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copyright.

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: , 7 , 26110 : +30 2610 969715 / 969615 Fax: +30 2610 996252 / 431326 http://www.kedek.gr E-mail: gpant@otenet.gr, georgog@upatras.gr

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ISBN: 978-960-8206-53-3 SET: 978-960-8206-51-9

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The role of computer education in the empowerment of Muslim women in Greek Thrace: Ethical considerations and limitations of the research 234

K. Georgiadou - G. Kekkeris

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Summary

In the public nursery schools of the area of Rodopi, we notice that during the last decade there is a signifi cant increase of the attendance of pupils coming form the (mainly turkish-speaking) Muslim minority of Thrace. Pupils at the age of 5, currying perceptions and cultural elements which, in cases, differ a lot of those of the dominant majority, come to the nursery schools knowing only they mother tongue. The paper describes the situation and the problems both pupils and teachers face and arrives to proposes which can facilitate nursery teachers to deal with the challenges of this new multicultural educational circumstance.

Key words: Intercultural education, Thrace, minority, nursery teacher, intercultural competence, intercultural readiness, fl exibility.

1.

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1990 ( , , ..) ( ), , (, 2006).

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Tsitselikis, K., Mavrommatis, G., 2003, Turkish : The Turkish language in education in Greece, Ljouwert/Leeuwarden: Mercator-Education

K. marketing, . (EUMC-RAXEN). 2008 . K , , .

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Analyse Factorielle des Correspondence

, . . , .

Abstract

The purpose of the study was to capture Lyceum students attitudes as a result of their fi rst exposure to instruction in statistics. This paper has examined selected non-cognitive aspects of statistics instruction, especially those related to affective reactions and attitudes towards statistics. Analyse Factorielle des Correspondence was applied for the data analysis.

1.

( 2000). Mvududu (2003) . (Gal, Ginsburg & Schau, 1997). , , ( 2000). (Seegers & Boekaerts 1993, 2003).

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1.2.

109 . 109 , 55 (50,5%) 54 (49,5%) . 26,6% (29) , 21,1% (23) , 17,4% (19) --- 34,9% (38) .

1.3.

SATS (Schau, C., Stevens, J., Dauphinee, T. L, & Vecchio, A, 1995), , , 30 . 28 .

SATS : 1. ( , . ), 2. ( , . ), 3. ( , . ), 4. ( , . ). , . Likert 7 , 1 7 .

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, a priori (, 2007). , , . , .

13 - 7-9 2010

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1.

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1

() 1.

1:

Column1 Column2 Column3OI

OI 3 K ARE => 1,2,3 ARE1,ARE2,ARE3

OI 3 K ANA => 1,2,3 ANA1,ANA2,ANA3

OI 3 K PKAT => 1,2,3 PKAT1,PKAT2,PKAT3

OI 3 K DTYP => 1,2,3 DTYP1,DTYP2,DTYP3

OI 3 K XAX => 1,2,3 XAX1,XAX2,XAX3

OI 3 K SYN => 1,2,3 SYN1,SYN2,SYN3

OI 3 K ANAP => 1,2,3 ANAP1,ANAP2,ANAP3

OI 3 K PER => 1,2,3 PER1,PER2,PER3

OI 3 K DEX => 1,2,3 DEX1,DEX2,DEX3

OI 3 K AXRE => 1,2,3 AXRE1,AXRE2,AXRE3

OI 3 K APOG => 1,2,3 APOG1,APOG2,APOG3

OI 3 K STRO => 1,2,3 STRO1,STRO2,STRO3

OI 3 K XRHS => 1,2,3 XRHS1,XRHS2,XRHS3

OI 3 K AGX => 1,2,3 AGX1,AGX2,AGX3

OI 3 K EYX => 1,2,3 EYX1,EYX2,EYX3

OI 3 K SPAN => 1,2,3 SPAN1,SPAN2,SPAN3

OI 3 K GRH => 1,2,3 GRH1,GRH2,GRH3

OI 3 K PEIT => 1,2,3 PEIT1,PEIT2,PEIT3

OI 3 K OXI EFARM => 1,2,3 OXI EFARM1,OXI EFARM2,OXI EFARM3

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OI 3 K MATH => 1,2,3 MATH1,MATH2,MATH3

OI 3 K FOBO => 1,2,3 FOBO1,FOBO2,FOBO3

OI 3 K YPOL => 1,2,3 YPOL1,YPOL2,YPOL3

OI 3 K MPOR => 1,2,3 MPOR1,MPOR2,MPOR3

OI 3 K K EX => 1,2,3 K EX1,K EX2,K EX3

OI 3 K ASXE => 1,2,3 ASXE1,ASXE2,ASXE3

OI 3 K TEXN => 1,2,3 TEXN1,TEXN2,TEXN3

OI 3 K DYEN => 1,2,3 DYEN1,DYEN2,DYEN3

OI 3 K NEOT => 1,2,3 NEOT1,NEOT2,NEOT3

OI 2 K FYLO => 1,2 FYLO1,FYLO2

OI 4 K ETNIK => 1,2,3,4 ETNIK1,ETNIK2,ETNIK3,ETNIK4 90

3.1.

, .

, , , .

, .

2 k=1,2,3,4.,4. , 0 1.

ei. . . .

