Open Journal for Educational Research

Number 1, 2018

1-18
An Analysis of School Mathematics Textbooks in Terms of Their Pedagogical Orientation

Authors: Konstantina Gene, Konstantinos Zacharos, Konstantinos Lavidas & Gerasimos Koustourakis

Abstract

View in PDF

Number of views: 463

his study aims to analyse the content of school Mathematics textbooks, based on whether they are cross-thematic in character, or not. In other words, it examines the connection of the mathematics content to knowledges drawn from other school subjects, something that is promoted as much by the curricula of Greek compulsory education, as by the institutional agencies of the European Union, in their attempt to formulate community education policy for the shaping of school knowledge. More specifically, in this research school mathematics textbooks from two consecutive Greek school grades, in which the pupils are between 12 and 13 years old approximately, and which are linked to the transition from primary to secondary education, are examined. The content analysis method was used for the approach to the research material. The results of this study revealed that Greek school textbooks do, to a small extent, achieve the pedagogical goal of a cross-thematic approach to knowledge, linking mathematics to other subjects on the curricula of Greek compulsory education.

19-30
Factors Influencing the Formation of the Educational Choices of Individuals of Different Social Origin: A Review of Recent Sociological Scientific Literature

Authors: Georgia Spiliopoulou, Gerasimos Koustourakis & Anna Asimaki

Abstract

View in PDF

Number of views: 470

The social and cultural origins of students’ families contribute to the formation of the students’ own culture through the accumulation and engraving of a system of predispositions that influence their educational success. The purpose of this study, which focuses on a review of recent sociological literature, is to explore and highlight the factors that define the choices of individuals from different social backgrounds regarding their educational future. The analysis of the research findings of the relevant scientific papers highlights the impact of socio-economic and cultural factors on the shaping of the educational choices of individuals of different social origin, bringing at the same time to the fore issues of social and educational inequalities. In particular, the social class of origin of young people, which produces its own class dispositions, the family habitus, the volume of cultural, social and economic capital that the student’s family possesses, as well as the way in which teachers, who also have their own system of predispositions within the educational institutions where they work, approach young people of different social origin tend to make a significant contribution to the choices that define the educational paths of young people.

31-44
Motivation of Male Students for Preschool Teacher Profession

Authors: Ružica Tokić

Abstract

View in PDF

Number of views: 539

The number of single parent families is on the rise. There is a lack of father figure both in the family and kindergarten where children are exposed to female influence. Eurostat statistical data (2015) show that female teaching staff is dominant in pre-school education with 95%. The number of female preschool teachers in France is 83%, in Netherlands 86.6%, in the United Kingdom 90%. Male preschool teachers are a rare breed in Croatia too, only 2.3% work in preschool institutions. The aim of the research was to examine motivation of male students for preschool teacher profession. Interviews with all male students enrolled at Undergraduate preschool education in Osijek and Slavonski Brod were conducted. The results showed four clusters of male preschool students’ motivation. Students are intrinsically motivated and see this profession as a calling. This topic sheds new light on family pedagogy and opens up insufficiently explored area of research.

45-56
Motivation and Obstacles to Adult Participation in Lifelong Learning Programs: The Effect of Gender and Age

Authors: Loukas Moustakas

Abstract

View in PDF

Number of views: 482

The main purpose of this research paper is to identify all those parameters that are factors of motivation and obstruction in the participation of the inhabitants of the island of Rhodes in lifelong learning programs. Issues pertaining to adult education are addressed through the statements of the respondents to enhance this objective, while there is an attempt to identify differentiated parameters among people of different gender and age. Following the analysis of the respondents’ statements, it was found that learning is to a great extent considered by the inhabitants of the island to be a stepping stone to overcome all sorts of difficulties they may encounter. Regarding the differences in age and gender statements, it is found that the most significant differences relating to the reasons for motivation are attributed to social and environmental grounds whereas in terms of the obstruction reasons statistically significant differences are found regarding the financial and work-related ones. These conclusions differ significantly with respect to the demographic characteristics of the sample, which in itself highlights the complexity of this issue and calls for further study and research.