τεύχος 27 28 pdf

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ΠΑΙΔΑΓΩΓΙΚΟ ΙΝΣΤΙΤΟΥΤΟ ΤΜΗΜΑ ΕΡΕΥΝΩΝ, ΤΕΚΜΗΡΙΩΣΗΣ & ΕΚΠΑΙΔΕΥΤΙΚΗΣ ΤΕΧΝΟΛΟΓΙΑΣ ΔΕΛΤΙΟ ΕΚΠΑΙΔΕΥΤΙΚΗΣ ΑΡΘΡΟΓΡΑΦΙΑΣ ΙΟΥΛΙΟΣ 2005 - ΙΟΥΝΙΟΣ 2006 27/28 Αθήνα 2007

Transcript of τεύχος 27 28 pdf

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    , JJaann AAmmooss CCoommeenniioouuss:: ,, , -fi fi, . 2, 3/2 (2003), . 19-33.* * * fi * Comenius, Johann Amos (1592-1670) * - * This project about Jan Amos Comenius (1952-1670) refers to his life and his work but

    especially to the pedagogical ideas of the famous educator. This project is separated into twoparts. In the first part, we examine Comeniuss life and work in general. In the second part ofthe project, which is larger and more essential, we find the most important and viable in thetime pedagogical ideas. In patricular, a reference takes place about his Great Didactic. In thisbook we see that he emphasizes the furthering of the educational process by stimulating thepupils interest and by teaching with reference to concrete things rather than to verbaldescriptions of them. Comeniuss educational objective can be summed up in the phrase on thetitle page of the Great Didactic: teaching thoroughly all things to all men.

    , fifi ((wweellffaarreessttaattee)) fifi , , . 9 (2006), . 91-106.* fi * * fi * * - * fi fi

    . -fi fi. fi , fi 19 20 , fi -fi fi . , fi fi - fi , - fi .

    ., fifi -- (( 11992211)), , . 79-80 (2006), . 151-159.* * * - -20fi . * * () *

    11

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    DELTIO 21/3/2007 11:06 11

  • :: fifi fifi ((11992255--11994400)), , . 3/477 (2006), . 174-180.* - - 1922-1936 * * * *

    , , , . 77-78 (2005), . 107-116.* * * * * *

    , fifi 1188 -- , fi , . 5 (2006), . 36-41* - * - - * , * -

    , fifi, , .2/476 (2006), . 118-121.* * - - fi, 336-30 * - * , * ,

    , MMaauurriiccee DDoommmmaannggeett ((11888888--11997766)):: fifi,, fifi ,, fifi --, fi, . 76 (2005), . 34-37.* Dommanget, Maurice (1888-1976) * * *

    , fifi ((11883300--)), , . 79-80 (2006), . 57-76.* * - - 19-20fi . * fi - () * * * fi

    ., -- , , . 77-78 (2005), . 154-164.* - - 19-20fi . * * * - * fi fi

    ., , ,fi , . 296 (2005), . 70-78* * fi, * (.611-.546) * * *

    ., , :: , , . 1 (2006), . 7-21.* * fi * * * -fi *

    12

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  • , :: fifi , , . 118 (2006), . 29-46.* - fi * fi * - * , . (1880-1956) * fi, (1882-1943) *, (1889-1940)

    ., fifi ((11557711--11663355)), ,. 8/473 (2005), . 430-432.* Ratke, Wolfgang (1571-1635) * * * * *

    (), :: ((11888899--11994400)), , . 6-7(471-472) (2005), . 368-393.* , (1889-1940) * * * * - * * fi * * * * * * fi * -fi * -fi * * *

    , fifi fifi -- , , . 79-80 (2006), . 8-14.* fi-19 . * * * - * *

    (), :: 110000 fifi fifi , -fi, . 123 (2006), . 33-139.* , (1906 - ) * , * -. * * * * - * fi * * fi * * , . (1873-1946) * , (1854-1929) *fi fi * * (1913-1985) * , (1883-1974) * fi fi * , . (1880-1956)

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    , , --, , . 118 (2006), . 17-28.* * * fi * fi* -fi * fi *

    .. fifi,, ;; , . 77-78 (2005), . 47-53.

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  • * , - () * fi * * - * fi (5 . ..) * (384-322)

    ., ., ., fifi , , . 35 (2005), . 46-59.* * * fi * fi * fifi *

    , , :: -- fifi fifi , , . 34(2005), . 75-85.* * * * * * fi

    , fifi , - , . 3/477 (2006), . 161-171.* - , fi * * * - * fi *

    , fifi --:: ;;, fi , . 58 (2005), . 75-81.* * fi fi * * fi *

    , fifi :: , , . 142 (2005), . 129-138* fi * * * fi * *

    fifi fifi , , . 1 (2006) .151-160.* fi * * * Dewey, John (1859-1925) * - * fi The paper discusses the ralationship that develops between democracy and the curriculum,

    indicating that the quality and evolution of each of them depends greatly on the other. The firstpart presents the term curriculum showing how its meaning has ranged from being narrowand technical to broader and socially informed. The second part presents the termdemocracy showing how its ancient, original form has changed in post-industrialisedsocieties. The third and the fourth part discuss how democracy, while ranging in form, appearsin, and affects, the curriculum, as well as how the latter influences the development ofdemocracy. Particular reference is done to John Dewey, who extensivery wrote on educationand democracy. The interactions and tensions that arise nowadays, the current economiccircumstances worldwide, and the contribution of the individual teacher are grandly discussed.

    , fifi fifi:: fifi --, , . 4 (2005), . 129-142.

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  • * fi * * * * * - The inquiry presented here focuses on a study of the language and practices of OLME, the

    syndicalistic agency for secondary school teachers in Greece. This study of OLMEs demandsand governmental proposals for education, the responses or opposition to them, theprocedurres in dialogue and in negotiation between OLME and the ministry of Education since1993, climaxing in the lengthy teachers strike in 1997, has brought to light the particular natureand way of functioning of the syndicalistic agency, whose strategies and rhetoric constitute amodus operandi for manipulating teachers, whilst sustaining the crisis in the fuctioning ofeducation. The study highlights the need for a reconsideration of the current defective conceptsand practices of syndicalism, as well as the need for generating such conditions of possibilityas would facilitate the freeing of education from domination by the present-day siege mentality.

    , fifi , , .9/474 (2005), . 494-498.* * fi * * fi * fi- *

    , , , . 145 (2006), . 51-57.* * * * , *

    , -- :: , , . 118(2006), . 101-115.* * * fi * fi * fi *

    THOMPSON, INGRID E. [et al.], TThhee hhiiddddeenn ccuurrrriiccuulluumm, Aspects Today, . 9 (2006), . 6-12.* fi fi fi * * * fi * - * * fi This article aims to explore the issue of the hidden curriculum in order that its vital role and its

    contribution to innovation and change in educational matters be substantiated. This is donethrough the delineation of the term, the overview of the historical background as well as ananalysis of the current situation both on a European and on a local level. ( -)

    , , fifi -- , , . 34 (2005), . 28-44.* * * * * * -fi

    , fifi , , . 75 (2005), . 85-94.

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    33..

    , :: ((22000022)), -, . 115 (2005), . 24-41.* * * fi * * *

    , , :: -- , , . 45 (2006), . 159-184.* * * * * - -

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    , fifi , -, . 16 (2006), . 48-55.* fi * * * fi * * -

    ., fifi -- ,, , fi , . 96 (2005), . 39-43.* * * * * fi * fi-

    , fifi fifi --fifi --, fi , . 29, 30 (2005), . 24, 16-17.* * * - * * - * fi

    , , :: fifi ...... :: !! fifi fifi

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  • , , . 4 (2005), . 83-104.* * * * fi * * This paper deals with time, and mainly the way school principals use this time during the

    exercise of their duties. In patricular, the findings that were drawn from the shadowing of aschool principals work in his working place, in an urban school of Nicosia, are presented. Theprincipal was observed and shadowed for a week. The data analysis reveals the main areas inwhich the patricular school principal dedicates his time, as well as essential activities ofadministrative action that benefit from unequal time treatment. Finally, a comparison iscarried out between research findings of similar studies in Cyprus as well as abroad.

    , fifi , , . 1/475 (2006), . 59-62.* * * fi * * * -fi

    , fifi , fi , . 222 (2005) . 35-37.* * * * * *

    , , , . 46 (2005), .72-79.* * * * * fi * fi fi

    , -- , , . 37 (2006), . 52-58.* - * * * * * fi

    , , fifi :: , , . 4(2005), . 43-56.* * * * fi * fi *

    ., fifi .. fifi , fi , . 98, 99 (2006), . 43-45, 43-45.* fi * * * * * fi

    ., fifi , , . 35 (2005) . 99-103.* * * * fi

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  • 44..

