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Reconstructing the Everyday Classroom Practices in Greek Primary School Between 1977 and 1982

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• Volume 3,Issue 5, Sept. 2016

Year:

2016

Type of Publication:

Article

Keywords:

Classroom History, Curriculum, Educationalization, Inspectors Essays

Authors:

• Giannakou, Maria

Journal:

IJIRES

Volume:

3

Number:

5

Pages:

313-317

Month:

Sept

ISSN:

2349-5219

BibTex:

@article{702, author = "Maria Giannakou", abstract = "The present study is focused on the reconstruction of the historical context of Greek primary education from 1977 to 1982, interpreting the inspectors’ essays by the theoretical framework of classroom history and the theory of educationalization. The curriculum of the time as a tool of ideological orientation is classified and evaluated relative to its use as transformational mechanism within the educational process. The conclusions of the study indicate that the above theoretical framework is corroborated and the everyday classroom practices were an after-effect of the dominant role of teachers in the school culture.", issn = "23495219", journal = "IJIRES", keywords = "Classroom History, Curriculum, Educationalization, Inspectors Essays", month = "Sept", note = "This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/", number = "5", pages = "313-317", title = "{R}econstructing the {E}veryday {C}lassroom {P}ractices in {G}reek {P}rimary {S}chool {B}etween 1977 and 1982", volume = "3", year = "2016", }

Note:

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/

Abstract:

The present study is focused on the reconstruction of the historical context of Greek primary education from 1977 to 1982, interpreting the inspectors’ essays by the theoretical framework of classroom history and the theory of educationalization. The curriculum of the time as a tool of ideological orientation is classified and evaluated relative to its use as transformational mechanism within the educational process. The conclusions of the study indicate that the above theoretical framework is corroborated and the everyday classroom practices were an after-effect of the dominant role of teachers in the school culture.

Full text: IJIRES_702_FINAL.pdf Online version [Bibtex]