The Necessity of Collaborative and Innovative Ways of Learning and Total Quality Management in Secondary Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 April 2024) | Viewed by 1930

Special Issue Editor


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Guest Editor
Scientific Responsible of Teacher Education Programme, Department of Informatics, School of Information Sciences and Technology, Athens University of Economics and Business, 104 34 Athens, Greece
Interests: art-based education; project-based learning; cultural heritage and education; social entrepreneurship; experimental; collaborative and innovative way of learning
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Special Issue Information

Dear Colleagues,

Education constitutes a highly important and essential social function that contributes to the progress of each individual and to social welfare (Papanaum, 2005). Today, due to globalization, competitiveness and the knowledge society, educational systems are called upon to respond to a high level of complex changes in order to keep pace with current socio-economic developments (Solomon, 1999). To achieve this, the education system should be transformed into a system that emphasizes the student-centered, rather than the teacher-centered approach. This is possible by adopting experiential methods as well as integrating total quality management into secondary education (Serin, 2018). The purpose of this Special Issue of Education Sciences is to inform  school principals, teachers and educators about the shortcomings in contemporary secondary education and to advance knowledge about the necessity of experiential methods and total quality management. Research that can help to advance such knowledge includes, but is not limited to, the following topics:

  • The advantages of collaborative and innovative ways of learning and their application in secondary education.
  • Total quality management in secondary education.
  • The necessity of collaboration between school teachers, principals, parents and students for better learning outcomes.
  • Investigation of the attitudes and perceptions of school principals about the contribution of evaluation to the efficient operation of schools at both the administrative and educational levels.

References

  1. Papanaum, Ζ. The role of teacher training in professional development: why, when, how. In Training and Professional Development of the Teacher. Mpagakis, G; Metaixmio Publications Athens, 2005.
  2. Solomon, Ι. Internal evaluation & planning of educational work in the school unit; A framework for work and support. Ministry of Education - Pedagogical Institute Athens, Department of Evaluation, 1999.
  3. Serin, H. (2018). A comparison of teacher-centered and student-centered approaches in educational settings. International Journal of Social Sciences & Educational Studies, 5(1), 164-167.

Dr. Vasiliki Brinia
Guest Editor

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Keywords

  • evaluation in education
  • internal evaluation
  • self-evaluation
  • educational work
  • administrative work
  • educational quality

Published Papers (1 paper)

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Research

17 pages, 263 KiB  
Article
Attitudes and Perceptions of School Principals about the Contribution of Evaluation to the Efficient Operation of Schools Both at the Administrative and Educational Levels
by Vasiliki Brinia, Christos Katsionis, Andriani Gkouma and Ioannis Vrekousis
Educ. Sci. 2023, 13(4), 366; https://doi.org/10.3390/educsci13040366 - 2 Apr 2023
Viewed by 1580
Abstract
Evaluating teachers and educational work is now mandatory in the Greek educational system. The current study aims at investigating the attitudes and perceptions of principals of Piraeus Secondary Education units regarding the contributions of this evaluation law to the orderly functioning of schools [...] Read more.
Evaluating teachers and educational work is now mandatory in the Greek educational system. The current study aims at investigating the attitudes and perceptions of principals of Piraeus Secondary Education units regarding the contributions of this evaluation law to the orderly functioning of schools in terms of administrative and educational aspects. For this qualitative research, a semi-structured interview was chosen as the results collection method. The interview questions included respondents’ demographic information and interview questions corresponding to three thematic axes according to the research questions. The convenience sample consisted of twelve (12) principals of secondary school units from the greater Piraeus area. All interviewed principals recognized the need for the evaluation process in education and agreed on the importance of their roles and responsibilities for the effectiveness of the proper functioning of their units. Nine respondents underlined the need for training teachers on new technologies, six considered internal evaluation reports as a means of weaknesses identification and improvement and five believed the evaluation imposed by the Ministry of Education creates negative feelings. As concluded, evaluation is of great educational importance, as it contributes to teachers’ professional development and schools’ educational quality improvement. However, when implemented suddenly or imposed by the state, it causes pressure, stress, fear, nervousness, and insecurity. Full article
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