    , -- , fi , . 97 (2005), . 39-42.* * * * * fi * fi

    , fifi fifi fifi , , . 117 (2006), .135-144.* * * * *fi * fi

    , fifi -- :: fifi , - , . 119 (2006), . 63-95.* * * fi * fi - * fi * fi fi-

    -fi , , , fi . fi fi fi fi -, fi fi fi fi fi - fi . ( )

    , 2211 --:: , fi fi, . 2, 3/2 (2003), . 113-137.* * * * * fi * - 21 ,

    fi - . fi fi fi . fi fi fi fi fi , . ( )

    , :: fifi;; fifi fifi , - , . 36 (2006), . 5-24.* * * fi * * -fi *

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  • , fifi :: fifi , , . 33 (2006), . 27-31.* * fi * * * * -

    , ,, fifi , , . 22 (2006), . 110-113.* * * * * - * fi

    , fifi 2200fifi , fi , . 31-32 (2006), . 16-17.* , * * fi * fi fi * * fi * fi

    44..11

    , fifi , , . 27 (2006),. 14-23.* fi fi * fi * * * * - *

    , ...... fifi fifi , , . 49 (2006), . 48-54.* * * Project ()* * *

    , 2288 11994400 fifi , , . 47 (2005), . 90-94.* 28 1940 * - - fi fi, 1940-1941 * * - * fi

    - , fifi fifi :: , - , . 46 (2005), . 26-33.* * * * fi * - * *

    , , , , . 46 (2005), . 66-71.* * fi * fi fi * -fi *

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  • , .. ,, fifi ;;, -, . 49 (2006), . 92-96.* * fi * * * * fi

    , fifi, -, . 24 (2005), . 6-9.* * fi * *

    , ...... !!, , . 25 (2005), . 14-27.* * fi fi * * fi * - *

    ...... fifi !!, , . 26 (2006), . 32-36, 54-57.* * * * fi * - * fi

    , fifi // --, , . 48 (2005), . 84-88.* * fi * * - * -

    , , - , . 47 (2005), . 28-33.* * fi * * * * fi

    , fifi , , . 49 (2006), . 98-107.* * fi * * fi * fi * fi-,

    , ;;, ,. 47 (2005), . 34-41.* fi * fi * * *fi *

    , , -, . 47 (2005), . 24-27.* fi * fi * * * *

    , , , fifi --fifi , , . 48 (2005), . 60-66.* 1973 * - 1967-1974 * * * *

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  • , :: fifi , , . 46 (2005),. 21-25.* * * * fi * fi

    , :: -- , fi, . 77 (2006), . 36-39.* * * * fi * -fi

    , , , . 46.(2005), . 34-37.* * , * * fi- *

    fifi, , . 47 (2005), . 80-86.* * * * fi * fi

    , , . 49 (2006), . 38-45.* * * * * Project() * * fi

    , , . 51 (2006), . 42-49.* fi * * fi * Project ()* * fi

    , fifi fifi fifi , , . 49 (2006), . 68-78.* fi fi * * * fi *

    , , -- , , . 51 (2006), . 100-105.* * * *fi * * fi

    , fifi , , . 49 (2006), . 32-37.* * * * Project () * - * fi fi * fi

    , fifi :: fifi-- , fi , . 98 (2006), . 29-32.* * - * * fi * * -

    , , -- fifi fifi -- , , . 12/4 (2005), . 551-567

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  • * * fi * * fi- * * - fi fi -

    fi - . : ) fi fi fi 5-6 , ) fi - . - fi 93 5-6 , fi . ( )

    , , fifi -- :: -- , , . 27 (2006), . 54-65.* * fi * fi * * * fi fi

    . -fi , , - fi 2004-2005. , fi - , . fi , fi fi - fi .

    , fifi fifi , , . 1 (2006) . 113-122.* * fi * * fi * * fi People tend to think about assessment in kindergarten in the same way they do about

    assessment in primary or secondary education. Research evidence, however, as well as goodearly years practice suggest that the development of young children and their learning cannotbe measured, only assessed through observations. The latter need to be based ondevelopmental criteria and to be utilised to inform the practitioners planning.

    , , fifi -- , , . 145 (2006), . 122-136.* * * fi * * fi * -fi * fi * * fi

    , fifi fifi --fifi , , . 2 (2006), . 39-49.* * fi * * * fi * Lobjectif de cette recherche est dtudier la relation entre la psychomotricit (schma corporel,

    structuration de lespace, structuration du temps) et lhabilet graphomotrice (noordination

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  • oculomotrice, code graphique, espace graphique) lage prscolaire. Notre chantillon a tconsitu de 116 enfants dage de 4;10-5;09 ans qui frquentaient des coles publiques desvilles dHraklion et de Rthymno lanne scolaire 2000-2001. Pour rassembler les donnes dela recherche nous avons cr un critre mesurant lhabilet psychomotrice et graphomotricedenfants dage prscolaire. Les rsultats montrent que la plupart des facteurs psychomoteursont une corrlation statistiquement significative avec les facteurs graphomoteurs.

    - , NN, ,. 49 (2006), .79-84.* fi fi * * fi * -fi * *

    , fifi -- , , . 79-80 (2006), . 27-35.* * * * * - * fi

    [. .], fifi :: fifi, , . 31(2005), . 29-38.* * * * fi fi *

    44..22

    , fifi fifi --, , . 527 (2006), . 12-15.* * fi * fi * * *fi

    , , fifi :: fifi, , . 98(2006), . 80-85.* * * * fi * fifi *

    fifi:: (( )), , . 4 (2005), . 347-357.* fi * - * fi * , - * *

    , --fifi fifi, , . 6-7/471-472 (2005), . 354-360.* fi * * * * fi

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  • , , fifi --fifi :: , , . 40 (2005), . 78-102.* fi fi * fi * - * * fi * In this paper the first findings from a longitudinal explorative project concerning the transition

    from kindergarten to school are presented. The main theme of the project are the socialrelations in the school class from the perspective of the beginners. Among the reserch questionsthe following are the most central: Which experiences get the school beginners during theirattempts to build a new group in the school class and how do they perceive the psycho-socialrelations which develope in the class? What are the social events, which take place within thegroup of the classmates during the first two years? The guiding theoretical framework isBronfenbrenners eco-systemic approach.

    , , fifi fifi:: --, , . 14 (2005), . 67-80.* * * * * fi- * * fi

    , fifi.. fifi , , . 8/473 (2005), .423-429.* * fi * * * - *

    , , , . 6-7/471-472 (2005), . 349-398.* * * * - * fi * * fi * fi,

    ., ., ., -- :: , fi ,. 59 (2006), . 42-49.* * Project () * * * - * fi -

    ( ) ( -fi , , , ). . -. fi SPSS (V.10) - fi .

    , :: , fi, . 76 (2005), . 14-17.

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  • * - * fi * fi - * * fi

    , fifi fifi , , . 115 (2005), . 72-86.* * fi * * * * -

    ....... (.: ), :: fifi --, fi , . 5 (2006). 15-26.* * * fi * fi *fi

    ., fifi fifi fifi , , . 96 (2005), . 57-62.* fi * * * - * fi *

    ., ...... fifi , , . 526 (2005), . 299-303.* * * (Internet) * fi - * * fi

    , , --:: , , . 24 (2005), . 18-25.* * * * * *

    , --, , . 81 (2006), . 16-26.* * fi * * fi

    , , , , . 116 (2005), . 103-110.* * fi * * * fi * - *

    , :: , fi ,. 97 (2005), . 33-38.* * fi * * *

    , fifi -- :: , , . 77-78 (2005), . 84-93.

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  • * fi fi * * * * * fi fi, ,

    , fi fi - fi fi - . fifi 100 , fi , - . ( )

    , .. fifi -- , , . 8/437 (2005), . 471-475.* * * fi * * * fi

    , , , fifi fifi:: fifi , , . 17 (2006), .53-73.* * fi * * * * (Internet) * Project () * fi fi

    , , , . 4/478 (2006), . 254-256.* fi * * fi * * *

    , -- ,, , , . 116 (2005), . 30-44.* fi * fi * fi * fi * fi * fi

    ., fifi , , . 3/377 (2006), . 171-173.* * fi * * * - *

    , , fifi:: , fi , . 99 (2006), . 18-21.* * * * Project () * - *

    ., fifi -- :: --

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  • , , . 77-78 (2005), .201-209.* fi * - * * fi * -fi * fi

    , fifi fifi --, fi , . 98 (2006), . 25-28.* * fi * * -

    , -- , , . 40 (2005), . 134-150.* * - * * fi * fi *fi * The aim of this study was to examine the reading preferences of sixth graders. The Reading

    Preferences Survey, constructed on the basis of a pilot study and including both content and formcategories was administered to 1068 students from various areas of Athens. The questionnaireexhibited adequate reliability and validity. Factor analysis extracted ten factors. Children preferredmostly adventure, fantasy, mystery, and humour; next came science fiction, technology, science,inventions, and descoveries. Least preferred were newspapers, politics and poetry. Systematicgander differences were found for a large number of categories. ( )

    , , , .5/479 (2006), . 277-282.* * , * * fi - * *

    ., , , . 8/473 (2005), . 476-480.* * * * * -fi * * * fi

    , :: , fi , . 97(2005), . 10-14.* * -fi * * - * fi *

    , , , . 8/473(2005), . 433-443.* * * * * fi * - * * fi

    , , - fi, . 77 (2006), . 30-35.* fi fi * * * * fi

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  • ,, , fi ,. 5 (2006), . 117-125.* fi fi * * * * Project ()

    , fifi -- .. -- , fi , . 99(2006), . 22-24.* * fi * (fi) - * - * *

    , :: fifi , - , . 8/473 (2005), . 444-447.* * fi, fi * fi * * *

    , , fifi fifi -- , , . 15 (2005), . 6-15.* * * , * fi * fi

    . 6 . 8 5fi fi . fi fi . - fi fi, fi fi . ( )

    , , fifi fifi , , . 4 (2005), . 119-128.* * fi * * * * - In dieser wissenschaftlichen Arbeit haben wir bemueht das neue Buch der literarischen Texte

    fuer die zwei letzten Klassen der Grundschule unter einem kongreten Aspekt zu untersuchen.Uns hat naemlich die folgende Fragestellung interessiert: was fuer ein Bild ueber die Kindheitvermittelt das neue Buch, und inwiefem dieses Bild entspricht den Forschungsergebnissen einerveraendertten kinheit? Als methodologisches Instrument haben wir die qualitative undquantitative Inhaltsanalyse benutzt. Nach unserer Forschung das Bild der Kindheit, das wiruntersucht haben, ist ein Bild das den varaenderten Gegebenheiten der heutigen SchuelerRechnung traegt.