. 2 19,93%, 14,34%, 10,43% 9,40% . 54,09% .

, e1 x e2 34,27% . , , . e1 x e3 23,74% ,

- -

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. , e2 x e3 19,83% .

2: -

Column1

0,18674 % | . 1 0,0372170 19,93 19,93 |***************************************** 2 0,0267720 14,34 34,27 |***************************** 3 0,0194715 10,43 44,69 |********************* 4 0,0175487 9,40 54,09 |******************* 5 0,0144991 7,76 61,86 |**************** 6 0,0136866 7,33 69,18 |*************** 7 0,0103072 5,52 74,70 |************ 8 0,0082025 4,39 79,10 |********* 9 0,0075659 4,05 83,15 |********* 10 0,0052352 2,80 85,95 |****** 11 0,0042226 2,26 88,21 |***** 12 0,0031015 1,66 89,87 |****

3.2. e1

e1 ( 2), 0,037 19,93% (4) (ASXE3), (YPO2), (DEX2), (SPAN1), (AXRE2), (PER2) (1) (DEYEN3), (2), (R1), (L3), (SYN2), (TEXN1), (PEIT), (DEX3) .

2

, (4) (ASXE3), (YPO2)

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(DEX2) (SPAN1), (AXRE2), (PER2) .

(ETNIK1) (DEYEN3) (XAX2), (AXRE1), (YPOL3), SYN2 PER1. 9TEXNI1) (PEIT1). (DEX3). (ETNIK1) .

3.3. e2

e2 ( 3), 0,027 14,34%, (DYEN1) (ANA1). (DYEN1) (ANA1) .

3

(DYEN1) (ANAP1) (NEOT3), (TEN2), (K EX1) (FOBO3)

- -

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(PKAT3), (MPOR3), (NEOT2), (TEXN3), (XRHS3), (GRH3), (STRO3), (AXRE3), (ANA1),

3.4. e3

e3 ( 2.4) 0,019 10,43% . (3) (2) - .

4

(3) (3), (XRHS1) (MATH3) (MATH2) (DYEN2) .

3.5. e4

e4 ( 5) 0,017 9,40% ASXE2 ASXE2, , .

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5

(AGX1) (1) (ASXE2). (EYX2), (ANA2) (XAX1), (MPOR1), (NEOT1) (ASXE1).

3.6. e1 x e2

e1 x e2 ( 6) 48,98% , . . .

(e1+, e2 +), (STRO3), (GRH3), (XRHS3), (TEX3), (K EX2), (APOG2), (NEOT2), (PKAT3), (DYEN3), (XAX2), (DEX1), (PER1), (AXR1), (TEXN1), (SYN2) (YPOL3).

(e1, e2 +), (4), (ASXE3), (YPOL2), (DEX2), (AXRE3), (ANA1) (MPOR3).

(e1, e2 ), (PER2), (SPAN1), (AXRE2), (TEXN2) (DYEN1).

- -

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6

(e1+, e2 ), (K EX1), (NEOT3), (ANAP1), (FOBO3), (ETHNIK1), (PEIT1) (DEX3).

3.7. e1 x e3

e1 x e3 ( 7) 46,25% , e1, (4) (1) , e3, (2) (3).

.

. .

(e1+, e2 +), (1) (2), (2), (R1), (S2), (P1), (D3) (TEXN1).

(e1, e2 +), (4) (DYEN2), (YPOL2) (PER2).

(e1, e2 ), (ASXE3), (SPAN1), (DEX2), (AXRE2) (MATH3).

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7

(e1+, e2 ), , , (ETNIK3), TEXN3, (XRHS1), (DYEN3), (YPOL3) (PER1).

3.8. (e2, e3)

(e2, e3) ( 8) , .

8

- -

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(e1+, e2 +), (DYEN2), (MATH2), (MPOR3), (PKAT3), (POG2), (XRHS3) (STRO3), .

(e1, e2 +), , (NEOT3), (TEXN2), (ANAP1), (K EX1), (FOB3).

(e1, e2 ), (DYEN1), (XRHS1) (ETNIK3).

(e1+, e2 ), (MATH3), (NEOT2), (KXE2), (TEX3), (GRH3), (AXRE3) (ANA1).

4.

, , . , , , . , , .

. .

. (2000): , , .

, ., (2003). , , . .

., . (2001). . , 1, 65-74.

13 - 7-9 2010

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, . (2002). . , 1, 5-11, . , .

, I. (2007). , Gal, .,Ginsburg, L. & Schau, C. (1997). Monitoring attitudes and beliefs in statistics edu-

cation. In I. Gal y J.B. Garfi eld (Eds.) The assessment challenge in statistics education (pp. 37-51). Netherlands: IOS Press.

Mvududu . (2003). cross- cultural study of the connection between students; attitudes towards statistics and the use of constructivist strategies in the course. Journal of Statistics Education, 11(3). On line: www.amstat.org/puplications/jse.

Schau, C., Stevens, J., Dauphinee, T. L, & Vecchio, A. (1995): The development and validation of the Survey of Attitudes Toward Statistics. Educational and Psy-chological Measurement, 55(5), 868-875.

Seggers, G., Boekaerts, M. (1993). Task motivation and mathematics achievement in actual task situations. Learning and Instruction, 3, 133-150.

