School failure (Doctoral thesis)
Φλουρής, Γεώργιος Π.
Many factors contribute to the emergence and spread of school failure, which is a timeless phenomenon. The purpose of the present survey was to investigate the views of the teachers about the phenomenon of school failure. Specifically, the individual objectives of this research were to examine the following: a) the conceptual specification of school failure, b) the factors that are involved in the appearance of school failure, c) the factors that facilitate or obstruct, the tackling of school failure, d) practices for the confrontation of school failure. In the survey, which was conducted with the method of semi-structured interview, fifty (50) primary school teachers participated from the most of Regions of secondary local authorities of country and both sexes and different levels in terms of years of work experience. Teachers’ responses have shown that there is no agreement on how to define school failure. Also, it was found that the most significant factor that affects the school failure is the family (parents’ expectations, parents’ social-economic background, parental style, function conditions of family). Then, follows the factor of school (educator and practicing educational policy), and finally the individual factors (the pupil’s personality, the existence of special educational needs, the psychological and biological factors and the health problems). Furthermore, was found that the inadequate teacher training, the absence of an overall school failure policy, as well as the current (mainly economic) reality do not make it easier the tackling of the phenomenon of school failure. Regarding the proposals for tackling the phenomenon of school failure, teachers referred that an overall redesign of the educational policy is necessary for the effective confrontation of the school failure, with emphasis on the restructuring of the way schools and analytical programs work, to the teachers’ education, but also to the better cooperation between parents and school/educators. All in all, is required an integrated education policy, which will be the result of a public dialogue with all the participants involved in the education (parents, school directors, pupils, educators, experts from higher education institutions), but also study of international practices, adapted to the context of today’s Greek reality. However, further research in this field is required to several stakeholders and by using other methodological tools to draw conclusions that will be more accurate, reliable and valid.
|Alternative title / Subtitle:||οι απόψεις των εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης για τα αίτια και τους τρόπους αντιμετώπισής της|
the opinions of primary education teachers on the causes and the ways to confront it
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών της Αγωγής. Παιδαγωγικό Τμήμα Νηπιαγωγών|
|Subject classification:||Σχολική αποτυχία|
|Keywords:||Σχολική αποτυχία,οικογένεια,σχολείο,εκπαιδευτική πολιτική,school failure,family,school,education policy|
|Appears in Collections:||Διδακτορικές Διατριβές|
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|Δ.Δ. ΦΛΟΥΡΗΣ ΓΕΩΡΓΙΟΣ Π. 2019.pdf||2.34 MB||Adobe PDF||View/Open|
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