Peer feedback has gathered momentum in writing courses in the last twenty years, since it contributes to the improvement of the students’ writing skills, their motivation and collaboration. To this end, the present study aimed at investigating the effectiveness of peer review from a cognitive and attitudinal perspective within the framework of the “process writing” approach to teaching writing in the context of teaching Greek as a second language. Elements of the genre approach were also incorporated in the “process writing” framework. More specifically, a study was carried out in the second grade of a Greek Intercultural Junior high school involving twenty students of diverse nationalities. The subjects attended six writing lessons whereby they were provided with peer commentary. Pre- and post-questionnaires were administered to the participants with a view to identifying their attitudes towards peer feedback at the entry point of the research and tracing any differentiation in their stances at the exit point of the intervention. The findings revealed a positive shift of the respondents’ attitudes towards the merits of peer treatment and unraveled development of their metacognitive awareness in that they gained insight in their writing development in Greek as a SL.
Peer Feedback, Process Writing, Genre Approach, Writing In Greek As A Sl/Fl, Fostering Favourable Stances Towards Peer Collaboration In AssessmentFull Text :PDF DOI: 10.6007/MAJESS/v4-i2/2426
The countervailing role of early detection and intervention for dyslexia has been particularly highlighted recently. The aim of this paper is to examine the attitude of teachers, on the island of Corfu, concerning the detection of dyslexia in the first grade of primary school through the teaching of First Reading and Writing Skills. We applied the quantitative approach. Questionnaires were used to explore the views of teachers, regarding teaching tools and their application in the teaching of First Reading and Writing Skills. Teachers' knowledge regarding issues, dealing with language teaching as well as their knowledge on Dyslexia was also examined. The results concerning the early detection of dyslexia were positive, as was teachers' knowledge on literacy issues. Nevertheless, all teaching tools were considered mediocre. At last, teachers’ participation in training programs and postgraduate studies on relevant issues was moderate, although their attitude to training was positive.
Dyslexia, Early Identification, First Grade, Language Teaching, TeachersFull Text :PDF DOI: 10.6007/MAJESS/v4-i2/2427
Two hundred students as respondents randomly selected from semi-urban based degree colleges of Vaishali district of Bihar (India) participated in a study that identified a number of factors i.e., bonding with friends, acceptance of system, support & cooperation, selfishness and harmony of social capital. The findings revealed that factors of social capital such as bonding with friends, acceptance of system, support & cooperation, selfishness and harmony were significantly predicted by friendliness, emotional stability, responsibility and extraversion dimensions of personality. However, social capital factors such as selfishness and harmony were negatively predicted by the factors of personality, namely emotional stability and neuroticism.
Social capital, Personality, Quantitative studyFull Text :PDF DOI: 10.6007/MAJESS/v4-i2/2428
This article centers on the needs of newcomer immigrant students with diverse linguistic and cultural backgrounds in Greek state schools. Setting the discussion against a theoretical background on second language acquisition and bilingualism, we delineate the stages of second language development and provide examples of appropriate instructional strategies per stage which every educator can employ in order to ensure the learners’ smooth transition to the target language. The article concludes with a proposal on the integration of immigrant students in Greek state schools.
?ilingualism, immigrant learners, second language acquisition, teaching strategies, education policyFull Text :PDF DOI: 10.6007/MAJESS/v4-i2/2429
This paper analyses the role of context in interpretation of political utterances on hate speech in Kenya. The political landscape in Kenya has been characterised by multiparty politics since early 1980’s. When the Kenya African National Union (KANU) party won the 1992 general election amidst stiff rivalry from other political parties, some of the political parties that lost the election to KANU decided to merge into political coalitions so as to remove KANU from power. The end result of this political scenario has been a heightened political rivalry between coalitions of political parties. This rivalry is characterised by fierce exchange of political discourse with hard-line ideologies resulting into a polarized Kenyan nation. This kind of political environment in Kenya has culminated into events such as the infamous Post-Election Violence of 2007/2008. One of the factors that have been widely speculated to account for the animosity amongst Kenyans is hate speech perpetuated in political utterances. This paper analyses selected political utterances on hate speech to demonstrate that politicians in Kenya heavily rely on context to encode hate speech messages in their political utterances while making the utterance meaning obscure. The paper attempts to show how context is therefore central to pragmatic interpretation of political utterances on hate speech. In fulfilling these objectives, the paper applies principles advanced in Relevance Theory by Dan Sperber and Deirdre Wilson (1985, 1996 & 2004) in the pragmatic interpretation of political utterances on hate speech. Content analysis procedures were used in the selection of relevant data from pre-election campaign speeches rendered during the 2013 General Elections in Kenya. The pre-election campaign speeches for the 2013 General Elections in Kenya were retrieved from the archives of the leading media houses in Kenya; Kenya Television Network (KTN), The Kenya Broadcasting Corporation (KBC) and The Royal Media Services (CITIZEN). The paper argues that political utterances on hate speech in Kenya rely on the context surrounding the utterance to generate the possible intended hate speech message. It further argues that politicians in Kenya are able to deny certain interpretations of meaning given to their utterances on hate speech because the contexts surrounding such utterances obscure utterance meaning by generating multiple pragmatic interpretations.