.. . . - .Email: sofan@uom.gr, sanastasiadou@uowm.gr.

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, ,

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1 . . , . , , , .

Summary

This paper is a case study and took place in a multicultural classroom in 1st Kindergarten at N. Erithrea in cooperation with the neighboring primary school. Our researchs interest focused on: the idea of students identity confi rmation (and all of those are involved), their awareness about the sustainable development and their easier transition from kindergarten to primary school. The conclusions of this case study interline that when the preschoolers are involved in innovator didactical activities, they induce and enhance their knowledge, regard of the otherness and present signifi cant changes on their opinions relatively the primary school.

1.

, , , , . , . 2009-2010, 1 / . 1 . . , ( ) ,

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2.

2.1.

. . 1. , , 4 2. 3 , . , . , . , (third place), , , . , - 4, , , . , , , . , , , . , ,

1 . Fitzgerald (1999), . , , , , ,. , 2010, 2 . Clyne & Ozolin, (2001), Immigration and Language Policy in Australia. In extra, G. & D. Gorter(eds).The other languages of Europe, Clevedon: Multilingual Matters, p.p.371-390 . , , 2009, ., 2009,.83 . . , , (2002), .11-204 . . , , (1997) . , . , 1997, 78

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- 43 -

. , project, (, ..).

2.2.

5 , , . , - , , . , , - . 6 , .

2.3.

, 7, . 8 - , , (, ). , 9, ,

5 . & , 303/13-03-2003, 304/13-03-2003, & . .6 . Bertalanffy, (1968), De Rosnay (1975), . , : , , 2 , 2006, . 664-6657 . S, Brostrom, Communication and continuity in the transition from Kindergarten to school. In: H. Fabian & A.W. Dunlop(Ed): Transitions in the Early Years. Debating continuity and progression for young children in early education. London and New York: Routledge Falmer, 20028 . H. Nickel, Das Problem der Einschulung aus okologisch- systemischer Perspektive, Psycologie in Erziehung und Unterricht, (1990), Jg., 37,217-2279 . . , . & . , ( etwinning), ( 2009), 6 - & , 2.0, 2009 , 286-298

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, . E , , , .

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13 - 7-9 2010

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9. ; 10. ; 11. .

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; 7. ;

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13 - 7-9 2010

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. , . 5) . , , , . . . , , .

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, . . . . . 40% . 9% . , . , . , , , (40% ). .

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, . . , . , . 80% - . . . . , , . , .

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13 - 7-9 2010

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. , . . . , , . , . , . , , , , , . , , .

4.4. post-test

O . , , . . . . . , . . . .

5. - -

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- -

- 51 -

. , . , , , .

, . (2010), , , . :

. , . & . (2009), ( etwinning), ( 2009), 6 - & , 2.0, 2009 ,

, & , . (2010), , 74. :

, & , . (2008), : Gutenberg

, & , .(2007), , :.

, . (2004), . , : Gutenberg

, . (1997), , , . (2002), , ,

2002, .(2006), :

, 2 2006

, . (2009), : , , . :

Cummins,J.(2005), . , . , ., , : Gutenberg

Cummins,J. (2000), Language, power and pedagogy. Bilingual children in the crossfi re, Clevedon. England : Multilingual Matters.

13 - 7-9 2010

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Kapelou E & Fournari. M, The results in preschoolers knowledge and their intercul-tural education by etwinning using, In the Proceedings of Eutic 2008: Major questions concerning e-learning (E-pedagogy: mediation of the instrument, human mediation), 2008- Lisboa ( )

H. Nickel, Das Problem der Einschulung aus okologisch- systemischer Perspektive, Psycologie in Erziehung und Unterricht, (1990)

H : http://www.kpe.kastor.kas.sch.gr/kpe/yliko/sppe2/oral/PDFs/663-672_oral.pdf ( 08/03/2020)

Europa-glossary-sustainable development http:/www.europa.eu/scadplus/glossary/sus-tainable_development_el.htm ( 19/03/2010)

http://www.pi-schools.gr/programs/depps/ ( 22/03/2010)

, . , , . (.. 407/80). , .

(20) . , . 1 . (12) (, , , .). , .

, 5 . . 1 . .

- -

- 53 -

-

, , . , , , , , .

Summary

One of the main targets of Early Childhood Education is to strength the sensitivity of infants to different individual needs, understanding the position of the other, solidarity and collaboration. This review focuses on present, how, through a program of interdisciplinary approach, the children were achieved at appropriate developmental practices, useful and exploratory activities of Intercultural Education, and they were opened more in the diversity.

1.

, - ( , ), . , , . , , 1.

, , . , 2.

, . , .

1 , . (2001). . , 411.2 , . (2002). . . , . 99.

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, , , , 3. o o, , , , 4.

2.

, . , . . , . .

. , . , . , , , , . , , , . , , , 5.

3 , . (1988). . . , , . 24-25.4 , ., , . (2003), . http://6dim-diap-elefth.thess.sch.gr/5 Cummins, J, (2005). . . . . . . . . . . 2. , . 279.

- -

- 55 -

, . , , .

3.

, . . , , , , , , , . , , , , , , 6.

. . , 7. . , , , 8. , , , . , , ,

6 , . (2000). . . , . 186-187.7 , . (1996). . . 8 , ., , ., & , . (2006). . . . , 36.

