc.) as a result of important historical events and under the pressure of pressing needs (rehabilitation of refugees, victims of wars, internal migrants, etc.) and a few private industrial complexes built occasionally covering a small percentage of housing needs
 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2a, 2013 (p. 115-121)
 

Efthalia Konstantinidou, Georgios Iordanidis: Studying educational leadership for social justice as identity: Towards a critical-reflexive discourse analysis of academic research texts

Abstract

In this methodological paper we present a discourse analytic framework which has been developed for studying academic research texts on educational leadership for social justice as texts of identity. Theoretically, the discourse analytic framework has two main orientations: a critical orientation in terms of studying the particular texts as governing educational leadership for social justice as identity, that is as both creating and regulating it by describing and explaining certain actions as leadership for social justice; and a reflexive orientation in terms of studying academic research texts as contributing to the constitution and reproduction of the ‘romance of leadership’ rather than just producing knowledge about leadership phenomena. Methodologically, in order to convert the theoretical orientation into analytic practice, a combination of discursive social psychology with systemic functional linguistics has been used for a micro- to macro-, three-level analysis of selected academic research journal articles: first, analysis of the governing of identity as textual practice accomplished by grammatical choice and its textual, ideational, and interpersonal metafunctions; secondly, analysis of the governing of identity as genre practice accomplished by genre choice as an additional linguistic resource; and thirdly, analysis of the governing of identity as discursive practice accomplished by mobilizing familiar themes of leadership discourse. Finally, the implications of the use of this discourse analytic framework for research in educational administration as well as for training educational administrators are discussed
 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2a, 2013 (p. 122-134)
 

Eleni G. Gavra, Eleni Matraki: The Greek Presence in Transylvania through the Historical Monuments

Abstract

The Greek presence in the territory of Romania in the field of architecture varies by period. However, an important monumental reserve is connected with the commercial and business activities of the Greek people during the last centuries. This reserve has been located and studied in the past and only recently it has been subject of scientific research and recorded under a bilateral (Greece-Romania) inter-scientific research collaboration. In Romania today the protection, management and enhancement of the natural and cultural environment is of paramount importance not only as a value but also as a critical tool towards the sustainable development of the country. On the other hand Romania, in the latter years, represents a major tourist destination due to its rich and varied cultural heritage. The present article deals with the influence of the Greek merchants in the region of Transylvania during the 18th and 19th as it results through the monumental reserve and especially through buildings with a religious character recorded and characterized as Historical Monuments
 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2a, 2013 (p. 135-145)
 

1st Thematic Issue, December 2014

menon_issue_1st_special_2014_001.jpgThe Faculty Of Education announces the publication of the 1st Thematic Issue of MENON: Journal Of Educational Research
 
The scope of the MEJER is broad, both in terms of topics covered and disciplinary perspective, since the journal attempts to make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions on humanities, social sciences and sciences related to educational issues. It publishes original empirical and theoretical papers as well as reviews. Topical collections of articles appropriate to MEJER regularly appear as special issues (thematic issues).
 
INTRODUCTION TO SPECIAL ISSUE
Behaviour of students, teachers and future teachers in mental calculation and estimation
 
Research in Mathematics Education is a significant area of educational research, which is Included in the topics of this journal. Behaviour of students, teachers and future teachers in mental calculation and estimation” has been chosen as the subject for this special issue on the ground of a number of reasons wich are presented below.
Over the past decades, many studies have been conducted in the field of mental calculations and estimation and more precisely in relation to the definition of these concepts, the identification of the strategies used by various age groups, the relationship with other concepts, such as number sense, the procedural and conceptual understanding among others.
Many educational systems have updated the teaching of numbers and operations in mathematics, incorporating mental calculations and estimations in their elementary and middle education curricula.
Nowadays, it is considered timely to conduct research in the implementation of the teaching of mental calculation and estimation with whole and rational numbers as well as the recording of students’ behaviour and the training of pre-service and in-service teachers in theses concepts.
During the last decade, researches on mental computation and estimation with rational numbers has been conducted in the Laboratory of “Nature and Life Mathematic” at the University of Western Macedonia, some of which are presented in this issue.
Most of the papers included in this issue, refer to mental calculations and estimations with rational numbers, a topic that is not very common in the literature and covers a wide age range including elementary school students, adults, as well as pre- and in-service teachers. The researches are presented according to the age range of the participants. 
 
This open access journal welcomes papers in English, as well in German and French. Allsubmitted 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.
 
 
 
 
 

2nd Thematic Issue, May 2016

The Faculty Of Education announces the publication of the 2nd Thematic Issue of MENON: Journal Of Educational Research
 
The scope of the MENON is broad, both in terms of topics covered and disciplinary perspective, since the journal attempts to make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions on humanities, social sciences and sciences related to educational issues. It publishes original empirical and theoretical papers as well as reviews. Topical collections of articles appropriate to ΜΕΝΟΝ regularly appear as special issues (thematic issues).
 