    ., .. -- , , . 9/474 (2005), . 512-520.

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  • * * * fi *

    , PPrroojjeecctt, , . 8/473 (2005), . 448-457.* * fi * * Project() * * fi

    , , fifi:: -- , fi , . 96 (2005), . 20-26.* fi * fi * * fi * - fi *

    , , , --fifi fifi , fi , . 95, 96 (2005), . 47-48, 35-38.* * * fi * fi *

    , :: , -fi , . 97 (2005), . 15-17.* fi fi * , * * fi *fi

    [..], :: , -, . 26 (2006), . 6-13.* - * 28 1940 - .. * fi * - * fi * fi

    , .. :: .. fifi:: ,, , , . 6-7/471-472 (2005), . 336-340.* * * fi * * * * fi

    - , :: .. ((-- fifi -- 33 // .. , fi , . 97 (2005), . 43-46.* * * * (fi) fi fi fi -

    , - . 3 . , - fi fi - fi fi, - fi fi, fi . fi , - , -

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  • fi . - fi - .

    fifi ,fi , . 99 (2006), . 31-34.* * * fi * * -fi

    ., fifi fifi fifi 66--1111 , , .5/479 (2006), . 305-311.* * fi * * , * * -

    , -- fifi 88--1111 , , . 1/7 (2006), . 67-82.* fi * * * * * fi fi 8-11 ,

    fi fi - (, , fi ), fi ( 2004). fi , (fi , / / ), fi - fi , fi fi fi - .

    ., --, , . 30 (2005), . 54-60.* * fi * fi * * fi * fi -

    ., fifi, ,. 79-80 (2006), . 106-118.* * * * * fi- * fi

    , , fi , . 5 (2006), . 102-116.* * - * * - fi * fi *

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  • , , -- fifi , , . 76-77 (2005), . 140-154.* * * fi * * * fi fi : () fi-

    fi fi . () () fi- fi . - , fi , : () fi .() . () - fi fi. () fi -fi, .. / fi. () fi, .. . [...] ( )

    , fifi fifi, fi , . 98 (2006), . 5-9.* fi fi * * * * - *

    ., , fi , . 5 (2006), . 27-35.* * * , * *

    , , , fifi-- , -, . 45 (2006), . 185-211.* * * * fi * - * fi fi /

    . -fi . fi - /: ) fi , ) fi fi ) - fi .

    , , fifi , , . 41 (2006), .164-182.* * * * * - * The present study was designed to investigate the inclusion techniques used by state primary

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  • school educators. Personal interviews provided the data for this research. Forty primary schooleducators, recommended by school advisors and principals as effective in teaching studentswith special needs in inclusive settings reflected on the techniques they have been using tosuccessfully support students with special needs in the inclusive classrooms. Content analysiswas used to analyse the data. The results of the present study indicate that the academic as wellas emotional and social needs of students with special needs are carefully analyzed byeducators who instruct such students in inclusive settings.

    , :: PPrroojjeecctt.. -- 2288 11994400, fi , . 97 (2005), . 5-9.* fi fi, 1939-1945 * E * Project () * - * fi

    , fifi LLeennzz JJaavvaa , - , . 14 (2005), . 13-23.* - * Java * * / * fi *

    () Java, fi Lenz, - . , , fi fi. - , - , fi , fi fi Lenz. - . , . ( )

    44..33

    , , , . 117 (2006), . 15-24.* * fi * fi * * * * fi

    , fifi,, fifi 22000055 , , . 145 (2006), . 137-148.* * * * * fi * *

    32

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  • , --, , . 2 (2006), . 178-185.* - * * fi fi * fi- * *

    ., fifi , , . 2(2006), . 143-154.* * () * fi * * * fi- , .. *

    , fifi -- , , . 79-80 (2006), . 36-43.* * * * * * fi * fi

    , :: , , . 144 (2006), . 61-71.* * * * * * - * * * * fi - * fi

    ., fifi --, fi , . 31-32 (2006), . 24-26.* - () * fi * fi (5 . ..) *fi * * fi

    , -- PPrroojjeecctt , , . 77-78 (2005), . 210-217.* * fi * * * * Project ()

    PPrroojjeecctt -- , , . 115 (2005), . 95-102.* Project () * * * fi * * fi

    ., .. fifi, -, . 98 (2006), . 35-47.* * * fi * fi fi * - * fi (1714-1779)

    ., , -, . 2 (2006), . 163-177.* * - * - .. * fi * fi * fi

    33

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  • , ---- , , .3, 4 (2005), . 266-274, 360-366.* * fi * fi * fi * *

    ., -- :: fifi,, ;;, , . 527 (2006), . 16-18.* * * -fi * fi * fi * fi

    , , fifi :: --, , . 14 (2005), . 24-36.* * * * * * * -

    , fi fi fi . fi fi -, , , , , -. fi - , , fi - , , - fi fi . ( )

    , fifi, , . 4/478 (2006), . 246-253.* * * *fi * * fi

    , fifi --.. , , . 22 (2006), . 38-43.* * * *fi *

    , ,, ,, , , . 525 (2005), .281-288.* * * * * * *

    ., fifi fifi , fi , . 57 (2005), . 90-102.* * * fi * * fi

    34

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  • 44..44

    (/.: fi), -- fifi ,, fifi ......--...... ........, , . 75 (2005), . 11-18.* * * - * * fi

    ., ((11999944--22000000)), , . 143(2005), . 33-52.* * * / * * *

    , fifi :: -- , , . 76-77 (2005), . 31-48.* fi * / * * - * * * fi -

    . fifi, fi fi, , , , fi fi. . 26 , fi 15 -. , , fi . ( )

    , -- , , . 76-77 (2006), . 98-107.* * fi * - * - * * fi

    , fifi -- , , . 91 (2005), . 86-92.* * * * * fi * * fi

    , , fifi :: ...... , , . 75 (2005), . 19-25.* * * * - * *

    35

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  • , fifi,, -- , , . 25 (2006), . 89-101.* , * * * * *

    fi, fi fi . fi fi , fi - fi fi, - .. fi . ( )

    , , , . 21-22 (2005), . 77-79.* * * * * * * * fi * - * , fi 4 fi -

    (, , fi ), fi fi . fi - . ( )

    ., fifi fifi 1166 --, , . 23-24 (2006), . 39-42.* * * * (fi) - * * 8-9 fi fi

    fi, , , - . , fi fi (fi fi, , ..) (fi fi fi-) -. fi, 16 , -.

    , , , fifi , , . 94(2006) . 25-65.* * * , * *

    36

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  • ., :: fifi fifi, , . 1 (2006), . 47-64.* * fi * * fi - * fi *

    , fifi , - fi, . 77 (2006), . 10-13.* * fi * fi * - fi- *

    , , fifi :: , , . 1 (2006), . 87-97.* * * * fi * / * fi Student teaching is considered by prospective teachers as the most significant factor in their

    educational program. Researchers point out the need to understand the nature of studentteachers reflective thinking, with respect to their student teaching, as a prerequisite forimproving student teaching. This study outlines one approach to developing preservice teachersas reflective practitioners. 180 fourth grade students of Primary Education Department, fromUniversity of Thrace and Thessaly, were asked to keep a journal during their teaching practice,in the primary schools, based on the following sections: a) classroom management and b)feelings about their teaching experience. The search for this type of information is based on theassumption that the feedback that comes from the students comprises the substantive factor, inrelation to evaluation and improvement of their training programs.

    ROTT, GERHART, [.: , .: -], -- :: --, , . 76-77 (2006), . 118-129.* * * / * * -

    A , fifi fifi :: fifi -- fifi, , . 45 (2006), .113-135.* * * fi * * *fi fi , fi -

    fi - fi , fi - fi fi fi fi, - fi fi. , fi , , - fi , fi- . ( )

    37

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  • , , fifi -- , -, . 1/7 (2006), . 83-95.* * * * * fi - * fi *

    fi . fi: fi . - fi fi fi - , fi .

    , , - , . 35 (2005), . 79-93.* * * * fi

    44..55

    , fifi fifi -- , , . 41 (2006), . 27-41.* * * fi * fi fi *fi * fi

    , .... , , . 25 (2006), . 13-18.* * * * - * *

    , :: -- -- , , . 39 (2005), . 34-50.* * fi * - fi * * * fi fi , fi ,

    . fi , fi fi - , fi. , - fi . fi -, fi fi , -

    38

    DELTIO 21/3/2007 11:07 38

  • . , , - fi fi , - fi fi .

    44..66

    , fifi , , . 79-80 (2006), . 181-188.* * fi * fi * * fi-

    , -, :: -- ((22000000--22000044)), , . 36 (2006), .56-72.* * fi * * - * *

    , :: ,, , fi fi, . 2, 3/2 (2003), . 139-148.* * * * - This article focuses on issues related with the implementation of lifelong learning and education

    policies in contemporary socio-economic conditions. First, the content of the terms lifelongeducation and learning is analyzed in relation to current theoretical approaches of the field.Traditional division of the various educational types (formal, non-fromal and informal) seems tobe no longer valid, while open issues and challenges are arising by the integration of the abovementioned types into a Continuum.

