Category: Issue 24

“New Public Management in education and the role of school principals “ Dimitris Stavrou Pages 168 – 190 Abstract The Principal of the Greek Public School, on the one hand, deals with managerial / bureaucratic issues concerning the day-to-day operation of his school unit – as an executive agent – and on the other hand […]

“Theoretical background and research evidence on leadership modes and their impact on school improvement” Kostas Fassoulis, Maria Iliofotou, Dimitris Kalogiannis Pages 9 – 29 Abstract School leadership, over two decades now, has emerged as a dominant factor of school effectiveness and school improvement. This very fact is the fuse of writing this article, which in […]

“Framing the change as a means for ensuring and maintaining the legitimization and management of educational reform: the case of Cyprus (2008-13)” Maria Athanasiou Pages  191 – 213 Abstract This paper addresses the concept of “educational change” aiming to explore how it was framed by the Government, the Ministry of Education and other reform actors […]

“Collaborative practices of professional learning and co-development of teachers: the case of private secondary education schools in Attica “ Evmorfia Tiligada Pages 147 – 167 Abstract The Principal of the Greek Public School, on the one hand, deals with managerial / bureaucratic issues concerning the day-to-day operation of his school unit – as an executive […]

“The “discourse” of OECD and EU on school education: Accountability, evaluation and the role of leadership” Artemis Marabea Pages 129 – 146 Abstract This article, using Laclaou-Mouffe’s Discourse Theory and Fairclough’s Critical Discourse Analysis, attempts to explore how the OECD- EU’s discourse is articulated in relation to school education. The first observation is that in […]

“Teachers’ new professional profile in EU and International Organizations discourse and the Totally Pedagogised Society “ Maria Mitsi-Anagnostou Pages  101 – 126 Abstract The need to promote systemic changes in education at European and international level, is linked, from the beginning of the 21st century, to a clear shift towards a competence-based education model, which […]

“Teachers and lifelong learning: Beyond continuous professional development “ Antonia Samara Pages 82 -100 Abstract The paper attempts to describe three main trends in teachers’ lifelong learning, namely in-service training,continuous professional development and the development of competences. It also tries to link them with the social and political background in which each of them emerged, […]

Evaluation of children in early childhood education and the “preschool” PISA Efstratia Sofou Page : 64 – 81 Abstract The purpose of this article is to investigate and critically analyze the International Study of Early Learning and Child Wellbeing (IELS), a new OECD study aimed at the international comparative and standardized assessment of preschool children. […]

Curricula and educational reforms in Greece (1950-2020): a fundamentalistic, aimless and totemic education Dimitris Fotinos Page : 32 – 63 Abstract This paper draws on the curriculorum reconceptual tradition which considers curriculum as a political text and focuses on the history of the Greek curricula and their transformation process since the 1950’s. The non reductive […]

The Pedagogy of Debt and the construction of the new educational subject Georgios Pasias Page:  1 – 32 Abstract The concept of “debt” has been a central issue during the current decade (2010-20), connected to various “moments” and dimensions of “crisis” (economic, political, social, educational), both at national and international level. The “grammar of debt” […]