Political Utterances, Hate Speech, ContextFull Text :PDF DOI: 10.6007/MAJESS/v4-i2/2431
In this study we present a critical discourse analysis to the contents of a section of the textbook of History of the 5th grade in Primary Education. The selected chapters (13-16 of the third (C) section) are included in the student’s school book and they are chosen because of their deep political hue and individual political messages emerging in symbolic or declaratory field. The researching historic interest is focused on the main frame transition from the Roman to the Byzantine world, with references to the social, juridical-legal, economic, cultural and political structures. The constructed narrative shows off the presentation of the Byzantine Emperor. The main objective is to understand and study the epistemological potential of a marxistic proposal posed as an open issue: a) What is the subject in the process of teaching history? b) What we teach in history class (content), to whom we address (configuration personal characteristics), why, who pose the questions and why? Thus we suggest three possible methods: a) qualitative content analysis -and particularly critical discourse analysis - of textbooks, b) a review of education policy, c) a pedagogic composition through critical dialectical analysis in order to comprehend the marxistic historicity which seems to be hiding.
Historical School Books, Ideology, Byzantium, Marxistic IssuesFull Text :PDF DOI: 10.6007/MAJESS/v4-i2/2432
The purpose of the present study is to highlight the factors that influence group dynamics in adult education, as these were shaped through the perceived views of educators and trainees in Parent's Schools in Greece. Grounded on a qualitative approach to the phenomenon under investigation two focus groups were formed, the data of which were analyzed and compared for possible convergences and/or divergences. The sample consisted of 5 trainees attending the program ‘Parents’ Schools’ and 4 trainers from the same program. The discussion guide was selected as the appropriate tool to collect data from both focus groups, whilst content analysis was applied to analyze the research data. The findings depicted that although there are common factors emerging from both the trainers’ and trainees’ groups, there are substantial differences between them as well. The trainers highlighted the joint building of the educational context, whilst the trainees focused on the group climate. The results of this study call attention to the necessity of training adult educators on issues regarding group dynamics, taking into account all the factors that emerged from both groups.
Parents’ Schools, Group Dynamics, Educators, LearnersFull Text :PDF DOI: 10.6007/MAJESS/v4-i2/2433
The present study focuses on the pedagogic and instructive use of art and more specifically of the Shadow Puppet Theatre in Primary School. Initially, we briefly present the objectives of education – those who concern the popular tradition, the art and the promotion of culture as these are formulated in Act 1566 of 1985. Furthermore, we discuss modern methods of teaching that are included in various institutional texts, which concern the above school level, such as the Cross Thematic Curriculum Framework (D.E.P.P.S.) and the “Analytic Curricoulae” (A.P.S.). Several approaches are also presented regarding the particularities of this form of drama and the advantages and disadvantages in regard to its introduction in the educational process. Then, the possibility of integration of Shadow Puppet Theatre in the teaching of various instructive subjects of Primary School is discussed, while presenting evidence for its presence in the textbooks which are taught today in Primary Education. Finally, instructive proposals are presented on the use of this form of drama - in the frame of Cross Thematic Approach of Education - for almost all subjects taught in Primary School. In conclusion, the study of all the above mentioned elements leads to the ascertainment that the Shadow Puppet Theatre can be instrumental in the enrichment and modernisation of teaching and general educational process at school.
Primary/Elementary School, Shadow Puppet Theatre, Audiovisual Literacy, Cross Thematic Curriculum FrameworkFull Text :PDF DOI: 10.6007/MAJESS/v4-i2/2434