    , :: fifi-- fifi ((ggllooccaalliissaattiioonn)), , . 41 (2006), . 55-68.* * * fi * * - This paper inquiries the apostleship dimension of adult education, which has as a continuous

    and ultimate goal the achievement of a significant task: the integration of human personality.The analysis emphasizes the humanistic approach of adult education, as Carl Rogers and PeterJarvis have explicitly described it. It is suggested that the humanistic approach of adulteducation is the one, which is functionally more appropriate in the framework of glocalisation.Glocalisation is considered as the alternative form of individual and collective development,which opposes the reasoning of globalisation.

    , -- , , . 143 (2005), . 86-105.

    39

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  • * * - -20fi . * * - * () * fi

    , , ,, -- -- , fi , . 58 (2005), . 43-68.* * * fi * * * - fi fi ,

    fi , fi fi fi . 46 -fi, 21 25 (...), 18-50 . (, 2004) fi. ( -)

    , fifi fifi fifi , , . 3/477 (2006), . 141-148.* fi * -fi * * fi * fi * *

    , , , . 82(2006), . 104-115.* * fi * * * * fi

    . - fi . fi . , , - . .

    , , MMiirrrroorr -- :: -- , , . 2, 3/6 (2005), . 143-160.* * * - * fifi * * *

    40

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  • fi fi -, . fi - - . fi fi fiMirror: fi fi . fi fi fi - fi fi - - . ( )

    44..77

    , , -, . 40 (2005), . 63-77.* * * * * fi * The aim of the study was to register, classify and analyze the phonological conception mistakes

    and differentiation in writing of pupils of 2nd, 3rd, 4th elementary school classes. Wereexamined written exercises of 480 pupils of 2nd, 3rd, 4th class. Based upon the analysis of thewritten exercises 72 pupils were chosen which made specific writing mistakes. We proposed toeach of these pupils three types of written exercises: dictation, copying and composition writing.We used a part of Lalaeva (1992) method Classification of specific writing mistakes for theclassification and analysis of the phonological conception mistakes. The phonologicalconception and differentiation mistakes appear to all types of writing. ( )

    ., , , . 528 (2006), . 51-54.* * * * * - fi *

    ., ((SSllooww LLeeaarrnneerrss)), fi , . 58 (2005), . 17-19.* * * fi * fi

    - , , -- :: // fifi, , . 1/7(2006), . 3-21.* * fi * * fi fi *

    41

    DELTIO 21/3/2007 11:07 41

  • - fi -fi . - /fi (/) - fi -fi fi fi ( -). fi - . - fi / fi fi . ( -)

    , , :: -- fifi, , . 6-7/471-472 (2005), . 399-408.* * fi * * * - * --

    , , fifi ,, , , . 31 (2005), . 55-64.* * * fi * *

    - , fifi fifi , , . 143(2005), . 177-192.* * * * * fi * * fi

    , fifi -- :: fifi , , . 41 (2006), . 93-116.* * fi * * -- * * The aim of thiw study was to investigate elementary school teachers views concerning the role

    of the teacher in dealing with psychosocial problems of children with specific learningdisabilities (SLD). A sample of 320 teachers completed a quastionnaire constructed for thepurpose of the study. Despite the fact that teachers hold positive views toward the use ofinclusive practices for students with SLD, the majority of them attributed psychosocial problemsof these students ot parents or peers responses to learning problems. Results suggest that, withthe exception of those teachers who had acquired knowledge about SLD during their graduatestudies or in-service training, participants do not consider social support and counseling as anintegral part of teachers role.

    , .. -- , , . 32 (2006), . 23-33.* * * * * * - * fi

    42

    DELTIO 21/3/2007 11:07 42

  • , fifi fifi , , . 77-78 (2005), . 143-153.* * * fi * fi * fi fi -

    fi . fi fi , fi , fi . - fi , fi , .

    ,, .. fifi , , . 50 (2006), . 82-93.* * * * fi * - * - * fi

    , , ,, :: fifi, , .3/477 (2006), . 181-187.* * * * fi - * * *

    ., ., ., --fifi ((--)), , . 41 (2006), . 117-130.* fi * * fi * * . The present study aimed to examine teachers perceptions about the nature and causes of

    Attention Deficit/yperactivity Disorder (AD/HD) as well as their role in treatment. Participantswere 193 teachers, 55 (29%) male and 138 (71%) female (mean age: 35.5 years, meanteaching experience: 10.1 years). None of the teachers had any training or experience onspecial education. Teachers were asked to complete an inventory regarding their beliefs aboutAD/HD, which presented a vignette i.e. a short description of typical AD/HD behaviors. Resultsshowed that the majority of teacers attribute ADHD to the childs character or upbringingpractices. Moreover, teachers seem to feel more competent to cope with ADHD behaviors ifthey believe that the problem is common and it does not have serious or long-term effects onthe childs life. ( )

    , --fifi;;, - , . 527 (2006), . 25-29.* fi * * - * fi * * fi

    43

    DELTIO 21/3/2007 11:07 43

  • ., ., -- , , . 5/479 (2006), . 312-317.* * * * *fi *

    , :: ........ -- , , . 31 (2005), . 65-70.* * * * - * *

    , , , . 2/476 (2006), . 67-79.* * * fi * * *

    , -- -- , , . 45 (2006), . 53-72.* * * * * * -

    fi fi . fi fi - fi , fi - fi , - fi . fi : ) - , ) fi fi fi ) , - . ( )

    , , ,. 2/476 (2006), . 112-117.* * * fi * * fi * fi *

    , fifi, , . 3/477(2006), . 149-154.* * fi * * * * fi

    , :: -- , , . 33 (2006), . 32-39.* fi * * * fi * *

    44

    DELTIO 21/3/2007 11:07 44

  • , BBlliissss --fifi , , . 2, 3/6 (2005), . 233-243.* * fi fi * * * * fi fi fi -

    fi (...), fi fi fi. Web - fi fi fi fi- . , fi- BLISS.

    , PPllaayy TThheerraappyy, - , . 30 (2005), . 23-31.* * * - * * * fi , fi -

    , fi play therapy. fi , fi -- fi fi play therapy. : fi - play therapy, , fi , , fi play therapy.

    , fifi fifi , fi-, . 77 (2006), . 14-15.* * fi * *

    , fifi , , . 2, 3/6 (2005), . 199-212.* * fi * * - - * * fi fi

    . fi , fi , fi, . , fi , fi fi fi fi .

    , , -- , ,. 33 (2006), . 40-51.

    45

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  • * * * fi * * * -

    , , ,, -- , fi , . 59 (2006), . 25-28.* * * * - *

    , , , . 6-7/471-472 (2005), .409-415.* * * * * *

    , --, fi, . 75 (2005), . 28-33.* * * fi * *

    , fifi fifi;;, , . 50 (2006), . 94-96.* * fi * fi * *

    , , :: -- , , . 32 (2006), . 34-44.* * * * * - * *

    , , fi , . 59 (2006), . 29-34.* * * * * - - *

    , fifi , - , . 30 (2005), . 48-53.* * * * * -

    , , , fifi-- fifi , , . 9 (2006), . 60-77.* * fi * fi * fi * fi - * fi -

    46

    DELTIO 21/3/2007 11:07 46

  • . fi - , fi. fi . -fi fi fi fi Learning DisabilitiesDiagnostic Inventory (LDDI). - fi . 4 Detroit Test of Learning Aptitude (DTLA-4). ( )

    , , -- :: , , . 9 (2006), . 78-90.* * fi * * * * fi fi fi-

    . fi fi, . - fi , fi fi, fi - . fi , -fi fi . , - , fi fi , fi . ( ).

    ., , , fifi fifi , , . 2, 3/6 (2005), .213-231.* * * * fi * * fi fi

    fi - . ) - fi fi, ) , fi - , ) fi fi ) fi .

    ., , , , . 30 (2005), . 13-22.* * * * * * *

    47

    DELTIO 21/3/2007 11:07 47

  • , , , . 31 (2005), 11-28.* * * * * *

    , fifi, , . 31 (2005), . 39-47.* * fi * * - *

    , :: , , . 1 (2006), . 99-111.* * * * fi * * * An important percentage of pupils with learning disabilities in Mathematics face difficulties in

    memorizing multiplication and division tables of one digit integers. In this arcicle, anexperimental teaching approach is presented, aiming at the comprehension of multiplicationand division and the memorization of the corresponding tables. The results of this alternativeteaching approach are evaluated by comparing students performance in doing multiplicationsand divisions of integers. The performancce of a group of 10-11 years old pupils with learningdisabilities, taught by this alternative experimental teaching approach (experimental group) iscompared with that of another group of pupils, who were taught in the conventional way(control group). The outcome of this experimental teaching approach was that the experimentalgroups performance in doing multiplications and divisions was better than that of the controlgroup.

    ., , fifi , , . 30, 31 (2005,2005-2006), . 3-12, 3-10.* * * * * * * * , -

    , . fi fi fi fi fi. fi fi o fi , fi fi fi fi fi (fi .. ..) fi fi - fi (...) ( )

    , fifi fifi--, , . 33 (2006), . 22-26.

