https://www.um.edu.mt/library/oar/handle/123456789/22544 Mon, 13 Apr 2026 10:31:16 GMT 2026-04-13T10:31:16Z https://www.um.edu.mt/library/oar/handle/123456789/22717 Title: Togetherness, coexistence or confrontation : the impact of school climate and culture on peer-to-peer social relations in Catalonia, Spain Authors: Ponferrada-Arteaga, Maribel; Carrasco-Pons, Silvia Abstract: This paper presents some of the results of the study ‘Coexistence and Confrontation among Peers in Secondary Schools in Catalonia’ commissioned by the Ombudsman’s Office of the Catalan government and carried out at the Institute of Childhood and the Urban World (CIIMU) in Barcelona, Spain, in 2005-2006. It offers a description of the indicators of malaise and exclusion among students at nine public and private secondary schools serving varying social environments in Catalonia. Qualitative and quantitative techniques were applied, based on focus groups and in-depth interviews with students, teachers, parents associations and school management, and a questionnaire for students in Year 1 and Year 4 of secondary school (ages 12 and 16). Though the results obtained also reveal a certain amount of verbal, social and physical bullying in these schools, this study’s main interest was the factors consitituting each school’s climate as it affected student peer-to-peer relationships. Such factors included the type of ‘model’ student promoted by the school; the values governing social popularity and stigmatisation among the students; the sorts of academic expectations placed on students by the school; the perception of teaching methods and practices among students; the social relationship between teachers and students as perceived by the latter; the different models of governance through rules and the level of internal coherence in applying sanctions; the strategies used by the school to create groups; and the degree of recognition by the institution of the diversity of students’ origins. Fri, 01 Jan 2010 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/22717 2010-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/22715 Title: Science textbook readability in Lebanon : a comparison between anglophone and francophone learning milieux Authors: El-Masri, Yasmine; Vlaardingerbroek, Barend Abstract: Science subjects are taught in either English or French in the Lebanese high school system. In a strongly examination-driven system exhibiting parallel English and French science courses and textbooks, the issue arises as to whether the second language in which learning occurs has any determining effect on outcomes. This paper outlines an exploratory study involving the readability of the national Year 12 biology textbook using both Flesch and Cloze tests, and the reading strategies that students employ when reading science texts. On the whole, there did not appear to be any major differences between anglophone-medium and francophone-medium students with regard to the readability of the book, but the study raises questions which cast some doubt on the simplistic assumption that the choice of the second language makes no difference, particularly with regard to students’ reading strategies. Fri, 01 Jan 2010 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/22715 2010-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/22711 Title: Teacher performance appraisal in Portugal : the (im)possibilities of a contested model Authors: Flores, Maria Assuncao Abstract: This paper analyses the process of implementation of a new policy on teacher performance appraisal in Portugal. It addresses issues related to its purposes and underpinning assumptions, and the ways in which it has been put into place in schools. Data are drawn from a review of existing literature on the topic both nationally and internationally, from official documents and from current research in which the author is involved. By and large, the system is rather summative and bureaucratic which can be seen in the amount of regulations, grids, and documents and the ways in which the outcomes of the appraisal system are to be achieved and used. Among the most critical issues are the existence of a quota system, the lack of recognition of the appraisers, existing bureaucracy, which represents a burden for most schools and teachers, etc. The paper concludes with some recommendations and ways of looking forward. Fri, 01 Jan 2010 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/22711 2010-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/22710 Title: Greek Cypriot adolescent attitudes toward immigrants and ‘enemy-others’ in the context of ethnic conflict Authors: Zembylas, Michalinos; Michaelidou, Athina; Afantintou-Lambrianou, Thekla Abstract: This paper describes and analyses the results of a survey on Greek Cypriot students’ attitudes toward immigrants and toward those considered as the ‘enemy-others’ (in this context, the Turks and Turkish Cypriots). This investigation is important because issues of immigration seem to be further complicated by the ongoing ethnic conflict between Greek Cypriots and Turkish Cypriots in Cyprus. Although this study does not examine whether attitudes about immigration change as a result of ethnic conflict (or vice versa), it provides an initial mapping to numerically chart the terrain of Greek Cypriot students’ tendencies toward both immigrants and ‘enemy-others’. The results show that Greek Cypriot students manifest generally negative attitudes toward immigrants and Turks and Turkish Cypriots (although there is a differentiation in the perception of the latter group). It is also shown that Greek Cypriot students prefer the model of separation rather than that of assimilation or integration in their relations with immigrants. Significant differences are identified between the perceptions of: (i) boys and girls; and (ii) younger and older adolescents. The implications for intercultural education both at the policy level and at the level of classroom practice are discussed. It is also suggested that the intersection of (ethnic or other) conflict and immigration and how it is manifest in the context of education requires attention in future research. Fri, 01 Jan 2010 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/22710 2010-01-01T00:00:00Z