 

 

INTRODUCTION TO THEMATIC ISSUE

“The Use of History of Mathematics in Mathematics Education”

The question of the integration of the History of Mathematics in Mathematics Education has been discussed since the 20th century by Educators (Barwell, Brousseau, Freudental, Piaget), Philosophers (Bachelard), Mathematicians (Klein, Poincare), and Historians of Mathematics (Loria, Smith), who have supported the proposal and have given arguments on the interest and challenges in school Mathematics courses.

Since the 1960s the use of the history of mathematics in mathematics education has become more popular and many papers in scientific journals, books, proceedings of conferences and groups of researchers have focused on this in contrast to the paradigm of the “modern mathematics” reform. We can find many didactical situations, mathematical problems, teaching series but also empirical and theoretical studies, Master and Phd level dissertations on the role and the ways of using historical, social and cultural elements in the teaching of mathematics. During the 2nd International Congress on Mathematics Education (ICME) in 1972 we have the creation of an International research group (International study group on the relation between the History and Pedagogy of Mathematics (HPM)) which organizes a congress every 4 years. The idea of a European Summer University (ESU) on the Epistemology and History in Mathematics Education started from the Instituts Universitaires de Formation de Maîtres (IUFM) in France, and an ESU is organized every three years in different European countries. Since 2009 in the context of the Congress of the European Society for Mathematics Education (CERME) we have also the appearance of a discussion group on The Role of History of Mathematics in Mathematics Education: Theory and Research (WG 12). This group also concentrates on empirical research. We should also mention the publication of the ICMI study History in mathematics education: the ICMI study (Fauvel & van Maanen, 2000) which presents the state of the art until this period. 

Since the publication of this study, researchers address in a more demanding way questions about the efficacy and pertinence of many efforts (examples) of applications in classrooms. They are also wondering about the transferability of positive experiences from educators on different levels of education. They are considering questions on the capacity of students but also of educators when they were in front of the difficulties of studying the historical aspect of many notions.

Recently researchers΄ activities are moving to investigations in terms of didactic and educational foundations from which they believe that it could be possible to think better about the role of the history of mathematics in the teaching and learning of mathematics and the development of theoretical and conceptual frameworks which could provide the required equipment for the production of finer and more focus investigations.

These issues include, among others, the educational and teaching foundations of a cultural-historical perspective in the classroom, the need to give voice to community stakeholders about the introduction and more broadly, the nature and the terms of the empirical investigation prevailing in the research environment.

Parallel to these advancements in research, an attempt to humanize Mathematics is increasingly present in the mathematics curricula worldwide.

For over 20 years, the presence of the history of mathematics in training teachers’ environments has increased considerably in many countries. However, despite the different objectives associated with the introduction of the history of mathematics in training mathematics teachers, this presence, implicit or explicit, took the form of specific initiatives for each establishment of teacher training.

By browsing through the literature since 1990, it is possible to classify the empirical studies on the use of history in the mathematics classroom into two categories: studies that relate to the narrative of grounded experiences and quantitative studies on a larger scale.

Overall, it appears necessary to restore the research field on the introduction of History in the teaching and learning of mathematics within Didactics of mathematics and more generally with the educational sciences. This repositioning should enable research to get inspired from the contexts of the exploratory work from Humanities as well as theoretical, conceptual and methodological issues from the Didactics of mathematics and educational sciences.

This issue includes eight invited papers. Six papers are written in English and two in French. Each text is accompanied by an abstract in English. The following papers discuss specific issues in the domain of Using History of Mathematics in Mathematics Education and are ordered according to the instructional level; from elementary school to the university and in service teachers training.

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

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)
 

Call for Papers

Call for Papers

MENON: Journal of Educational Research 4th Call for Papers

CALL FOR PAPERS

The Faculty of Education of the University of Western Macedonia invites you to submit a manuscript to the 4th issue of the MENON: Journal of Educational Research, which is planned to be launched on July 2015. 
The MENON: Journal of Educational Research is a national and international interdisciplinary forum for scholars, academics, researchers and educators from a wide range of fields related to Educational studies. MEJER (MENONJournal of Educational Research) publishes original, peer-reviewed articles on humanities, social sciences and sciences related to educational issues.
 
 
IMPORTANT DATES

Call for papers: 30th October 2014
Deadline of submissions: 31st January 2015
Reviewing process: 1st February 2014 - 31st March 2015
Resubmission/editing process: By the end of May 2015
 
Manuscripts must be submitted  as electronic files  (by e-mail attachment in a Microsoft Word document) to: mejer@uowm.gr or via the Submission Webform
Submission of a manuscript implies that it must not be under consideration for publication by other journal or has not been published before.

 

 

MENON: Journal of Educational Research Call for Papers

CALL FOR PAPERS

The Faculty of Education of the University of Western Macedonia invites you to submit a manuscript to the 5th issue of the MENON: Journal of Educational Research, which is planned to be launched on December 2017. 
The MENON: Journal of Educational Research is a national and international interdisciplinary forum for scholars, academics, researchers and educators from a wide range of fields related to Educational studies. MEJER (MENONJournal of Educational Research) publishes original, peer-reviewed articles on humanities, social sciences and sciences related to educational issues.
 