    48

    DELTIO 21/3/2007 11:07 48

  • * * fi * * * * -

    , :: fifi , - , . 523 (2005), . 205-208.* - * fi * - * - * *

    , fifi:: , , . 115 (2005), . 42-56.* - * - * * *fi *

    , :: , -, . 30 (2005), . 32-38.* * fi * * * -

    , fifi, , . 77-78, (2005), . 192-200.* fi * * * * * - *

    [..], WWIISSCC--IIIIII,, . 13/2 (2006), . 57-66.* * * * * * fi

    - - . fi WISC-III . fi 118 (89 fi,29 ), 6,11 14,4 (=10,1, ..=2,19), 80 . , fi 95,25(..=9,86), 95,48 (..=10,77) 96,07 (..=10,16). fi fi (=10,33, ..=2,27) fi (=10,25, ..=2,79), fi- (=7,78, ..=2,27) (=8,11, ..=2,48).( )

    , , , . 50 (2006), . 98-103.* * * * * - * *

    , (()):: ,,,, , , . 32 (2006), . 14-22.

    49

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  • * * * fi * * * *

    , , , -- :: fifi fifi fifi -- , , . 32 (2006), . 5-13.* * * * fi * - *

    ., 99--1122 fifi , , . 9/474 (2005),. 521-528.* * * *

    , , fifi --:: , , . 13/2(2006), . 1-13.* * fi * * fi * * fi * - * fi fi

    fi - fi . fi, fi , fi fi . , fi fi fi fi fi, fi - , fi - . fi fi fi - fi - .

    fifi :: -- , , . 118 (2006), . 72-86.* fi fi * * * fi * * fi * fi

    fi - . - fi , fi fi , fi - . - fi fi .

    .-., ., ., :: fifi, , . 144 (2006), . 155-166.

    50

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  • * * * * * fi - * fi * - *

    , , , fifi ,, fifi -- , , . 4 (2005), . 165-174.* * - * () * * * The innovating program of Flexible Zone, which is running in primary schools since 2001-02,

    aims apart from the other goals, to create a favorable learning and social environment for pupilswith special needs. Seaching for the contribution of this program to the improvement of thepsychological clime of the class which pupils with LD attend (in parallel with the resourceclass), it was proved that Flexible Zone didnt attribute as it was expected. The positive andnegative dimensions of the psychological clime of the class didnt differ among schools withusual program and those applying the program of Flexible Zone.

    , ,, fifi :: fifi ;;, - , . 31 (2005), . 71-73.* * * * fi * - *

    ., :: -- , , . 2 (2006), . 85-97.* * * * fi - * * The purpose of this article is to make the reader familiar to the official home-learning

    procedure. The case presented involves a student with serious kinetic problems. The durationof our observation is six years, which corresponds to the six classes of the primary school. Morespecifically, we present the entire long-distance learning procedure, according to which thechild is attending its courses at home by the help of a teacher under the national Greek Ministryof education. This type of education is still in early stage. We, particularly, focus at the social-educational aspects of this project.

    , // , , . 33 (2006), . 62-65.* * - * * - *

    , fifi:: fifi , , . 33(2006), . 4-13.* * * * * fi *

    51

    DELTIO 21/3/2007 11:07 51

  • , -- fifi, , . 32, 33 (2006), . 45-59, 52-61.* * * * - -

    . . 60 fi 30 ( ) 30 - . 234 (120 114). . : - , -fi , fi -. ( )

    , , , , . 33 (2006), . 14-21.* * * * * fi- *

    , , , fifi :: (( )) , , . 4 (2005), .57-74.* * * * * *fi This article refers to a piece of study conducted between November 2002 and April 2003 in an

    urban primary school in Cyprus. At the time of the study, there were 400 pupils on roll. Theaim of the study was to investigate the beliefs and perceptions of non-SEN pupils as to theirSEN classmates. The main data collection tools were questionnaires, participant and non-participant observation and interviews. The results of the research indicated that pupils withoutS.N. have overall positive attitudes towards pupils with S.N. However, it was observed that inpractice there is absence of real relationships between these two groups and pupils with S.N.are isolated in school. It is suggested that programmes which cultivate and support thedevelopment of relationships between pupils with and without S.N. need to be developed. Thispiece of research was carried out with the invoivement of pupil researchers who maintained anactive role in all phases of the research process.

    , - , -- fifi :: , , . 1 (2006), . 65-86.* * * * * - * * The current study investigates the cases of four students of the graduating class of a Lyceum in

    Nicosia, during the academic year 2003-4, with hearing problems. These four cases provide uswith the opportunity a) to study the factors which led to the inclusion of deaf children in the

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  • public schools in Cyprus b) to present the conditions of the inclusion before and after theenactment of the law in 1999 which puts into force the inclusion of deaf children in themainstream and c) to provide suggestions for the establishment of schools bared on principlesof equality tolerance and acceptance of the impaired children. Consequently the desing of thecurriculum should be such so as students with hearing problems have the right to fullyparticipate in the school activities and most importantly to be considered valuable members ofit.

    , :: --, , . 116 (2005), . 138-144.* * * * * *

    [..], :: ;;, , . 77-78 (2005), . 165-179.* * * fi * * fi - *

    , , , fifi fifi :: , , . 142 (2005), . 179-193.* * fi * * * * - *

    , fifi .........., , . 30(2005), . 44-47.* * * *

    55..

    , fifi , , . 10 (2005), . 14-16.* fi * * * * fi fi fi

    fi . fi fi , , fi , fi . fi - fi . fifi fi fi , -, fi fi, , , fi fi.

    53

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  • , fifi fifi -- , , . 48 (2005), . 68-71.* * fi * * - * Project () *

    , , fifi -- , fi , . 98, 99 (2006), . 36-39, 25-27.* * fi * * fi * *

    ., ---- fifi fifi --, , . 32 (2005), . 15-32.* * fi * * fi fi * - * fi * fi

    - , fifi fifi fifi , , . 530 (2006), . 114-117.* fi * * * * *

    66..

    , , fi, . 76 (2005), . 48-49.* * * * fi * fi *fi fi

    , , , . 77-78 (2005), . 19-26.* * * * * fi * fi

    , ((....)).. -- (()).. PPrroojjeecctt AA , fi , . 96, 97, 98, (2005, 2005, 2006),. 33-34, 47-49, 33-35.* * * * Project() * * *

    DOCKRELL, JULIE E.; STUART, MORAG; ING DIANE, SSuuppppoorrttiinngg eeaarrllyy oorraall llaanngguuaaggeesskkiillllss:: rraattiioonnaallee aanndd eevviiddeennccee (( )), fi fi,. 2, 3/2 (2003), . 172-191.

    54

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  • * * * fi * * * fi fi -

    , fi fi, - fi (Chaney, 1994; Locke, Ginsborg & Peers,2002; Whitehurst, 1997). fi fi fi fi (, ) fi , . fi fi- fi (...). ( -)

    , , :: -- fifi, fi , . 96 (2005), . 27-32.* * * * fi * - * fi

    ., fifi :: -- , , . 1 (2006), . 137-150.* fi * fi * fi * * - *

    , fifi fifi PPrroojjeecctt --, fi , . 97 (2005), . 30-32.* Project () * * -

    , fifi :: -- fifi, , . 15 (2005), . 42-45.* * * fi,

    . fi, fi fifi , fi fi, fi fi . fi - . , - , , , fi fi fi , fi. ( )

    ., fifi fifi fifi, fi fi, . 2, 3/2 (2003), . 79-102.* * * *fi * fi

    55

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  • fi: fi - fi , - fi fi -. fi, -fi, , , fi fi . fi-: - fi fi , - , fi (...). ( -)

    , fifi , , . 79-80 (2006), . 160-168.* * fi * * * - Project () * *

    66..11

    , fifi fifi fifi:: , , . 32 (2005), . 71-82.* * * * * fi * * fi

    , , . 117(2006), . 25-28.* , - * * fi *fi * *

    ., , , fifi fifi fifi , , . 1 (2006), . 23-46.* * * fi * * * -fi *

    BORLOZ, MARKOU; MARIE, LOUIZE, :: fifi, , . 3 (2005), . 51-67.* - * * * * * The limited access of migrant children to non-compulsory education and their difficulty in

    dealing with the demands of secondary school (years 7, 8, 9) emphasize the need fordeveloping and implementing more effective instructional methods in mainstream education. Inaddition to the already internationally prevalent methodologies, such as content-based

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  • language teaching and sheltered subject matter instruction, the teaching approach known asliteracy across the curriculum could be of some interest as well. It also focuses on therelationship between language and learning, but targets both native speakers and secondlanguage learners, taking into consideration the partly negative outcomes of the recentcomparative PISA study. ( )

    BRUANT, PETER (.: .. fi), :: -- , , . 23 (2005), . 16-25.* * fi * * * *

    , ((ddiigglloossssiiaa)) , , . 117 (2006), . 82-89.* * - * , * * - * fi

    , fifi , fi fi,. 2, 3/2 (2003), . 7-18.* * * * * fi * - fi fi

    , fi- , fi ( ) fi ( fi- ) . fi - fi , fi fi .

    , , , fifi fifi , , . 12/4 (2005), . 568-586.* , - * * * * - * * fi

    , . fi fi fi, - fi - fi . fi /i/ . fi fi - fi fi . ( )

    (), :: , , . 8/60 (2005), . 388-403.

    57

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  • * * fi, fi * fi * fi * fi * - () * * * fi * , * , * / *

    :: 11)) 66 fifi fifi .. 22)) fifi 22000066, , . 9/61 (2005), . 484-509.* , - * , * * * * fi * * , * - *, * fi *

    :: fifi , , . 1/63(2006), . 100-113.* , * fi * * fi * * fi

    :: fifi , , .1/62 (2006), . 4-15.* , - * * , * * *

    ., // :: -- , , . 82 (2006), . 20-25.* * fi * * * * * fi

    , :: fifi -- fifi fifi , , . 3 (2005), . 69-77.* * * * * fi - * * The Content-Based Instruction (CBI) approach is currently one of the most widely used

    approaches to the teaching and learning of a second language. However, the assessment ofimmersion programs, which revealed the inefficiencies of bilingual students, has led researchersto adopt new approaches, in which learning and teaching strategies are used. This paper arguesfor the use of a strategies-based instruction approach, which allows students to develop not onlycommunicative but also academic language skills, deemed mecessary for their cognitivedevelopment.

