The present questionnaire-based study was conducted in 2010 in order to examine 677 Greek Second Chance School (SCS) students’ perceptions about the cognitive and socio-affective outcomes of project-based learning. Data elaboration, statistical and factor analysis showed that the participants found that project-based learning offered a second chance to develop various cognitive skills regarded as professional qualities facilitating their re-integration in society. It also showed that socio-affective skills are developed during project-based learning. The successful acquisition of skills such as persistence, willingness, cooperativeness, creativity and initiative, according to the present work, depends on and is linked to each learner’s personal experiences, traits, needs, interests and objectives which during project-based learning are engaged but subordinated to social, cooperative objectives and expectations. Project-based learning provided in SCSs is, therefore, considered to be a powerful means in fighting social marginalization, stigmatization and labelling of school dropouts.

Leadership is a focal concept to the functioning of all modern organizations. The leader of an organization is the architect required to create vision and strategy. Management and leadership, the third ranking of administration, is a motivating and guiding Human Resource (HR) in order to contribute effectively to achieving the objectives of an organization. A military service is a complex living mixture of body collections, roles, rules and culture. In terms of numbers, the Greek Army has hundreds of hierarchical structures and about 70,000 active personnel. There is a clear gradation of hierarchy and a code of ethics. At the same time, there is individual leadership, where a military leader commands his/her unit with a distinct and personal style. This research aims at seeking a leadership style based on a personal level to be exercised within the framework of strict structures of HR, that, when effectively exercised, helps younger military leaders improve themselves and also to be used as a proper model in a common basis for thinking and learning about leadership. Fifty officers provided relevant information by filling-in a corresponding number of Multifactor Leadership Questionnaires (MLQ) with fourty five close-ended questions, which count the extent of leadership styles as Full Range Leadership: Transformational, Transactional and Avoidant. The MLQ also examines Leadership Outcomes: Extra Effort, Effectiveness and Satisfaction. Data elaboration and statistical analysis were performed. The dominant leadership style and potential vision resulting from this style are indentified.

The present questionnaire-based study examines the outcomes of project-based learning procedures in Greek University postgraduate classes, where the project entitled “Traffic Signs” takes place. Master in Education students at Harokopio University provided relevant information by answering a set of close-ended questions specifically designed for the research. Data elaboration and statistical analysis were performed. The results of the study showed that, according to MEd students, the teachers’ role during the carrying-out of the project remains crucial, since s/he establishes the rules of communication, defines the objectives, simplifies the learning material and intervenes in a supportive way to strengthen students’ cognitive background and self-confidence, to overcome setbacks and facilitate constructive cooperation. The research also showed that as long as projects’ implementation during postgraduate studies are well-designed, attractive and demanding regarding high-ranked cognitive and socio-affective abilities, they meet satisfactorily students’ academic needs and expectations and refresh, deepen and expand the positive outcomes of the learning procedure even in scientific domains where very often University teachers tend to avoid the use of more innovative teaching methods.

Abstract-The present questionnaire-based study examines the outcomes of project-based learning procedures in Greek University postgraduate classes, where the project entitled "Eratosthenes' Sieve" takes place. Master in Education students at Harokopio University provided relevant information by answering a set of close-ended questions specifically designed for the research. Data elaboration and statistical analysis were performed. The results of the study showed that, according to MEd students, the teachers' role during the carrying-out of the project remains crucial, since s/he establishes the rules of communication, defines the objectives, simplifies the learning material and intervenes in a supportive way to strengthen students' cognitive background and self-confidence, to overcome setbacks and facilitate constructive cooperation. The research also showed that as long as projects' implementation during postgraduate studies are well-designed, attractive and demanding regarding high-ranked cognitive and socio-affective abilities, they meet satisfactorily students' academic needs and expectations and refresh, deepen and expand the positive outcomes of the learning procedure even in scientific domains where very often University teachers tend to avoid the use of more innovative teaching methods.

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