7-26

• Βουγιούκας, Κωνσταντίνος

This article examines Greek primary and secondary teachers' views towards educational equality, using as focal point the pupils with learning difficulties, and the relationship of these views to their classroom practices. The research method employed was a mixture of qualitative and quantitative approaches. A combination of questionnaires and observations was used to investigate teachers' views and their classroom practices. The research was carried out in Greater Athens, on a representative sample of two hundred and sixty schoolteachers. Main findings indicated that: (a) the majority of teachers favoured in theory the fair inegalitarian model of educational equality, (b) there was no significant association between teachers' views and their classroom practices and (c) the majority of teachers applied in classroom practice the liberal model of educational equality. Interpretation and discussion of the findings is given. The article concludes that the, 'obvious' maybe to some, incompatibility between teachers' views and classroom practices, if analysed to a proper extent and depth, brings to light many facets of the problem that may be of considerable interest and help to the teachers themselves.

• Educational sciences
• Psychology

• Education, Elementary
• Education, Secondary
• Special education
• Learning
• Child psychology
• Teachers

εκπαιδευτική ισότητα, μοντέλα εκπαιδευτικής ισότητας, έλληνες εκπαιδευτικοί, απόψεις εκπαιδευτικών, σχολική πρακτική, παιδιά με μαθησιακές αδυναμίες

Περιέχει παράρτημα με το ερωτηματολόγιο της έρευνας και βιβλιογραφία