    ., , - , . 2 (2006), . 99-105.* * * * This study aims at presenting the development of language and the processing of speech from

    birth on and during the first year of human life. The results of many studies show that infants, afew days after birth, begin by paying attention mainly to the prosodic properties of speech. Thereactions of infants from different linguistic environments are als presented and the differencesand the similarities of their speech processing are analysed among the three of the most widelyspoken languages, English, French and Japanese.

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  • , , , . 33(2006), . 143-162.* * (444-388) * , * fi * - *

    ., --fifi , , . 4 (2005), . 9-42.* * fi fi * * * *

    , ,, :: , , . 3(2005), . 13-24.* - () * * * * * Cet article prend appui sur les rsultats dune recherche qualitative auprs des instituteurs grecs

    qui sont confronts aux enfants dimmigrs. Il presente les logiques qui sous tendent laperception des difficults linguistiques et langagires de ces derniers, et plus prcisment lafaon dont les enseignants expliquent ce qui leur pose probleme dans lappropriation de lalangue grecque (langue scolaire). Lanalyse du discours des enseignants met en videncelimportance quils accordent a leffet migration et la langue maternelle ainsi quauxcaractristiques sociales du milieu familial tout en rvlant aussi les contradictions danslesquelles ils sont pris compte denu de leur confusion autour du rle de la langue maternelledans lacquisition dune langue seconde et de limportance de la langue scolaire.

    , fifi --:: fifi fifi , , . 77-78 (2005), . 6-18.* * , - - * , - * * *

    , :: ,, fifi , , . 41 (2006), . 40-54.* * fi * * fi *, * fi One of the most classical texts of our ancient, tragic poetry si taught through the book of Glossa

    in the 6th class of Primary School. The elimination of its central concept, the weak translationas well as the wrong interpretation of the text in the Teachers Book dramatically change thethoughts of the poet and make them seem siding innovative ideological views which areoverwhelmed by anthropological, moral and ecological standards. In this project a differentapproach is presented. It restores the thought of the poet and stresses its fertile ideas andtimeliness in relation to problems of technique, knowledge of man and ecology. ( -)

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  • ., (( ,, ,, ,, ,, )) fifi, , . 32 (2006),. 60-69.* * * * * * fi

    , , :: fifi --:: , , . 40 (2005),. 120-133.* * * fi * * fi * The purpose of the present research was to investigate the effect of a teaching based on a

    model that involves each form of art in the reaching of language, in the creative divergentexpression of students. Fostering creativity through language goes beyond the limits of exercisesin creative production. Furthermore, students holistically express themselves when involved inundestranding language through the Arts. The research was carried out with the students of two4th grade classes. Teaching programs on two poems were applied and a test of divergentcreative expression on these programs was used. The results show that a teaching model basedon Language and Art approach can positively influence some dimensions of creative expressionfluency and flexibility but does not contribute to the development of originality in ideas.

    , fifi , , . 1/475(2006), . 51-58.* , - - * , * * , * ,

    , , ;; -- :: , Contact+, . 33 (2006), . 56-64.* , * * fi * fi * * Cette tude, qui sinscrit au croisement des sciences sociales, des sciences du langage et de

    llistorire fonde sur la catgorie danalyse du genre, aborde la question de ladaptation dusystme de la langue aux conditions nouvelles cres par lentre des femmes dans la sphrepublique et notamment dans la vie politique. Elle adopte une optique comparative: y sontconfronts le cas de la Grce et celui de la France. Ltude est centre sur les axes suivants: enpremier lieu sont recenss les problms grammaticaux suscits de fminiser le langage -notamment les titres et fonctions- et sont rpertories les attitudes et les propositions deslinguistes, grammairiens et lexicographes. Suit linvestigation de la question concernantladoption par lappareil tatique des deux pays dune politique visant encourager la visibilitdes femmes dans la langue (circulaires, consitution de commissions, financements derecherches). Le troisime axe de cette recherche concerne limplantation de la fminisation destitres et fonctions dans la presse et les mdias tant en France quen Grce.

    , fifi, , . 117 (2006), .99-110.* * fi * * *fi *

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  • , , , .135 (2005), . 14-18.* * * * fi * - *

    , , :: , , . 92 (2005), .79-84.* , * * * * * - * fi

    , :: -- , , . 3 (2005), . 25-35.* - * * * * * The phenomenon of contemporary immigration presents rather increasing tendencies and

    concerns all european countries, including Greece. Part of the debate concerning theintogration of immigrants focuses on issues related to the teaching of the majority language tominority language students. The present study aspires to contribute, within the limits of itspossibilities, to the widening of this debate. It examines the teaching practices manifested inthree different Reception Classes in the prefecture of Rethymnon, Crete and it aims atpresenting the teachers beliefs, views and practices with regard to teaching Greek to non-nativestudents. The data, which was gathered from classroom observation and interviews with theteachers, shows that the language needs of foreign students are treated as if they were the sameas the needs of native students.

    - , :: , - , . 1/62 (2006), . 46-53.* - - fi, 336-30 * * * * - ( ) * fi

    ., ., fifi fifi fifi fifi , , . 32 (2005), . 55-62.* , - * , (1906 - ) * fi, * , - , , .. * - *

    ., , , . 8/60 (2005), .429-433.* * , * *

    POROMANSKA SYNA, , - , . 1/63 (2006), . 134-139.* , * * * * fi *

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  • RALLI, ASSIMINA M.; DOCKRELL, JULIE E., MMuullttiippllee mmeeaassuurreess ooff aasssseessssiinngg vvooccaabbuullaarryyaaccqquuiissiittiioonn:: iimmpplliiccaattiioouuss ffoorr uunnddeerrssttaannddiinngg lleexxiiccaall ddeevveellooppmmeenntt, , . 12/4 (2005), .587-603.* * * * * - * To investigate the effects of linguistic context on lexical acquisition, 192 children aged between 3

    years 6 months and 6 years 6 months were introduced to 2 novel nouns in different stories. Thestory format provided a natural framework to vary the linguistic context in which the novel termswere introduced. Four different linguistic contexts were used: anology, lexical contrast, implicitinferential information, and a definition. Baseline assessments were made of the childrens receptivevocabulary and working memory. Childrens lexical knowledge was assessed on measures of produ-tion, comprehension and semantic representations at two time points following the initial story expo-sure. Both childrens existing vocabulary and working memory contributed to their subsequent per-formance at the two times of testing. In addition, the linguistic context influenced performance acrossthe tasks, with lexical contrast resulting in the most accurate performance. ( )

    , , fi, . 122 (2005), . 527-539.* * * * * fi * fi

    , fi, .123 (2006), . 141-149.* , - * * * * *

    ., fifi fifi:: , , . 45 (2006), . 137-158.* * * * * * fi fi , -

    , fi . , fi fi fi fi fi fi - fi .

    , , fifi fifi, , . 115 (2005), . 153-168.* * * fi * fi fi * *

    - , , , .117 (2006), . 90-98.* - * fi * fi * * * fi

    - , , -, . 82 (2006), . 16-18.* fi fi * * fi * * * fi

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  • , fifi :: fifi --, , . 3 (2005), . 37-50.* - * * * * - * The present paper discusses the silent bilingualism of children of migrant backgroud in Greek

    primary schools, based on recent research undertaken in selected primary schools in the regionof Volos, Greece, during the school year 2003-2004. The issues raised concern the teachersviews on the possible problem atic areas in the acquisition of Greek as a second language andthe bilingual relities of the children involved. The analysis of our data leads us to the conlusionthat billingualism, whether active or passive, is an untoid reality for the children in our sample,which educators need to bring to the surface.

    , ...... , fi, . 77 (2006), . 24-29.* * fi * * *

    , --:: fifi , , . 3 (2005), . 79-102.* - * * * - * * This paper reports on a sociolinguistic study involving Albanian immigrant parents in Greece.

