This study describes two heterogeneously grouped second-grade classrooms during the 1998-99 school year. One class featured collaborative team teaching, and the second class was taught by a traditional single teacher. There were 33 regular education students and nine at-risk students in the team classroom and 14 regular education students and eight at-risk students in the one-teacher classroom. One hundred three interviews were conducted with 21 students in the team classroom and 18 students in the one-teacher classroom, with 13 parents, with three teachers, and with the school principal. The researcher observed the two classes 61 times from September to May. Data were organized according to the respondents' perspectives and the observation entries on four themes: classroom social climate; instruction and its effects, including provisions for small-group and individual assistance; distribution of teachers' roles and tasks; and information on the practice of teaming. Regular education and at-risk students in both classes reported that school was a highly positive experience, that their teachers provided motivating instruction; and the social climate was one of group cohesion and help from everyone. Parents confirmed the students' perceptions. Teachers reported that they felt confident meeting the needs of nearly all students in both classroom settings. The school principal agreed with the teachers but believed that it was easier for the team-teaching pair to meet their goals. The researchers' field notes supported the interview data. Results were interpreted by defining the general themes that emanated from the data and by delineating guidelines for effective teaming and elaborating on problems to be avoided in collaborative team-teaching partnerships. In the classrooms included in this study. Collaborative team teaching appears to offer an important alternative to traditional single-teacher models for both regular education and at-risk students.

Λαμβάνοντας ως δεδομένο ότι η δημοτική εκπαίδευση εξυπηρετεί τις γενικές εκπαιδευτικές ανάγκες και αποτελεί τη βάση της όλης εκπαίδευσης, είναι εύλογο ότι θα έχει καταβληθεί ιδιαίτερη μέριμνα, αλλά και ότι θα καταβάλλεται για τη διαρκή επέκταση και βελτίωσή της. Στην παρούσα μελέτη εξετάζεται η διείσδυση και επέκταση του σχολικού δικτύου της πρωτοβάθμιας εκπαίδευσης, ειδικότερα τα μονοθέσια δημοτικά στην επαρχία ανατολικής Αιγιάλειας, από τη σύσταση των δημοτικών σχολείων έως τις μέρες μας. Επίσης εξετάζεται η σχέση και η αλληλεξάρτηση της διείσδυσης των δημοτικών σχολείων σε σχέση τόσο με την οικονομική, πολιτική και δημογραφική εξέλιξη, όσο και ως προς την επίτευξη κοινωνικής δικαιοσύνης μέσα από την εκπαιδευτική πολιτική που εφαρμόστηκε στην Ελλάδα. Εξετάζεται ειδικότερα, εάν οι εφαρμοζόμενες εκπαιδευτικές πολιτικές, που κατά εποχές υλοποιήθηκαν από τις ελληνικές κυβερνήσεις, συντέλεσαν στην ένταξη των κοινωνικά και οικονομικά αδύναμων μαθητών στο σχολικό σύστημα, καθώς η τρέχουσα περίοδος είναι η εποχή που το πρόβλημα της βελτίωσης της ποιότητας της εκπαίδευσης θεωρείται κάτι περισσότερο από έντονο και η πρόκληση για την αναβάθμισή της επιτακτικότερη από ποτέ. / Assuming that primary education serves the broad educational needs and is the foundation of all education, it is reasonable to have paid special attention for the continued expansion and improvement of primary education. This study examined the penetration and expansion of the educational system of primary education, especially the position primary education held in the eastern province of Aigialeia, from the establishment of primary schools to this day. We also examined the relationship and interdependence of penetration of primary schools in relation to both economic, political and demographic trends. We also examined the achievement of social justice through the educational policies implemented in Greece. We especially examined if the Greek governments and the applied educational policies that were implemented during the examined periods, contributed to the integration of socially disadvantaged students in the school system, as the current period is the time when the problem of improving the quality of education and the challenge to upgrade it, is more critical than ever.