13 - 7-9 2010

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.

, 9.

4.

, . , . . , 10.

, , , . . , , , , . , . . , 11. , . , . , , , , , , ..12.

, , .

9 , B. (1997). . , . 214.10 , . (2000). . 4. , . 74.11 , . (1988). . . . , . 18-19.12 , ., & , . (1998). . . 2. , . 34.

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. , , , 14. 21 . 15.

6.

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13 , . (1996). , . . . , .289-201.14 , . (2006). . , . 39.15 Cummins, J, (2005). . . . . . . . . . . 2. , . 279.

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7.

. , .

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8.

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16 Helm, J.H., & Katz, L. (2002). . .

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UNICEF.

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13 - 7-9 2010

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, B. (1997). . : . , . (2001). . : ., . (2002). . .

: . , ., , ., & , . (2006). .

. . :

, . (1988). . . . : .

, . (1988). . . . : .

, . (2000). . 4. : .

, . (1993). . . 1. : .

, . (2000). . . : .

, . (2006). . : ., ., & , . (1998). . .

2. : ., . (1996). . : Gutenberg.

Cummins, J, (2005). . . . . . . . . . . 2. : Gutenberg.

Helm, J.H., & Katz, L. (2002). . : ., . (2001). ,

. : ., . (1996). , . . . :

.

, ., , . (2003), . .: http://6dim-diap-elefth.thess.sch.gr/

- -

- 63 -

. . (2005) (2009) (2009). : , 2008.

43 . . . - . . .

13 - 7-9 2010

- 64 -

:

, o . . .

Summary

A basic target of an intercultural approach in teaching History is, via the study of various civilizations, to enable students acquire an elementary cognitive background about global civilization eager to support their presence in a multicultural environment. The realization of the fact that all the people should pay their share to the global civilization, contributes to the creation of a climate of tolerance and respect towards the different and helps to restrain nationalistic and racist perceptions which school History has cultivate for centuries. The familiarity of the children with other cultures is a basic step towards this direction.

1. 19 , 2.

, ,

1 . (1998), , , , . 344.2 , (2004)., , , . 203

- -

- 65 -

3., 20

- - . , , , 4. H 5.

1. :

- - , . , 6. , .

, , , , , , , . , 7.

. , , , . , :*

3 (1998)., , , , .346-352.4 ., : , : , , ,. 9-14.5 .(2007) , , ,, . 126 . : , : http://www.rhodes.aegean.gr/ptde/revmata/issue2/7Mavroskoufi s.pdf ( 18-1-10)7 ., , , , . 345.

13 - 7-9 2010

- 66 -

8. , .

* , . * ,

.* , ,

.*

, - .

* , 9.

* H 10

2. -

11, , , 12. , . , , . , , , 13.

8 , : www.schools.ac.cy/eyliko/mesi/themata/istoria/pdf/his35.pd ( 15-1-10).9 Stradling, R. (2001). Enseigner l Histoire de l Europe du 20e sicle, Strasbourg: Editions du Conseil de l Europe, . 10-14.10 ., , : http://www.rhodes.aegean.gr/ptde/revmata/issue2/8Vouri.pdf ( 28-12-09).11 Remi H., La pratique du journal, comme construction du moment interculturel. : http://www.rhodes.aegean.gr/ptde/revmata/magazine.html ( 18-1-10). 12 2008-9, , .13 ., (2004), , , ,

- -

- 67 -

25 , , 32000 15 . 14.

, - - , , -. . , 15 , (, ..), , . , ( .) .

, , , , :1.

- , (, ,..) .

2. , , (Compensatory strategies) 16, , , 17.

3. , ,

. 280-281.14 Angvik M von Borries B., (1997), Youth and History. A Comparative European Survey on Historical Consciousness and Political Attitudes among Adolescents, . Tutiaux Guillon N., Mousseau M.J., (1998), Les jeunes et lhistoire. I dentits, valeurs, conscience historique, .15 Jordan, C. (1985), Translating culture: From ethnographic information to educational pro gram. Anthropology and Education Quarterly,. 16, . 105-12316 E . Stradling, R. (2001). Enseigner l Histoire de l Europe du 20e sicle, Strasbourg: Editions du Conseil de l Europe, . 100-102.17 Stradling, R. (2001). Enseigner l Histoire de l Europe du 20e sicle, Strasbourg: Editions du Conseil de l Europe, .88.

13 - 7-9 2010

- 68 -

18.4.

19, 20.

5. 21.

( ), , . , , 22.

, , , , . , , . , project, 23.

, , , . , , , , , , ., , ()24, , , . , ,

18 Stradling, R. (2001). Enseigner l Histoire de l Europe du 20e sicle, Strasbourg: Editions du Conseil de l Europe, .88.19 Matozzi I., (2006), , : ., ., (.) 21 , , ., 139-155.20 Febvre L., Leuillot P. (1950), Lenseignement de l histoire, Cousinet R.(.), : Leons de Pdagogie, , . 92-111.21 ., (2008), , , , . 234-236.22 X ., (1995), , , , ,. 5723 ., (2004), , , , . 298-299.24 ,. , : http://www.epyna.gr/~agialama/synedrio_syros_3/daskaloi_nipiagogoi/mavrantonaki513_519.pdf ( 17-1-10)

- -

- 69 -

, , 25 . . .

