https://www.um.edu.mt/library/oar/handle/123456789/37777 2026-04-14T03:51:58Z https://www.um.edu.mt/library/oar/handle/123456789/22714 Title: Aspects of the effectiveness of the Greek 'Holoimero' ('all-day') primary school Authors: Loukeris, Dionisios; Verdis, Athanasios; Karabatzaki, Zoi; Syriou, Ioanna Abstract: The ‘holoimero’ school is a special school type in Greece that functions until late in the evening. ‘Holoimero’ constitutes one of the most important components of the latest educational reform. During its operation, at the end of the morning shift, the ‘holoimero’ or ‘all day’ school seeks for the creative occupation of the students who decide to participate in its programme, which includes activities not offered in the morning shift. The present research investigates the factors of the effectiveness of ‘holoimero’ that, according to some of its teachers, are of great importance. The main argument of the present study is that certain variables are related to the effectiveness of the ‘holoimero’ school. Some of these variables are school financing and autonomy, school climate, openness to the community, flexibility, pedagogical innovation, and active involvement of those concerned with the organisation and implementation of the curriculum. 2009-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/22712 Title: Mediterranean Journal of Educational Studies : Volume 14, Issue 2 Abstract: Mediterranean Journal of Educational Studies, Volume 14, No. 2 (2009) Description: Contents include : Conference Report on the IVth Mediterranean Society of Comparative Education Conference in Rabat, Morocco, 8-10 November 2009 - Philosophy for Teenagers: Nurturing a Moral Imagination for the 21st Century by Hannam, P. & Echeverria, E. (Book Review) / Richard Davies - Cultures of Arab Schooling, Critical Ethnographies from Egypt edited by Herrera, Linda & Torres, Carlos Alberto (Book Review) / Chiara Diana - A European Education: Citizenship, identities and young people by Ross, A. (Book Review) / Hamish Ross 2009-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/22703 Title: The birth of 'citizenship and constitution' in Italian schools : a new wall of competences or transition to intercultural education? Authors: Chistolini, Sandra Abstract: It seems to be impossible to study education and pedagogy without considering the question of competences and abilities which are the new ID for European and worldwide citizenship. Our discussion starts from an analytical point of view with the aim of examining the conditions of learning in Europe and the future of our systems of higher education. Are we able to communicate the values and traditions of our common historical and cultural heritage or are we facing ungovernable challenges? The era of competences finds fertile ground in a pragmatist mind, while the construction of European citizenship navigates in the waters of the great Mediterranean Sea, cradle of ancient civilisations. Italy could be an interesting example of how Citizenship and Constitution become part of the school curriculum, at all levels, taking the place of Civic Education and Intercultural Education in teaching-training programmes. 2009-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/22702 Title: Jordanian early primary stage teachers' self-reported practices to develop their pupils reading in Arabic Authors: Bataineh, Ruba Fahmi; Al-Barakat, Ali Ahmad Abstract: This study examines teachers’ practices for developing early primary stage (6-9 year-old) pupils’ reading in Arabic in the northern region of Jordan using a 25-item self-assessment checklist and a semi-structured interview. The subjects reported that their practices stem more from extrinsic motivation (e.g. responding to calls for enabling children to take part in literary competitions) than from intrinsic motivation (e.g. a personal interest in reading). The findings showed that 22 items of the Checklist scored moderate to little degrees of practice, which was further confirmed by the results of the interview. Besides, although there were no statistically significant differences among the subjects’ reports of their practices which may be attributed to the effect of gender and academic qualification, statistically significant differences were found due to teaching experience, having studied literacy-related coursework in pre-service preparation, and having a personal interest in reading. The study concludes with relevant implications for reading instruction and teacher education. 2009-01-01T00:00:00Z