    Its aim was to elicit information on (i) patterns of language maimtenance and use, (ii) attitudesand practices concerning bilingualism, and (iii) parental involvement in their childrenseducation. Data was collected through a questionnaire survey in two different parts of Greece.In this paper we present findings concerning (a) the degree of ethnic language use in the familyand friendship domains, (b) the childrens competence in Greek and Albanian, and (c) thevariables which correlate with parents and childrens language choice. According to theparents responses, the ethnic language is quite frequently used at home, although the majoritylanguage is rapidly gaining ground. ( )

    , fifi fifi , - fi, . 77 (2006), . 40-47.* * * * * fi *

    66..22

    , 44 --, , . 135 (2005), . 26-34.* - - 1936-1940 * fi * * * , . (1871-1941) * ,

    63

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  • , , , .1/475 (2006), . 23-28.* * * * * - * fi

    , --:: , , . 115 (2005), . 57-71.* , * * fi * - * fi

    , :: , , . 1/56 (2006), . 63-87.* (. 46-120) - * fi * * (490-429) * *

    , fifi :: ,, fifi-- , , . 1787 (2006), . 455-463.* - - * fi, * fi fi * * *

    ., , ,. 33 (2006), . 174-187.* * (444-388) * * fi *

    - [.], fifi , , . 116 (2005), . 78-92.* * fi * * fi * fi * fi

    , fifi, , . 21-22 (2005), . 56-76.* * * fi * fi * fi * - * * fi * fi * fi fi fi fi

    fi, , fi . fi fi fi . fi fi fi, - , , . fi fi -fi . ( )

    , :: , , .137 (2005), . 52-58.* , (1909-1990) - * * -20fi. * *

    64

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  • ;; fifi , , . 145 (2006), . 34-40.* , (1909-1990) - * fi fi * * * -

    , fifi :: fifi,, fifi fifi, , . 97 (2006), . 72-83.* fi , (1749-1809) * (1748-1833) * -fi fi * * fi fi *

    , , fifi :: , -, . 144 (2006), . 115-128.* * - * * - * fi * fi

    , , fifi:: -- fifi , ,. 61 (2005), . 7-40.* * * * * fi * fi * fi

    , LLuucciiffeerr , , . 1787(2006), . 471-494.* , . (1836-1904) - * , * * * *

    , :: --fifi fifi , , . 523 (2005), . 209-215.* * * * * - *

    , , :: --fifi , , . 116 (2005), . 45-60.* * - -20 . * * * * -fi fi

    , .. fifi fifi --, , . 93 (2005), . 76-81.* * * fi * fi *

    , , , . 98 (2006), . 78-86.* fi, fi * - fi * * *

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  • The Mycenaean world undoubtedly displays a unique form of burial civilization, which, inaddition to its architectural expressions (shaft, chamber, vaulted graves) and artisticmanifestations (funeral offerings), also reveals the structure of its society. Thus, the study ofMycenaean burials unfolds the close relation of the funerary practices and customs withMycenaean society and its organization. Furthermore, the social stratification and status as wellas the political and economic level of both individuals and society are reflected on the funeraryrituals and on the basic burial types ot the Late Helladic period.

    ., fifi , , . 1(2006), . 39-43.* * * * fi * , * fi

    , , , . 9/474 (2005), . 532-534.* * * fi * * - *

    , PPrriiaammeell .. -- -- , , . 55/2 (2005), . 219-238.* , E * (520-445) - * (. 630-565) - * (6 . ..) - * *

    , -- , , . 48 (2005), . 76-83.* * fi * * * *fi

    , ,, .. 3377 (( --...... )):: fifi , fi, . 122 (2005), 575-587.* (470-394) - fi * fi * fi- * *

    ., , , . 34 (2005), . 33-35.* * () * fi () *

    , , - , . 37 (2006), . 4-7.* , * * * * Bernstein, Basil B. * fi * fi

    () (.: . fi, fi ), :: -- fifi ;;, , . 458 (2005) . 110-140.* -20fi . - * fi * * - * * * * * -

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  • * * * fi * * - * * , fi-19 . * *

    (), :: , , . 459 (2006), . 108-138.* * * , * - * fi * * * , (1916-1979) * -, (1943-) * * * fi fi

    :: , , . 462 (2006), . 66-108.* * * * fi * * * fi fi * * * * * fi - * * fi * fi * fi . (1874-1941) * fi, - (1895-1956)

    :: fifi ((11889944--11995566)).. fifi , -, . 463 (2006), . 62-68.* fi, (1895-1956) * * fi fi * - * * * fi * *

    :: , , . 463 (2006), . 101-132.* fi - fi * , - 20fi . * - - * fi * fi * * * * fi, fi * * * * - - * * , * fi * fi- * fi fi

    :: , , . 464 (2006), . 96-126.* * , * * * * * * fi * * * - * fi * * * fi

    (), 2200 fifi , , . 20(2005), . 275-282, 284-286, 288-296, 328-330, 332-334.* * fi, fi * * fi () * -, - * , - * fi - * * * * - *

    , :: fifi , -, . 94 (2006), . 75-80.* - () * fi * * fi - * * fi

    , fifi .. .. fifi --fifi fifi, , . 93 (2005), . 63-68.

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  • * fi, . (1849-1896) - * * , * * - fi -fi

    , :: fifi, , . 99(2006), . 58-64.* - * - * fi * - * fi The meaning of the term janissary or janissaries clearly pictures an ideological and religious

    human profile. The yeni-eri, the new militia, is the soldier defending mainly a religiouspower. According to the Encyclopedia Encarta the janisaries are the Turkish elite soldiers,recruited from Christians from the Balkans, who formed the personal guard if the Sultan fromthe fourteenth century until 1826. The Forthrightss Phrontistery describes them as the fanaticloyal followers of a centain religion, while the entry of the Oxford Dictionary defines them asregular soldiers who formed the personal guard of the Sultan. ( )

    GRECO, EMMANUELE, fifi fifi fifi fifi, - , . 8/60 (2005), . 452-458.* () * fi * fi * * *

    GNTHER, STEFFEN HENRICH, , , . 55/2 (2005), . 275-299.* * * * fi,

    (), :: fifi fifi fifi , , . 23-24 (2006), . 16-32.* * fi fi 1939-1945 - - * - fi * * * 60

    fi fi , fi fi fi -fi, fi fi .( )

    ., .. ..115500 VV.. fifi \\ \\ -- , fi, . 122 (2005), . 555-558.* , - () * (. 630-565) - * *

    , , , . 37 (2006), .18-19.* , * * * - * -

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  • , , , . 33 (2006), . 137-142.* (444-388) - * * * *

    , , , . 82 (2006),. 49-52.* * * * * - * fi * fi

    , , , . 33 (2006), . 128-136.* * (444-338) * fi () - - - * , * fi, * *

    , //:: //fifi fifi , , . 141 (2006), . 34-42.* (1851-1911) - * fi * * fi * fi *

    ., , - , . 523, 524, 525 (2005), . 196-202, 228-235, 264-271.* * * fi * - * * fi

    , fifi :: fifi fifi , , . 82 (2006), . 7-15.* , (1889-1997) * * * * *

    , , , fifi fifi , , . 13/1 (2006), . 78-93.* * , * * - * * fi -

    fi fi . fi fi fi - fi - , , , fi, , . fi fi fi . -fi , fi fi fi, , , fi -fi fi. ( )

    69

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  • , .. , -, . 93 (2005), . 47-50.* (480-406) - * fi () * fi * () * fi fi

    , fifi , , . 61(2005), . 55-71.* * fi * * fi * *

    , , , , . 118 (2006), . 47-71.* fi * , * * fi * fi *fi *

    , , , .36 (2005), . 24-26.* , (1933-) * * * - * * -

    , fifi fifi, , . 4(2005), . 370-377.* fi * fi * , * fi * - *

    , , - , . 119 (2006), . 3-26.* fi * * * * fi fi : fi fi

    fi , -, . -fi . . fi . - fi fi , fi fi ( ) - . ( )

    , fifi -- , fi , . 5 (2006), . 93-101.* - () * fi * Project () * * *

    , .. fifi-- , , . 92 (2005), . 86-92.* , . (1776-1831) * * - - 1453-1832 * - * fi * fi

    70

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  • ., fifi -- :: , , . 116 (2005), . 93-102.* * fi * - * * fi *

    , :: fifi --, fi, . 124 (2006), . 309-320.* fi * fi * * * * fi

    , fifi fifi, , . 75(2005), . 75-78.* * * Darwin, Charles (1809-1882) * Marx, Karl (1818-1883) *fi fi

    . [..], -- fifi , , . 61 (2005), . 72-85.* , * * * * - *

    , fifi, ,. 1780 (2005), . 20-37.* * fi, (1910-1985) * , - 20fi . * * fi () *

    , fifi :: fifi -- fifi fifi , , . 99 (2006), . 48-54.* , - * - - 10-16 . * fi - * - fi * * * fi, fi - The article focuses on the transformation of icons as means of religious expression that takes

    place in the lonian lslands during the second half of the seventeenth and throughout theeighteenth century. The increasing number of ex-voto produced in that period, the emphasis onnarration and pathos, the didactic character as well as the enrichment of iconography withelements deriving from the ritual practice radically after the content of icons. The verybeginning of this evolution must be sought in the immigration of artists of the Cretan School tothe lonian lslands, spanning from the years of the Cretan War to the period that followed thefall of Candia (present Herakleion). ( )

    , -- , , . 34 (2005), . 30-32.* , * , * * * fi-

    ., , , . 99(2006), . 70-73.

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  • * (. 630-565) - * * , * - * The article deals with the means through which Sapphos poetry can be used as a source of the

    social and political history of her time. We very well know that the lyric poets do not onlyconvey idividuality in their work, but they also reveal the political ideals prevailing in thearchaic period. Sappho, being a woman, was until recently regarded as having expressed onlyfeelings and sentiments as well as home atmosphere in her verses. However, this judgment hassuccessfully been revised in the last two decades.

    , , fi , .98, 99 (2006), . 48, 50, 48.* * fi * * fi

    , , , .34 (2005), . 24-26.* , (1900-1971) * * * * -, - 19-20fi . * fi

    .., , , . 94 (2006), .61-66.* , (1909-1990) * (8 ..) - * , * , * fi *

    , fifi , ,. 33 (2006), . 84-96.* (444-388) * * fi- * * fi *

    .., :: ((11994455)):: fifi , , . 1789 (2006), . 889-898.* , (1905-1966) * * * * * fi * ,

    , , , . 79-80(2006), . 15-19.* * fi * - * * fi * *

    , .. , , . 34 (2005), . 14-16.* , . (1900-1982) * , * - * * * *

    :: fifi , -, . 37 (2006), 14-17.* (3 . ..) * , * *

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  • , , fifi , , .41 (2006), . 131-145.* - * * fi * * * The observed undervaluation of the subject of Religion in Primary Education led us to try to

    apply a new methodology so as to render the course more attractive and utilitarian. Weconsidered that the viomatiki approach and the connection of the course of Religion with thereal conditions of the students life will open new horizons in the course and will render it moreinteresting. For this we conducted a research aiming to notice the changes at the behaviors ofstudents, of their record achievements, but also the way of acceptance of method by theparents. The results extracted from the research showed a very positive result that makesoptimistic us that the course of Religion has a lot of possibilities to be upgraded with theapplication of viomatiki approach of learning.

