Schools with Reformed Comprehensive Curriculum are a new institution in Greek educational system.... more Schools with Reformed Comprehensive Curriculum are a new institution in Greek educational system. This new educational program compared with traditional elementary schools, includes several changes to daily curriculum such as extended school time, enriched program with new teaching subjects and activities, teachers specialized in courses etc. This new scheme, although it hasn’t been sufficiently researched, it receives strong criticism, which among other things, refers to the daily fatigue of students and the lack of educational adequacy of those teachers who specialize in courses. There is also criticism concerning the rotation of many teachers per class and the consequent loss of the classic role that the teacher had as a reference person. Primary school seems to adopt High Schools’ characteristics.
Chaniotakis, N. (2012). Humor im Unterricht: Ansichten der Lehrer. Menon: Journal of Educational Research. Issue 1, 100-111.
Abstract
The studies on humor in the classroom have increased by far in recent years. This shows... more 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).
Keywords: humor, teaching, teacher’s perceptions
Thoidis, I. & Chaniotakis, N. (2011). Die Offene Ganztagschule in Griechenland. Neuere Entwicklungen. Die Ganztagsschule, 2/3, 51. Jahrgang, 97-112., 2011
Chaniotakis, N. (2011). Educational Evaluation in Greece. In: A. Pejatovic (edit.) 14th International Conference, Evaluation in Education in the Balkan countries. Belgrade, 16-18th June 2011. Balkan Society for Pedagogy and Edu-cation, University of Belgrade (p. 23-30). , 2011
Modern societies consider education as a crucial factor for their development. Within this framew... more Modern societies consider education as a crucial factor for their development. Within this framework educational evaluation is very important, since through evaluation the extent of accomplishment of the curricula objectives, of teaching methods, of educational structures and forms can be assessed. In Greece however, the issue of evaluation remains in practice a thorny problem. Until nowadays, there is no functioning evaluation system for assessing the effectiveness of education in general and of the efforts of the teacher in class specifically. In this context we attempt in this paper to describe the general situation in Greece in relation to educational evaluation, to point to the most significant problems we face today and to discuss the perspectives and policies that could potentially help us face the problem. Due to the complexity and the extend of the issue, we focus on some axes, which in recent years have concerned the educational policy, research and discussion and in the society in general. These axes are: a) evaluation of teaching and teachers, b) evaluation of the student, and c) evaluation of schools. The paper takes into account the institutional framework, the research data and relevant publications and at the same time attempts an interpretation of problems and malfunctions based on the educational, social and historical conditions of the Greek case.
Thoidis, I. & Chaniotakis, N. (2010). Homework in Elementary School: Prac-tices and Perceptions of Teachers and Students. Proceedings of ICERI 2010 Conference. 15th-17th November 2010, Madrid, Spain (3677-368, 2010
By reviewing the literature about homework we come to realize that homework is very often the epi... more By reviewing the literature about homework we come to realize that homework is very often the epicentre of interest in education science and educational policy, while also drawing attention of the mass media. This situation has led to the division of two “camps”: on the one side are those who believe in the value and importance of homework, while on the other, there are those who reject homework and propose its integration in everyday schoolwork. In this study we investigated the conditions under which elementary school teachers assign and appraise the homework of their students. We also tried to find the reasons and the consequences that (could) explain and influ-ence the attitude and practices of teachers and students in this field. Moving in this direction we used on the one side, the method of observation in the school classroom and on the other side we used the method of interviewing the pupils and handing out questionnaires to teachers, so that we could form a more complete picture. The obser-vation was conducted in 52 classrooms of elementary schools in Greece (in a total of 104 teaching hours) and the interviews took place with 260 pupils, while the ques-tionnaires were answered by all of the teachers of these classrooms. We conclude that the practices of teachers concerning homework are not in accordance with the modern pedagogic opinion and are rather moved in accordance to a traditional picture. The findings of this study do not differ a lot from other research on an international level and the problems seem common.
"During the last years more and more teachers move away from the traditional pedagogic perception... more "During the last years more and more teachers move away from the traditional pedagogic perception according to which humor does not fit the serious work of teaching. This development is connected i.a. with the realization and empirical verifi-cation of the positive effects of humor from the Education Science and other scientific disciplines (Medicine, Psychology etc.). Despite this, research shows that some teach-ers avoid humorous situations in the classroom, because a) they are afraid that they may lose control of the students, b) they do not believe in humor’s positive effects and c) they construe teaching as a very serious affair. There is also evidence that teachers use humor in their classroom in order to attract the attention and the interest of students, to decrease the stress of teaching, to improve the social climate and their rela-tion with the students, to promote learning, but also to feel themselves comfortably and relaxed.
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 clarifica-tion 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 apprecia-tion for the importance of humor in their school life and in their life in general. The first 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).
