Current Obstacles to Change in Greek Primary Schools: implications for managing behaviour problems

Didaskalou, Eleni

doi:10.1111/1467-3435.00122

Cited by 13 publications

(11 citation statements)

References 11 publications

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“…Under these conditions, the needs of those with emotional problems, including depressive symptomatology, are in danger of being overlooked, as the focus becomes one of addressing the increase in behavioural difficulties. By focusing heavily on the needs of those pupils with the most obvious and pressing behavioural difficulties, the needs of those with emotional problems and especially depression are often ignored (Cooper, 1998;Didaskalou and Kleftaras, in press;Didaskalou andMillward, 2001, 2002;Maras, 1996).…”

Section: Introductionmentioning

confidence: 99%

Incidence and Teachers' Perceived Causation of Depression in Primary School Children in Greece

Kleftaras¹,

Didaskalou

2006

School Psychology International

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Emotional difficulties, and especially depressive symptomatology, constitute a serious and relatively frequent childhood problem which are often overlooked. Teachers' responses to pupils' depression seem to be related to their understanding concerning the causes of this problem. Thus, the aims of the present research are: (a) to estimate the proportion of pupils displaying depressive symptomatology; (b) to examine teachers' readiness and ability to identify those pupils; (c) to search for teachers' perceptions concerning the causation of pupils' behavioural-emotional problems including depression and (d) to explore the differences between younger and older teachers' causal attributions. The sample consisted of 323 pupils from the fifth to sixth grades and their teachers, in the area of Volos, Greece. Pupils completed the Children's Depression Inventory, while their teachers completed a questionnaire concerning their perceptions of the incidence and causes of their students' emotional-behavioural problems and depressive symptoms. The results indicate that approximately 30 percent of the students indicated a high level of depressive symptoms, while their teachers seemed to lack readiness and skills for identifying this; they reported more often behaviour problems and tended to attribute students' difficulties to factors lying outside the school context. Implications are discussed in terms of developments in teachers' training and policies leading to greater support for pupils experiencing depressive symptoms.

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Section: Introductionmentioning

confidence: 99%

Incidence and Teachers' Perceived Causation of Depression in Primary School Children in Greece

Kleftaras¹,

Didaskalou

2006

School Psychology International

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“…Reforms are initiated by politicians and, in many cases, decisions are not made based on what is better for the population but rather on what will not upset the current situation and create conflicts among their 338 M. Gerouki 'political clientele' (Didaskalou 2002). Greek political culture has also been described as 'the overgrown, cumbersome, party-controlled, centralized, and authoritarian state-steering apparatuses of government, the continued clientelist political culture, and a weak civil society' (Kazamias and Roussakis 2003, 11).…”

Section: Discussionmentioning

confidence: 99%

“…Teachers, in general, are more willing to develop and implement projects and base their teaching interventions around subjects with which they feel more familiar and comfortable (Alexander, Murphy, and Woods 1996). Furthermore, teachers in Greece tend to ignore an issue when they feel that they receive contradictory legislative messages (Didaskalou 2002).…”

Section: Introductionmentioning

confidence: 99%

Pushed to the margins – sex and relationships in Greek primary textbooks

Gerouki

2008

Sex Education

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“…Nestes últimos casos, as obras se referem diversas vezes ao fenômeno com a expressão "reforma educacional" (CRAIG, 2001a(CRAIG, , 2001bHATCH, 2001;DRAKE;SHE-RIN, 2006). Muitas pesquisas procuraram identifi car as razões pelas quais reformas educacionais não lograram alterar as práticas correntes e, neste sentido, não conseguiram inovar segundo os reformadores pretendiam (TYACK; CUBAN, 1995;FARRELL, 2000FARRELL, , 2001DIDASKALOU, 2002;LAWTON, 2001;GLÓRIA;MAFRA, 2004;LEVIN, 2008;TURA;MARCONDES, 2008). A pesquisa da qual se originou este artigo enfoca a inovação educacional como práticas independentes da atuação reformadora de governantes e o principal problema de pesquisa colocado foi: que fatores se conjugam na geração de ações de inovação educacional?…”

Section: Introductionunclassified

Inovação em escolas públicas de nível básico: o caso Redes da Maré (Rio de Janeiro, RJ)

Júnior

2013

Educ. Soc.

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RESUMO: Este trabalho apresenta os resultados de um estudo de caso de inovação educacional na atuação de uma organização não governamental (ONG) junto a escolas públicas de educação básica no Complexo da Maré, Rio de Janeiro (RJ). A hipótese examinada pela pesquisa foi a de que fatores salientes que se conjugam na geração de ações de inovação são o tempo de expe riência profi ssional de educadores(as), a estabilidade de sua equipe, o nível de qualifi cação e a atuação mobilizadora de líderes da ONG. São descritos os objetivos e características da atuação da ONG e são apontadas as características de líderes, agentes e equipes. Em conclusão, a hipótese levantada é aceita.Palavras-chave: Inovação educacional. Reforma educacional. Rio de Janeiro.Innovation in basic level public schools: the case of "redes da maré" ₍rio de janeiro, rj₎ ABSTRACT: This article presents the results of an educational innovation case study resulting from a NGO's operation along with basic public schools at Complexo da Maré, Rio de Janeiro, RJ. The research examines the hypothesis that the interrelated proeminent factors that generate educational innovation are: length of educators' professional experience, team's stability, NGO leaders' qualifi cation level and their mobilizing action. The NGO's objectives and work characteristics are described, as well as the characteristics of leaders, education agents and teams. In conclusion, the proposed hypothesis is accepted.

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Current Obstacles to Change in Greek Primary Schools: implications for managing behaviour problems

Cited by 13 publications

References 11 publications

Incidence and Teachers' Perceived Causation of Depression in Primary School Children in Greece

Incidence and Teachers' Perceived Causation of Depression in Primary School Children in Greece

Pushed to the margins – sex and relationships in Greek primary textbooks

Inovação em escolas públicas de nível básico: o caso Redes da Maré (Rio de Janeiro, RJ)

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