    - , fifi , , . 36 (2005), . 14-17.* * - fi * - * - * -

    , , , . 93 (2005), .40-45.* fi () * * * , * *, fi

    fifi fifi , , . 81 (2006),. 27-32.* fi * * Disney, Walt (1901-1966) * * * *fi

    ., fifi fifi 1199 , , . 1783 (2005),. 707-724.* -19 . * fi fi * * , * - *

    , -- -- , , . 34 (2005), . 27-29.* , * (469-399) * (427-347) * - - * * fi

    MMoorrttiimmeerr JJeerroommee AAddlleerr.. fifi fifi , , . 36 (2005), . 18-19.* Mortimer Jerome Adler (1902-2001) * (469-399) * , * * - * fi ()

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  • , fifi fifi :: -- --, , . 93 (2006), .71-75.* * fi * * fi - - fi * - *

    , :: )) -- .. )) -- 33 :: fifi .. )) -- fifi fifi , , . 404, 405, 406 (2005), . 7-10, 25-29, 25-29.* - * - - , . 900-700 * * - fi * , * , * * * - ()

    :: fifi fifi , , . 407(2006), . 23-29.* - * - - , . 900-700 * fi (fi) * - * * *

    :: fifi fifi , , . 408(2006), . 24-27.* - * , * fi (fi) * * fi * -fi fi

    , -- , , . 61 (2005), . 41-54.* fi * * fi * fi * - * *

    (), fifi, , . 1781 (2005), . 219-383.* fi, (1884-1951) - * * *Palmer - , (1874-1952) * * * *, * fi () * * * fi* , * * - * * - * , -19-20fi . * , . (1863-1933) * , (1859-1943) * *

    , , . 1782 (2005), . 499-614.* Miguel de Cervantes, Saavedra (1547-1616) * * fi * - * fi * * * -, * Louis-Nicolas Menard (1822-1901) * , - 20fi . * * -, . (1896-1928) * fi () * * - * fi * fi *

    74

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  • , , . 1784 (2005), . 855-1114.* , (1905-1966) - * fi * * - * * Zweig, Stefan (1881-1942) * * - * * * fi * , fi - 20fi . * * Vitti, Mario (1926-) * * * * * * * - * fi * * * - *

    , , . 1786 (2006), . 187-412.* (1915-2004) * * * - * * * - 20fi . * fi * , * * fi () * * , - * * * * , fi * * -

    fifi, , . 1788 (2006), . 631-771.* fi, (1895-1965) - * , * * * fi () - * * - * fi - * * fi * - fi * * * * * * - * * fi *

    , , . 1790 (2006), . 1031-1150.* , . (1925-1981) * - * fi * * -fi * * * * * -fi * , * , * fi * -fi * fi () * , * Spengler Oswald (1880-1936) *fi * fi * * fi, * * *

    , , fifi fifi , , . 99 (2006), . 74-78.* * fi * * fi fi * - * * - The article presents an attempt of interdisciplinary approach that was hold in the 6th Lyceum of

    Kalamata, Peloponnese. The staff of two school libraries took the initiative and the project wascarried out in collaboration with the educational community of two related schools. As thepractice of education should be constantly renewed, it must find out new attractive and creativeways of approaching knowledge that will primarily corroborate the students initiative and willaim at their active participation and substantial learning in the framework of a multiculturalschool. ( )

    , , , . 532 (2006), . 174-182.

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  • * * - () * * fi * *

    - , fifi, , . 142 (2006), . 28-32.* - * fi * fi *

    , , , . 36 (2005), . 27-29.* , (1922-1997) - * , - 20fi .* * *

    , fifi , , . 93(2005), . 69-74.* - * * fi * 1821 * -19 .

    , fifi :: --, , . 33 (2006), . 188-195.* - * (444-338) * (342-291) * * *

    , , , :: fifi , , . 61 (2005), . 86-93.* - () * fi * * -fi * - * fi

    , ((11994400--11994455)):: ,, , , . 141 (2006), . 22-33.* * - - 1939-1945 * * - * fi

    ., :: , , . 96 (2005), . 79-85.* * * * - * fi * fi

    ., , ,. 33 (2006), . 15-66.* - * (444-388) * fi * fi fi *, * fi

    , ((11993355--22000055)):: -- , , .1783 (2005), . 750-759.

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  • * fi * * fi * , *

    , -- fifi , , 4 (2005), . 193-200.* * fi * * * * fi - It is widely accepted that reading promotes childrens intellectual, linguistic and social growth

    while simultaneously it develops their imagination. Thus, what comcerns parents most, is how tomake their children read more, since they often complain that their children do not read. On theother hand, schoolteachers advise parents to urge their children to read children literature orextracurricular books, without, however, indicating ways of achieving their aim. The purpose ofthis study is to introduce techniques and strategies that could be developed by schoolteachers orparents towards the improvement of bibliophilism amongst children of school age.

    - , -- , , . 33 (2006), . 103-116.* fi () * * (444-388) * fi () * * fi

    O , , , . 1 (2006),. 18-30.* * * fi * vfi * - *

    , :: fifi ,, -- .. .. .. , , . 93 (2005), . 58-61.* , fi (1932-) * * - * *

    , fifi 1188 .., , . 4 (2005), . 367-369.* * - - fi * -fi, fi - * * *

    ., fifi , , . 36 (2005), . 20-21.* * * fi * , * fi-,

    ., fifi .. -- 6688--6699 fifi , fi, . 122 (2005), . 613-619.* , fi . (1925-2005) * - * fi * - * fi *

    , fifi-- :: , , . 116 (2005), . 111-115.

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  • * * fi * * * * -fi

    , :: fifi , , . 36 (2005), . 35-39.* - * - * - * - * , * fi

    ., fifi fifi , , . 1/56 (2006), . 133-161.* - 19 . * , fi - 19 . * * * -fi * , fi -

    , TThh.. WW.. AAddoorrnnoo, -, . 40 (2005), . 42-60.* Adorno Th. W. (1903-69) * * fi * * - Im philosophischen Werk von Adorno gibt es einen der Bildungstheorie gewidmenten Text, die

    Theorie der halbbildung. Der Text gehrt zu der erweiterten Bildungstheorie und untersuchteingehend die im Sptkapitalismus eingetretene Bildungskrise. Ihre Analyse kann nichtausschlielich durch die Pdagogik oder die Bildungssoziologie erfolgen Adornos Analyse istdagegen geschichtsphilosophisch. Sie geht vom bergeordneten Begriff der humanistischenBildung aus und steht mit der gesellschaftlichen Dynamik und der Entwicklung der brgerlichenKlasse in engem Zusammenhang. ( )

    , , fifi -- .. :: --//,, fifi fifi fifi----, , . 32 (2005), . 133-160.* * * * fi * - *

    , fifi-- fifi , , . 19 (2005), . 233-236,238-240.* * fi * * , * ,

    ., fifi:: --, , . 138 (2005), . 23-28.* , - 20fi . * * fi * , * Nietzsche, FriedrichWilhelm (1844-1900)

    , , , . 135 (2005), .19-25.* Foucault Michel (1926-85) * , - 20fi . * () * *, *

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    DELTIO 21/3/2007 11:07 78

  • , :: fifi fifi -- , , . 33 (2006), . 67-83.* (444-388) * fi () * * *

    ., fifi fifi (( 220011--222233)), ,. 1/56 (2006), . 55-62.* fi () * * fi - * (8 ...) *

    ., fifi :: , , . 34-37* (427-347) - * * , * - * , (1900-1971) *

    ., ,, fifi 1111.. ,, . 1/56 (2006), . 37-53.* (520-445) - * * , * -

    SPINOULA, B., BBeeaasstt--lliikkee mmeenn iinn tthhee IIlliiaadd aanndd aafftteerr, , . 55/2 (2005), . 195-217.* * (8 . ..) - * * * *fi ()

    , -- fifi , , . 32 (2005), . 83-98.* * * * fi * , * fi *

    ., fifi--fifi -- , , . 3 (2005), . 262-265.* * fi * * * fi *

    , , , . 33(2006), . 163-173.* (444-338) * * * - * - *

    , fifi, , . 36 (2005), . 30-34.* () * - * (384-322) * fi *

    - , :: , , . 98 (2006), . 93-99.

    79

    DELTIO 21/3/2007 11:07 79

  • * , fi * , - fi * , * * () * (fi) * - fi Pheidias, apart from all his other famous creations, has related his name with two exceptionally

    beautiful and sumptuous statues: Athena Parthenos and Zeus, made of gold and ivory, werehoused in the nave of the Parthenon the first, in the temple of Zeus in Olympia the second. Theiconography of these two statues and their padestals, which derive from mythology, is veryinteresting, especially when it is enterpreted from a historical, sociological and political point ofview. Mythology, being the forerunner of Philosophy and History, has supplied artists with thematerial for the creation of associations necessary to the spectators. ( )

    ., fifi :: fifi ((11991144--11992233)), , . 2 (2006), . 155-161. * - - 20fi . * fi * fi fi * fi * -fi fi, 1915-1918 * , , 1923

    , fifi -- , fi , . 59 (2006)