, , . , , 26. ., 27.

3.

1

, , , , . , , (.. , .) .(.. ). , , , . , , . , (, , ..) , ( .) , , (.., .) O , , , , , , , , , , , , . K

25 Tally, B., History Goes Digital: Teaching when the Web is in the Classroom, http://www.dlib.org/dlib/september96/09tally.html ( 17-1-10)26 ., (2009), , , , .80-81.27 .,(2005), . , : , 1. . 7-18

13 - 7-9 2010

- 70 -

( .), , , , .

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4. project

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) , . ( , , . .)

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

) ( , ...).

) , 28 , , , ., , .

28 ., , , , . 38-39.

13 - 7-9 2010

- 72 -

B

., (2005), . , : , . 1

2008-9, .,

., (1998)., ,, , . (2007) , , ., , , ., (2009), ,, , ., : , :

,,, , ., (2004), , ,

., (2008), ,, , X ., (1995), , ,,

,

Angvik M, von Borries B., (1998), Youth and History, Comparative European Sur-vey on Historical Consciousness and Political Attitudes among Adolescents, 1997.

Tutiaux Guillon N., Mousseau M.J., Les jeunes et lhistoire. Identits, valeurs, con-science historique,

Jordan, C. (1985), Translating culture: From ethnographic information to educational program. : Anthropology and Education Quarterly, 16. .

Matozzi, I. (2006) , . : . , ., (.), 21 , :

Stradling, R. (2001), Enseigner l Histoire de l Europe du 20e sicle, Strasbourg: Editions du Conseil de l Europe.

Febvre L., Leuillot P. (1950), Lenseignement de l histoire. : Cousinet R., , (.), Leons de Pdagogie.

, : www.schools.ac.cy/ey-liko/mesi/themata/istoria/pdf/his35.pd ( 15-1-10).

., , : http://www.rhodes.aegean.gr/ptde/revmata/issue2/8Vouri.pdf ( 28-12-09)

- -

- 73 -

., , : http://www.epyna.gr/~agialama/synedrio_syros_3/daskaloi_nipiagogoi/mavrantonaki513_519.pdf ( 17-1-10)

. : , : http://www.rhodes.aegean.gr/ptde/revmata/issue2/7Mavroskoufi s.pdf ( 18-1-10)

Remi H., La pratique du journal, comme construction du moment interculturel : http://www.rhodes.aegean.gr/ptde/revmata/magazine.html ( 18-1-10)

Tally, B., History Goes Digital: Teaching when the Web is in the Classroom, http://www.dlib.org/dlib/september96/09tally.html ( 17-1-10)

B

..., . .. , . 1 .

13 - 7-9 2010

- 74 -

-

. , . , . Progress : 4 2010 .

Summary

The present paper focuses on the presentation of the intervention in Aratos settlement, Municipality of Filiras, Rodope Prefecture, which involved the preparation and staging of a theatrical performance with Primary and Secondary School children, aimed at their empowerment and reinforcement of their student identity. The intervention was realized as a good practice in the co-fi nanced by the Ministry of Labor and the European Committee Progress project, entitled as Faces of discrimination and intervention policies amongst vulnerable social groups. The play was presented at Komotini Old Amphitheatre of Law School Democritus University of Thrace on 4 March, 2010, as an open event hosting a big audience and many guests.

1.

, , Progress: . . , , . , , ,

- -

- 75 -

. , , 4 2010, , , , , . , , 70%. , .

2. :

, , , , (Drewry & Clark, 1985). Halliman (1976), . , . (Asher & Coie, 1990) - .

. , . . . . . , . . , .

. , . , , .

13 - 7-9 2010

- 76 -

, . , , , .

, . , , , , (, ., , ., . 1998). , . , , - , . , , .

Winnicott (1979), , , , , . , , , , , .

, . , , . Schoenmakers 26-29 2010.

Evreinov 1927 , , , , , . , , , , , , , , , , : , . , (Landy, 2001).

, .

- -

- 77 -

, . , , , , , . , , , , , (, , 2007).

, (1996), . , , , . , , . , , , .

3.

, . (Unesco Guidelines on Intercultural Education, Paris) - . .

, , , , (Expert Meeting, Unesco Paris, 2007). . , .

13 - 7-9 2010

- 78 -

, , .

4.

.

, (1998), , , , . , , , . , , , . , , , , ( ).

, , , .

, .

5.

, , , , , Progress,

- -

- 79 -

. , , , . .

- . . , . , , , , . (4-5 ) .

. . . , , , . internet caf, . , , .

, . . . , . . , , , , .

, , , , . ,

13 - 7-9 2010

- 80 -

. , , . . , . , .

, , . , . (, 2006)

4 2010, , 3 4 , 2010. . , . , , , , , . , .

, , , ,

6.

, .

.

- -

- 81 -

.

, . , , . , , . , , , . , , , . , , . , . , , , , . . , , , , . , , . , , , , , .

. , , , . , , , , . , , , . , . .

13 - 7-9 2010

- 82 -

. . , , .

, , , , .

, , , , .

. . , , , . , , . , , . , , . . , , , . , , , , . .

, , , , .

- -

- 83 -

, , .

, : , . , . , , .