 

IMPORTANT DATES


Deadline of submissions: 30/09/2017
Reviewing process: 01/10/2017 - 31/10/2017
Resubmission/editing process: 01/11/2017 - 30/11/2017
 
Manuscripts must be submitted  as electronic files  (by e-mail attachment in a Microsoft Word document) to: mejer@uowm.gr or via the Submission Webform
Submission of a manuscript implies that it must not be under consideration for publication by other journal or has not been published before.

 

 

CALL FOR PAPERS (1st SPECIAL ISSUE) *DEADLINE EXTENDED*

CALL FOR PAPERS FOR THE 1STSPECIAL ISSUE OF MENON (DEADLINE EXTENDED)
BEHAVIOR OF STUDENTS, TEACHERS  AND FUTURE TEACHERS IN MENTAL CALCULATION AND ESTIMATION
 
The Faculty of Education of the University of Western Macedonia invites you to submit a manuscript to the first special issue of the MENON: Journal of Educational Research, which is planned to be launched on November 2014.
The MENON: Journal of Educational Research is a national and international interdisciplinary forum for scholars, academics, researchers and educators from a wide range of fields related to Educational studies. MEJER (MENON: Journal of Educational Research) publishes original, peer-reviewed articles on humanities, social sciences and sciences related to educational issues.
This 1st special issue have as subject the education of mathematics and specially the object of “Behavior of students, teachers and future teachers in mental calculation and estimation”.   
 
 
IMPORTANT DATES
________________________________________
Call for papers: 8th May 2014
Deadline of submissions: 31st August 2014
Reviewing process: 1st September - 30th September 2014
Resubmission/editing process: By the end of October 2014
 
Manuscripts must be submitted as electronic files  (by e-mail attachment in a Microsoft Word document) to: mejer@uowm.gr or via the Submission Webform. Submission of a manuscript implies that it must not be under consideration for publication by other journal or has not been published before.

CALL FOR PAPERS (1st SPECIAL ISSUE)

CALL FOR PAPERS FOR THE 1STSPECIAL ISSUE
BEHAVIOR OF STUDENTS, TEACHERS  AND FUTURE TEACHERS IN MENTAL CALCULATION AND ESTIMATION
 
The Faculty of Education of the University of Western Macedonia invites you to submit a manuscript to the first special issue of the MENON: Journal of Educational Research, which is planned to be launched on October 2014.
The MENON: Journal of Educational Research is a national and international interdisciplinary forum for scholars, academics, researchers and educators from a wide range of fields related to Educational studies. MEJER (MENON: Journal of Educational Research) publishes original, peer-reviewed articles on humanities, social sciences and sciences related to educational issues.
This 1st special issue have as subject the education of mathematics and specially the object of “Behavior of students, teachers and future teachers in mental calculation and estimation”.   
 
 
IMPORTANT DATES
________________________________________
Call for papers: 8th May 2014
Deadline of submissions: 30th June 2014
Reviewing process: 30th June 2014 - 30th July 2014
Resubmission/editing process: By the end of August 2014
 
Manuscripts must be submitted as electronic files  (by e-mail attachment in a Microsoft Word document) to: mejer@uowm.gr or via the Submission Webform. Submission of a manuscript implies that it must not be under consideration for publication by other journal or has not been published before.

MENON: Journal of Educational Research 3rd Call for Papers

3rd CALL FOR PAPERS
The Faculty of Education of the University of Western Macedonia invites you to submit a manuscript to the third issue of the MENONJournal of Educational Research, which is planned to be launched on July 2014. The MENON: Journal of Educational Research is a national and international interdisciplinary forum for scholars, academics, researchers and educators from a wide range of fields related to Educational studies. MEJER (MENONJournal of Educational Research) publishes original, peer-reviewed articles on humanities, social sciences and sciences related to educational issues.
 
 
IMPORTANT DATES
Call for papers: 30th October 2013
Deadline of submissions: 31st January 2014
Reviewing process: 1st February 2014 - 31st March 2014
Resubmission/editing process: By the end of May 2014
 
Manuscripts must be submitted  as electronic files  (by e-mail attachment in a Microsoft Word document) to: mejer@uowm.gr or via the Submission Webform

Submission of a manuscript implies that it must not be under consideration for publication by other journal or has not been published before.

 

MENON: Journal of Educational Research 2nd Call for Papers

2nd Call for Papers
The Faculty of Education of the University of Western Macedonia invites you to submit a manuscript to the second issue of the MENONJournal of Educational Research, which is planned to be launched on June 2013. The MENON: Journal of Educational Research is a national and international interdisciplinary forum for scholars, academics, researchers and educators from a wide range of fields related to Educational studies. MEJER (MENONJournal of Educational Research) publishes original, peer-reviewed articles on humanities, social sciences and sciences related to educational issues.
 
 
Important Dates
Call for papers: 1st September 2012
Deadline of submissions: 31st December 2012
Reviewing process: 1st January 2013 - 28th February 2013
Resubmission/editing process: By the end of April 2013

MENON: Journal of Educational Research 1st Call for Papers

CALL FOR PAPERS