"
Schools with Reformed Comprehensive Curriculum are a new institution in Greek educational system.... more Schools with Reformed Comprehensive Curriculum are a new institution in Greek educational system. This new educational program compared with traditional elementary schools, includes several changes to daily curriculum such as extended school time, enriched program with new teaching subjects and activities, teachers specialized in courses etc. This new scheme, although it hasn’t been sufficiently researched, it receives strong criticism, which among other things, refers to the daily fatigue of students and the lack of educational adequacy of those teachers who specialize in courses. There is also criticism concerning the rotation of many teachers per class and the consequent loss of the classic role that the teacher had as a reference person. Primary school seems to adopt High Schools’ characteristics.
Chaniotakis, N. (2012). Humor im Unterricht: Ansichten der Lehrer. Menon: Journal of Educational Research. Issue 1, 100-111.
Abstract
The studies on humor in the classroom have increased by far in recent years. This shows... more 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).
Keywords: humor, teaching, teacher’s perceptions
Thoidis, I. & Chaniotakis, N. (2011). Die Offene Ganztagschule in Griechenland. Neuere Entwicklungen. Die Ganztagsschule, 2/3, 51. Jahrgang, 97-112., 2011
Chaniotakis, N. (2011). Educational Evaluation in Greece. In: A. Pejatovic (edit.) 14th International Conference, Evaluation in Education in the Balkan countries. Belgrade, 16-18th June 2011. Balkan Society for Pedagogy and Edu-cation, University of Belgrade (p. 23-30). , 2011
Modern societies consider education as a crucial factor for their development. Within this framew... more Modern societies consider education as a crucial factor for their development. Within this framework educational evaluation is very important, since through evaluation the extent of accomplishment of the curricula objectives, of teaching methods, of educational structures and forms can be assessed. In Greece however, the issue of evaluation remains in practice a thorny problem. Until nowadays, there is no functioning evaluation system for assessing the effectiveness of education in general and of the efforts of the teacher in class specifically. In this context we attempt in this paper to describe the general situation in Greece in relation to educational evaluation, to point to the most significant problems we face today and to discuss the perspectives and policies that could potentially help us face the problem. Due to the complexity and the extend of the issue, we focus on some axes, which in recent years have concerned the educational policy, research and discussion and in the society in general. These axes are: a) evaluation of teaching and teachers, b) evaluation of the student, and c) evaluation of schools. The paper takes into account the institutional framework, the research data and relevant publications and at the same time attempts an interpretation of problems and malfunctions based on the educational, social and historical conditions of the Greek case.
Thoidis, I. & Chaniotakis, N. (2010). Homework in Elementary School: Prac-tices and Perceptions of Teachers and Students. Proceedings of ICERI 2010 Conference. 15th-17th November 2010, Madrid, Spain (3677-368, 2010
By reviewing the literature about homework we come to realize that homework is very often the epi... more By reviewing the literature about homework we come to realize that homework is very often the epicentre of interest in education science and educational policy, while also drawing attention of the mass media. This situation has led to the division of two “camps”: on the one side are those who believe in the value and importance of homework, while on the other, there are those who reject homework and propose its integration in everyday schoolwork. In this study we investigated the conditions under which elementary school teachers assign and appraise the homework of their students. We also tried to find the reasons and the consequences that (could) explain and influ-ence the attitude and practices of teachers and students in this field. Moving in this direction we used on the one side, the method of observation in the school classroom and on the other side we used the method of interviewing the pupils and handing out questionnaires to teachers, so that we could form a more complete picture. The obser-vation was conducted in 52 classrooms of elementary schools in Greece (in a total of 104 teaching hours) and the interviews took place with 260 pupils, while the ques-tionnaires were answered by all of the teachers of these classrooms. We conclude that the practices of teachers concerning homework are not in accordance with the modern pedagogic opinion and are rather moved in accordance to a traditional picture. The findings of this study do not differ a lot from other research on an international level and the problems seem common.
"During the last years more and more teachers move away from the traditional pedagogic perception... more "During the last years more and more teachers move away from the traditional pedagogic perception according to which humor does not fit the serious work of teaching. This development is connected i.a. with the realization and empirical verifi-cation of the positive effects of humor from the Education Science and other scientific disciplines (Medicine, Psychology etc.). Despite this, research shows that some teach-ers avoid humorous situations in the classroom, because a) they are afraid that they may lose control of the students, b) they do not believe in humor’s positive effects and c) they construe teaching as a very serious affair. There is also evidence that teachers use humor in their classroom in order to attract the attention and the interest of students, to decrease the stress of teaching, to improve the social climate and their rela-tion with the students, to promote learning, but also to feel themselves comfortably and relaxed.
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 clarifica-tion 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 apprecia-tion for the importance of humor in their school life and in their life in general. The first 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).
"
Uploads
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).
Keywords: humor, teaching, teacher’s perceptions
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 clarifica-tion 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 apprecia-tion for the importance of humor in their school life and in their life in general. The first 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).
"
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).
Keywords: humor, teaching, teacher’s perceptions
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 clarifica-tion 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 apprecia-tion for the importance of humor in their school life and in their life in general. The first 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).
"