(1984), , ., . (2006), , , ., ., , . (2007), , :

., . (1996), ( 2) :

Gutenberg.Landy, R. (2001) , ., . (1998) ,

. ., .(1998) . , ,

, Gutenberg.Winnicott () D. (1979), , , ,

.

Asher S. & Coie J. (eds) (1990), Peer Rejection in childhood, New York, Cambridge University Press.

Drewry D. & Clark M., (1985), Factors important in the formation of preschoolers friendships, Journal of Genetic Psychology, vol 146, p.p. 3744.

Evreinov, N. (1927), The Theatre in Life, New York, Harrap.Halliman M (1976), Friendship Patterns in open and traditional classrooms, Sociology

of education, vol 49, p.p. 254-265.

13 - 7-9 2010

- 84 -

, Hull . , , . .

. (Msc) ... . (.. 407) ...

- -

- 85 -

,

. , , .

(, , ) , .

Summary

A fundamental principal of intercultural education is equal interaction of cultures. Traditional game, folk music and traditional dance as carriers of culture and culture and, also, as matters of a cross-thematic approach can contribute signifi cantly to achieve the above goal. Main purpose of this project is to present practical examples of actual cooperation between all teachers (class teachers, trainers, music teachers and other) to prepare such cross-thematic work projects so that interculturalism to run the whole course of study not just a few subjects.

1.

1, . 2.1) ( )2) 3) .

1 , , 20052 , ,1997

13 - 7-9 2010

- 86 -

, .

2. ,

, , . , , . , , 3.

. , , 4. , . ( , , , )5.

: , , projects6.

3.

(2003) , , , . .

3 & , , , 19994 , / , 20075 , , , , 20016 , , 2000

- -

- 87 -

.

4.

4.1.

, .

.

.

.

. .

, , , .

- . Vygotsky . . .

, , , , - .

, 7.

7 , 2010

13 - 7-9 2010

- 88 -

4.2.

, . . , , , , , . , , , , .

. , , . .

. . , .

, 8.

, .

4.3.

(2003) : , , , , , , , . :

( ) (, , , ..)

8 ., 2006

- -

- 89 -

( ) ( ) ( , ) (, )

, . : ( ), ( ), ( ), ( ), ( ), (), ( , ), (), (), (), () ().

4.4. .

. , . .

: , , ..

, .

, . . . .

. . .

13 - 7-9 2010

- 90 -

. .

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, :

: , , , .

5.

, . . , , , , , . , . .

. . , . , , .

. .

. projects , , , , . .

- -

- 91 -

6.

. . . , , , .

. . , , . .

, , .

6.1.

, . project . .

, : .

: :

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. , . .

13 - 7-9 2010

- 92 -

, . . .

. , , , . , . . , , . . . . . . .

: .

- -

- 93 -

, . (2005). : . . . (.), . . . , - . . ., 16 2005 (.31-39), : .

, .(1997). . . : Gutenberg.

, .(2007). / . . -.(), , , , 2007, (. 144-158), .

, ., & , . (1999). , . , , 16, 2008, http://6dim-diap-elefth.thess,sch.gr/Greek/Diapolit-ismiki_Ekpaidefsi/EishghseisDiapolEkpshs/EishghseisDiapolEkpshs1999/di-mioyrgia_enos_fi likou.pdf

, . (2000). . . : .

, . (2001). , , . . , & . (.), , - / , 6-8 2000, (.331-340), : .

. : http://www.hape.gr/emag/vol4_3/hape149.pdf

18 . , .

13 - 7-9 2010

- 94 -

-

,

. . .

Summary

In this study we present you how can somebody watch the development of lesson physical education in primary minority school of prefecture Xanthi. We can see this progress, how important is the effect of these lessons in relation with the total of stimulant which the students takes and the relation with Greek language. You watch then, by a class information, about lingual stimulant who the students takes in from the Physical education and they positively totally infl uence in relation with their performance in ability of production written and oral speech.

1.

. . - .

2.

, .

. ..

- -

- 95 -

/ / / / /

13 - 7-9 2010

- 96 -

. .

() , () , () , ()

, .

, ,

- -

- 97 -

.

3.

& , 2 .

.

2 . .

5 . .

(volley-ball)

2 . 5 . 3 2

( ). 2 . 1 2 25 . 3

1-1 , 15 - 2 2 .

: 1, 2 . 2 .

. , .

.

. (, ),

.

. . 4,5 6

13 - 7-9 2010

- 98 -

.

(volley-ball)

1. ( );

2. ;3. 1 , 2

3 ;4. ;5. ;

1.2.3.4.5.

, , , ( ).

, , ( ).

+ .

4.

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- -

- 99 -

(hand-ball)

- 2 . 12 . 7 5

( ).

. - ,

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- 2 3 . -

. .

. 15 10 15 . - 15 30 .

(hand-ball)

1. -;

2. -;3. -

;4. - ( );5. -;6. - ;

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,

13 - 7-9 2010

- 100 -

. , .

, .

. . . , .

.... ( ).

1981. 1 1999. .. , , 6.16 .

. ..... ..., 1990, 8,11 10. . . 12 .

- -

- 101 -

, .

- -

, . . .

, . , . , .

