Ο θεσμός του ολοήμερου σχολείου ως παράγοντα πρόληψης του κοινωνικού και εκπαιδευτικού αποκλεισμού : εμπειρική καταγραφή των στάσεων των εκπαιδευτικών του Βορείου Αιγαίου σχετικά με τη λειτουργία και τους σκοπούς του
Part of : Επιστήμες Αγωγής ; No.2, 2007, pages 151-160
Issue:
Pages:
151-160
Abstract:
The aim of the present study is to record the views and attitudes of primary and secondary education teachers, as far as the innovative institution of all day school is concerned. Previous research considers all day schooling as a major proactive measure against social and educational exclusion, especially in high risk isolated geographical areas, such as the North Aegean islands. 191 teachers from all over the North Aegean region were administered an attitude questionnaire and took part in semi structured interviews. Both quantitative and qualitative assessment data were collected. Statistical and content analyses revealed an increasing resentment about the disorganized way the institution of all day school was implemented in Greece and key proposals were pointed out. The major conclusion is that all day schooling can prevent social exclusion, only when social skills training is included in the curricula and sufficient financial support is given by the State.
Subject (LC):
Keywords:
ολοήμερο σχολείο, κοινωνικός αποκλεισμός, κοινωνικές δεξιότητες, στάσεις εκπαιδευτικών
Notes:
Περιέχει πίνακες και βιβλιογραφία
