Stavroula Kaldi

Project-Based Learning in Primary Schools: Effects on Pupils' Learning and Attitudes.

This study focuses upon the effectiveness of project-based learning on primary school pupils regarding their content knowledge and attitudes towards self-efficacy, task value, group work, teaching methods applied and peers from diverse ethnic backgrounds. A cross-curricular project was implemented within the curriculum area of environmental studies under the title of ‘sea animals’. The methodology applied in this study was the quasi-experimental research design. The findings of the present study support the view that pupils can gain benefits through project-based learning in obtaining content knowledge and group work skills and that they became less favourable to traditional teaching versus experiential learning. Motivation (self-efficacy and task value in terms of environmental studies) and developing positive attitudes towards peers from a different ethnic background were changed in moderate levels after the project.

Mature student teachers in initial teacher education in Greece: personal and academic identities

This qualitative study examined mature student teachers in initial teacher preparation for primary schools in Greece. More specifically it sought to identify the profile of mature student teachers, their intentions to become primary school teachers, their academic needs, concerns and expectations as well as their coping strategies across private and public spheres in university departments preparing primary school teachers. Adapting an ethnographic research approach and a case study design, 15 mature student teachers were followed throughout the final year of their studies, investigating patterns of personal and academic identities developed in order to become primary school teachers. Mature student teachers consist of a limited number in the total higher education student population. However their skills and experiences can be regarded as significant in course completion and contributing to a high standard of education in both the university and primary schools.

Mature student experiences in teacher education: widening participation in Greece and England

In the context of the growing number of mature students entering higher education in Europe, this study breaks new ground in comparing the personal and professional identities of mature student teachers in Greece and England. Using an analytical model of student success by Zepke and Leach (2008), the research sought to identify the factors affecting the progress and development of 30 mature student teachers (15 in each country). It was found that individual motivation and prior experience were assets in the development of the student teachers, while peer and family support were vital success factors. In the English context, the importance of institutional support from university and school-based tutors was also strong. Barriers included financial difficulties and domestic responsibilities, which had a particular impact on mature women students. Some recommendations to improve institutional support for mature student teachers are made in conclusion.

School Acculturation in Greek Primary Schools: A Comparative Study Between Students With an Immigrant Background and Native Students

This study focuses on the examination of possible differences between immigrant and native students regarding peer acceptance, self-esteem, school anxiety, interest in school, and academic performance, which are considered to be indicators of school acculturation. The outcomes of the study reveal that there are differences between immigrant and native students in terms of academic performance, peer acceptance, self-esteem, and school anxiety.

Project-Based Learning to Enhance Recognition and Acceptance of Cultural Diversity in the Elementary School

Currently more than 1.000.000 people from foreign countries live in Greece and about 10% of pupil population is consisted of immigrants’ children. International research about natives’ attitudes towards immigrants reports the existence of strong prejudices and stereotypes. Similar research findings have been reported in the context of schooling and education. Based on these research findings and aiming to reduce stereotypes/prejudices as well as to get to know the different aspects that immigrant pupils bring to school, an intercultural educational program with main axis the concept of ‘town’ is designed. The objective of this research lies in investigating the extent to which project-based learning and group work can a) reduce ethnic prejudices and b) promote recognition and acceptance of cultural diversity. A case study research design is employed and an educational program is implemented within an elementary school classroom. Through pupil discussion and speculation, the recognition of ‘foreign’ as a corpus in town over time and, furthermore as part of self is met. A website presenting each town is also designed. Such a presentation requires linguistic pluralism and the development of skills for intercultural communication. Within this frame of action pupils have the opportunity to recognize the value of each pupil’s linguistic chapter. They can realise the importance of knowing and be interested in immigrant pupils’ languages as well as discovering that language pluralism is meaningful in the town they all live.

Teachers’ views about pupil diversity in the primary school classroom

Abstract The present study explores Greek primary school teachers’ perceptions and views on pupil diversity in the classroom environment. A large-scale survey was carried out in order to examine teachers’ perceptions about pupil diversity and to identify personal and/or educational characteristics that can influence or predict these perceptions. The outcomes of the study reveal that Greek primary school teachers view diversity as a challenge more than as a barrier in teaching and learning, they can recognise at a high level the key elements of differentiated instruction as part of managing pupil diversity in their class and hold a negative-to-neutral stance on traditional curriculum implementation practices. The most influential factors and predictors of these perceptions and views are also presented and discussed.