Summary

In the following introduction the presentation of the phenomenon of school violence and bullying, as well as the ways of dealing with it is accomplished. The research shows that the problem is a fact actual in the schools of our country. Therefore the need for existence and application of necessary policies for its limitation is strengthened.

We initially focus on the defi nitions, the consequences and the ways in which this particular social phenomenon appears. Next, Greek and foreign researches are presented, along with the corresponding results related with the role of the school and the factors that caused the school delinquency. Finally, the programmes of preventing school violence and the ways of dealing with/ treating this phenomenon are brought out.

1.

, . , , . . , . , , , (, 1989). , , , (, , 2001 ; Andreou, 2001). (, 2001).

13 - 7-9 2010

- 102 -

, , , . , , . , , , (Andreou, 2000 ; Pateraki & Houndoumadi, 2001).

, . (, 1996). , ( , 1999). bullying . bullying , . (, 2001). , . . , ( - & , 2004). , . , ( - & , 2004). , , : (Herbert,1991). , . , (Achenbach, 2002).

: , , . B , , , , , , , . B (Flouri, Buchanan,2002a). , (, 2000). Olweus (1993, 1996) (bullying) :

- -

- 103 -

, (Smith, 2000). .

2.

, . , , (Andreou, 2000). , , (Pateraki & Houndoumadi, 2001).

H , , (1996), . , , . , , (Smith,2000; Spera, 2005), .

, (2000), . 3.000 , 450 . , . , , , , , . , , , , , . , , , , .

13 - 7-9 2010

- 104 -

(2000), 8 12 , . 10% , 20% 18% . , (Baldry & Farrington, 2004), (Stavrinides, 2005) , , (Salmivalli, C., Lappalainen, M., & Lagerspetz, 1998 & Salmivalli, & Voeten, 2004)

Smith, Nika & Papasideri (2004). 10 18 . , . , , , (Flouri & Buchanan, 2003). , . , , , .

2007 , , 300 , 60% . , . , . ( & , 2007). , , .

3.

, , ,

- -

- 105 -

. , , , (, 2000). . , (, 1985). , (, 1994).

. , . , . , , . . , . (, 2000; & , 2001).

, , , , ( , 2001). , (, 1999 ; & , 2001). , , (url: www.fa3.gr). , , , , , , , (, , , 2000). (, 1985; , 2001;

13 - 7-9 2010

- 106 -

& , 2004).

4. -

, , , . , , , . (, 2003). , . No blame approach ( ) George Robinsons Mainew Barbara (Weare, & Gray, 2000). , , , . (Bellmore, Witkow, Graham, & Juvonen, 2005) . , , . , (, 2003). . . ( ) . , (url: teachingtreasures.com.au).

, , . , (, 2006).

,

- -

- 107 -

. (, 2002). , . , , , ( & , 2001).

, . (2001): . , , .

, . (2004). : ,, . -, .& , . (.), : . : .

., (2000), , , , .

, .. (1996): . , , Gutenberg, .

., (2003), . , , .

-, . & , . (). : . ,

., (2002), . , 2 , , , . 738-753

., ., - ., (2005), - , ,

., (1999), . , , . . , .

., : , , www.fe3.gr

., (1999), , , , , (. ., .,), , ,

13 - 7-9 2010

- 108 -

, . (.), (1999), ,

, , , . .,(1995) . ,

Gutenberg, .,(2001), .

,Gutenberg, . ., ; ,

,9, 2006 ., .,(2001)

, - , , ., (1994): , ,

., .,(1989): , ., , . , ., (1995):

, 81, 42-50. .,(1985), ,

, ., (1996), , , .,(1985), .

, , , ., , . , ., (2000):

. 2:1, 97-111.Achenbach, T.M. (2002). Achenbach

(. . ). . (.), , :

Andreou, E. (2000). Bully/victim problems and their association with psychological con-structs in 8- to 12-year-old Greek schoolchildren. Aggressive Behavior, 26, 4956.

Andreou, E. (2001). Bully/victim problems and their association with coping behavior in confl ictual peer interactions among school-age children. Educational Psychol-ogy, 21, 5966.

Baldry, A.C., & Farrington, D.P. (2004). Evaluation of anintervention program for the reduction of bullying and victimization in schools. Aggressive Behavior, 30, 1-15.

Bellmore, A.D., Witkow, M.R., Graham, S., & Juvonen, J. (2005). From beliefs to behav-ior: The mediating role of hostile response selection in predicting aggression. Aggressive Behavior, 31, 453472.

Bullying at work and in the classroom Teaching ideas and Suggestions about bullying in the classroom (http://teachingtreasures.com.au)

Flouri, E., & Buchanan, A. (2003). The role of mother involvement and father involve-ment in adolescence bullying behaviour. Journal of Interpersonal Violence, 18(6), 634644.

Flouri, E., & Buchanan, A. (2002a). Life satisfaction in teenage boys: The moderating

- -

- 109 -

role of father involvement and bullying. Aggressive Behavior, 28, 126-133.Herbert, M (1991). Clinical child psychology. New York: WileyOlweus, D. (1993). Bullying at school. Cambridge: Blackwell.

Olweus, D. (1994). Annotation: Bullying at school: Basic facts and effects of a school based intervention program. Journal of Child Psychology and Psychiatry, 35, 1171-1190.