Σκοπός της εργασίας αυτής είναι ο Παιδαγωγικός Λόγος του Θεόδωρου Κάστανου (1886-1932) και το Μονοτάξιο Διδασκαλείο Καρπενησίου, όπου τερματίζεται η θητεία του ως Διευθυντή. Ιστορικοερμηνευτικά, αλλά και με περιγραφικές τεχνικές και με θεώρηση του Κόσμου και της Αγωγής ως ενότητας των αντιθέτων (Ηράκλειτος), εστιάζει στη Βιοαγωγή ως μέρος της Βιογραφίας. Αναδεικνύει έναν Κάστανο άνθρωπο, ιδεολόγο, ρομαντικό, επαναστάτη, εθνικιστή, Κοινωνιστή και με Παρσονικούς όρους ανατροπέα, αλλά με λογισμό και με όνειρο. Εισηγείται: 1. Πιλοτικά την βαθμιαία εφαρμογή του νέου σχολείου- σχολείου εργασίας. 2. Την δωρεάν παιδεία. 3. Την οχτάχρονη φοίτηση. 4. Την γενική επιστημονική εκπαίδευση του δασκάλου στην ανώτατη βαθμίδα. 5. Τον δάσκαλο αρμόδιο για την εκπόνηση του Προγράμματος και την υλοποίηση των στόχων του, οι οποίοι απορρέουν από τις Γενικές Αρχές και Σκοπούς που θέτει η Πολιτεία. 6. Την μετεκπαίδευση των όλων δασκάλων πέραν των θεσμοθετημένων. 7. Την αναλογία ενός δασκάλου προς τριάντα μαθητές. 8. Την καθιέρωση της δημοτικής γλώσσας. 9. Το βιβλίο εργαλείο γλώσσας, αλλά και φιλολογικής τέρψης. 10. Τευχίδια αντί Αναγνωστικών. 11. Την ριζική μεταβολή του Προγράμματος με δεσπόζουσα θέση στην ΕΣΔ. 12. Την κυρίαρχη θέση της συνεργαζόμενης κοινότητας μεταξύ των μορφών διδασκαλίας- εργασίας. 13. Τη δημιουργία σχολικών κήπων. 14. «Την ίδρυση ενός πειραματικού πρότυπου σχολείου σε κάθε κεντρική πόλη που εδρεύει επιθεωρητής δημοτικών σχολείων.» 15. Την επαναδιαπραγμάτευση της διδακτέας ύλης, αλλά και την αναβολή της σε ανώτερη βαθμίδα εξέλιξης του παιδιού. 16. Ειδική πολιτική μέριμνα για την Εκπαίδευση των ξενοφώνων. Με τα αιτήματα αυτά η μεταρρύθμιση έγινε μετά από κυοφορία δύο γενεών! / The purpose of this project is the work “Pedagogical Discourse” written by Theodore Kastanos (1886-1932), and the Primary School with one teacher in Karpenisi, where his service as Headmaster was completed. Interpreting historically, along with descriptive techniques and regarding the World and Education as the unity of the opposite (Heracletus), he focuses on Bioeducation as a part of Biography. He reveals these aspects of Kastanos that lead to his human, ideologist, romantic, revolutionary, nationalist , socialist and –in Parsonian terminology- subversive self, but seen through the spectrum of “thoughts and dream”. He suggests: 1. the gradual application of the new school – school of work, in a pilot programme. 2. free education 3. eight-year studies 4. the general scientific education of the teacher in the upper grade 5. the teacher being responsible for the elaboration of the Programme and the realization of its objectives, which stem from the General Principles and Objectives that are set by the State. 6. the training of all teachers beyond the institutionalized education 7. the proportion of one teacher to thirty students 8. the establishment of the Greek vernacular dialect (Dhemotic) 9. the book being the tool not only of language, but also of literary delight. 10. the use of book issues instead of readers. 11. the radical reform of the Programme, being in dominant position in United Collective Instruction. 12. the prevailing position of the collaborating community among the forms of instruction-work.. 13. the creation of school gardens. 14. the establishment of one pilot school in every central city, where inspectors of primary education reside. 15. the re-negotiation of the syllabus, and its postponement for a higher grade of the child development. 16. special political providence for the education of the speakers of foreign languages. Posing these requests, the reformation took place after two generations!

The study intends to allow teachers in the subject of physical education and health to make a comparison between a one-teacher system and a two-teacher system, to make visible the advantages and disadvantages in terms of equivalence and joint assessment. To be able to do that, the teachers need to have worked within the two systems that are relevant for the study. The level of education that will be studied is grades 7–9 at upper grades in compulsory school level. To create an insight into how teachers teach in the different systems, studies concerning two-teacher systems, joint assessment, and educational equity have been read. The study utilizes a thematic qualitative method with a theoretical starting point in hermeneutics where elements of an abductive approach were made via interviews with six teachers within the subject. The interviews in the study showed that there were mixed opinions about the advantages and disadvantages of the two-teacher system. According to the available research, Sweden is far behind in the research of the two-teacher system and its implementation in schools, it has emerged that the two-teacher system is relatively new in Swedish schools. Which was also demonstrated in the interviews that were conducted. The conclusion after the research and results were carried out was that a two-teacher system can increase equality in education, but that it needs to be designed in the right way with a management that knows what a two- teacher system stands for, otherwise the whole concept falls apart. That a higher quality of cooperation is required on the part of the teaching teachers for it to work in a two-teacher system, and that joint assessment is preferable regardless of whether it is a one-teacher or two-teacher system that is used in the education.

Ce travail, dont le titre est : Le modèle d’immersion réciproque en question : enseigner en classe bilingue à New York et à Francfort / Das Two-Way-Immersion Modell im Fokus : Zweisprachig unterrichten in New York und Frankfurt/Main, a pour objectif de répondre à la problématique suivante : comment la conceptualisation du modèle d’enseignement bilingue d’immersion réciproque influence les pratiques éducatives (didactiques et pédagogiques) des enseignants et les productions langagières des enfants, et pourquoi ? / The aim of this study, the title of which is “Focussing on the model of two-way immersion: teaching in bilingual classrooms in New York and Frankfurt on the Main”, is to provide an answer to the following question: in what ways does the conceptualisation of the bilingual model of two-way immersion affect the educational practices, both didactic and pedagogical, of teachers and the language production of children, and why is this so?