Olweus, D., Limber, S., & Mihalic, S. F. (1999). Blueprints for violence prevention, book nine :Bullying prevention program. Boulder, CO: Center for the Study and Prevention of Violence.

Pateraki, L., & Houndoumadi, A. (2001) Bullying among primary school Children in Athens, Greece, Educational Psychology, 21(2), 169-175

Pellegrini, A. D., Bartini, M., & Brooks, F. (2000). A longitudinal study of bullying, victimization,and peer affi liation during the transition from primary school to middle school. AmericanEducational Research Journal, 37, 699-725.

Salmivalli, C., Lappalainen, M., & Lagerspetz, K. M. J. (1998). Stability and change in connection with bullying in schools: A two-year follow-up. Aggressive Be-havior, 24, 205 218.

Salmivalli, C., & Voeten, M. (2004). Connections between attitudes, group norms, and behavior in bullying situations. International Journal of Behavioral Develop-ment, 28, 246258.

Smith, P.K., Nika, V., & Papasideri, M. (2004). Bullying and violence in schools: An in-ternational perspective and fi ndings in Greece. Psychology, 11, 184-203.

Smith, P. K., & Brain, P. (2000). Bullying in schools: Lessons from two decades of re-search Aggressive Behavior, 26, 1-9.

Spera, C. (2005). A review of relationships among parenting practices, parenting styles and adolescent school achievement. Educational Psychology Review, 17(2), 125146.

Stavrinides, P. (2005). The formation and the effects of parental involvement in the childs cognitive development and psychological adjustment. Unpublished Doctoral Dissertation, University of Cyprus, Nicosia.

Smith, P. K. (2000). Bullying and harassment in schools and the rights of children. Chil-dren & Society, 14, 294-303.

Weare, K. and Gray, G., (2000): , , .

1966. 19 16 . - ... (1988) (2003). (2009)

13 - 7-9 2010

- 110 -

. 1990 . 2001 1 ... , 2005.

1979. . .. (2002). 2004 (MSc) & (Logistics & Optimization) (UK). (2006) . -18.02 2006. , (, ...) .. (, , ....) 2009 .... .

1976. . & / .. ( 2001). (2006). (2009). (Profi ciency) (Certifi cat). -19 2001 ( ), 2004 1 . () .. ( ).

- -

- 111 -

: ()

-

, , , , / . , .

Zusammenfassung

Im vorliegenden Beitrag werden Teilergebnisse eines umfassenderen empirischen Forschungsprojektes zum Thema Nationalismus und die Medien vorgestellt, welches in wissenschaftlicher Kooperation zweier Universitten (Democritus Universitt und Universitt von Ioannina) durchgefhrt wird. Zentralen Ausgangspunkt des Forschungsvorhabens bildet die Annahme, dass Musik als Massenmedium eine bedeutende Rolle bei der Konstruktion subjektiver Wirklichkeiten und nationaler Identitt(-en) zukommt. Anhand der durchgefhrten qualitativen Rezipientenforschung mit Lehramtstudierenden konnten unterschiedliche Muster subjektiver Wahrnehmung und individueller Nutzung der sozialen Deutungsmustern herausgearbeiteten werden, wie sie in dem ausgewhlten Musikmedium prsentiert und angeboten werden.

1.

, , , , , , . , , . , , . (soziale Deutungsmuster1)

1 Lders, Ch., Meuser, M. (1997), Deutungsmusteranalyse. : Hitzler, R. & Honer, A. (edit.), Sozialwissenschaftliche Hermeneutik, Opladen: Leske & Budrich, . 57-79., Meuser, ., Sackmann, R. (1992), Zur Einfuehrung: Deutungsmusteransatz und empirische Wissenssoziologie. : Meuser, M. & Sackmann, R. (edit.), Analysen sozialer Deutungsmuster. Beitraege zur empirischen Wissenssoziologie,

13 - 7-9 2010

- 112 -

, . , . , , .

2.

2, , (hip hop) , , . , , Frith3, : ) ( , )

,

) (popular) ,

) hip hop (performing) ,

, , .

, . , , , , 4, , .

, , . , , , 5.

Pfaffenweiler: Centaurus, . 9-37. 2 Riggenbach P. (2000), Funktionen von Musik in der modernen Industriegesellschaft. Eine Untersuchung zwischen Empirie und Theorie, Marburg: Tectum Verlag, . 228.3 . Frith S. (1996), Music and Identity. : Halland S., du Gay P. (edit.), Questions of Cultural Identity, London: SAGE, . 109-118. 4 . (2008), , , : .5 Hall . Hall St. (2001),

- -

- 113 -

, , , . Hall, , 6. , , - -.

, , , , . , ( ) , status, , (St. Hall). , .

3. :

, (2001) Terror X Crew. hip hop/rap , : 7 8 . , , (.. ), . : . , . () , , . , ,

Encoding-Decoding. : Meenakshi Gigi Durham, Douglas M. Kellner, eds., Media and Cultural Studies: Key Works, Malden, MA: Blackwell, . 166-176.6 Hall St. (2001), .., Encoding-Decoding. : Meenakshi Gigi Durham, Douglas M. Kellner, eds., Media and Cultural Studies: Key Works, Malden, MA: Blackwell, . 169.7 : http://paraxenos.blogspot.com/2006/07/terror-x-crew.html 8 : http://www.hiphop.gr/page/18

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