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This paper considers recent evidence on autism education in Greece in order to shed light on current developments and attitudes. Given the increase in relevant research in the country, a scoping review to identify topics that have been explored so far and propose areas for future research and implications for practice is timely and necessary. Peer‐reviewed papers published between 2000 and 2019 were identified via electronic databases and their main themes were analysed. Themes related to autistic individual (i.e. the voice of autistic individuals and intervention studies), the family around them (i.e. the role of family and stigma), the role of teachers (i.e. teacher training and teacher stress levels) and the wider society (i.e. parent‐teacher collaboration, the medical/deficit model of disability and inclusion) emerged from the review. The above themes are discussed in the light of the cultural characteristics of Greece and the recent economic crisis the country underwent as well as similar findings from other European countries. [ABSTRACT FROM AUTHOR]

Whilst the link between young people's well‐being and the creative arts is strengthening, there is a lack of research which focuses on the roles that artists play to help teachers and parents engage young people in the creative arts. This paper explores the benefits of and barriers to artists working in education in six European countries (England, Iceland, Germany, Greece, Italy and Austria). Using the '5A's model of creativity' and a view of professional development taking place within 'landscapes of practice', the data were analysed in order to explain how creativity is operationalised in the different contexts. Our study highlights the need for policy at a national and transnational level to value the creative arts in order to help teachers cross boundaries and utilise the full potential of the creative arts in schools. Our study also highlights that further research is needed into how artists shape teaching and curriculum and how schools engage parents in the creative arts in order to build an evidence‐base relating to young people's positive mental health that can affect policy at these levels. [ABSTRACT FROM AUTHOR]

This paper looks at teachers' interpretations of a recent and controversial Greek-Cypriot policy initiative, which aimed to promote 'peaceful coexistence' between the two rival communities in conflict-ridden Cyprus. Specifically, it focuses on the ways in which Greek-Cypriot teachers constructed the relation between the new policy for peaceful coexistence between Greek-Cypriots and Turkish-Cypriots with the long established but rather conflicting policy of 'I don't forget and I struggle'. The study analyses a set of 40 interviews conducted a few months after the first introduction of the new policy and maps teachers' interpretations using the analytical concept of interpretative repertoires. Despite the poor implementation of the new initiative in practice, the study argues that the introduction of the new policy has brought about discernible discursive shifts in some teachers' perceptions of the older policy of 'I don't forget'. [ABSTRACT FROM AUTHOR]

Following the increasing calls for a more skeptical analysis of web 2.0 and the empowerment of learners' voices in formulating upcoming technologies, this paper elaborates on the participatory design of a web learning environment. A total of 117 undergraduate students from two Greek Informatics Departments participated in 25 participatory design sessions, employing two needs' elicitation techniques, with the aim of envisioning a learning platform that meets their learning particularities and needs, incorporates and exploits their new technological habits, and can be harmoniously situated in their daily routine. Overall, 773 needs were elicited, proving that students had refined views about the elements that can render the next wave of e-learning applications successful. They convincingly demonstrated their web 2.0 mentality but sought for a smooth transition to the new environment, promoting an evolution rather than a revolution. The resulting set of needs demarcates a zone of expectancies where the enhancement of the learning content and the contextualization of knowledge remain top priorities with revamped opportunities, while networking, participation and collaboration complement and improve their characteristics. Our study is an example of exploiting participatory design for exposing students' thoughts and requirements from a critical design perspective. [ABSTRACT FROM AUTHOR]

The paper compares the nature of the textual construction of the Programme for International Student Assessment (PISA) science test items and the Greek school science textbooks. This nature is determined by the interplay of the notions of classification (content specialization) and formality (code specialization) modulated by both the linguistic and the visual expressive modes. The results of the relevant analysis showed that the textual materials employed in PISA and in school textbooks are oppositional in nature. Specifically, while the linguistic mode of the PISA items tends to resemble texts falling within the public domain (nonspecialized content and code), the corresponding visual mode tends to resemble texts of the esoteric domain (specialized content and code) thus familiarizing students with the specialized conventions and ways of representing entities falling within the realm of technoscientific knowledge. On the other hand, school science textbooks tend to employ the linguistic and the visual mode in exactly the opposite way. These differences between PISA science items and school science textbooks could contribute to a disorientation of the students in relation to what is expected in each specific context. This disparity could potentially be one of the factors explaining the low level of Greek students' attainment in PISA. © 2008 Wiley Periodicals, Inc. Sci Ed92:664–687, 2008 [ABSTRACT FROM AUTHOR]

Objective To assess urology trainees' exposure to transperineal prostate biopsy (TP-Bx) and intent to use TP-Bx in practice. Subjects and Methods A 34-question survey about prostate biopsy was distributed to urology trainees in the United States and Europe. Primary outcomes were exposure to TP-Bx in training and intent to use TP-Bx post training. Exposure to transrectal prostate biopsy (TR-Bx) and magnetic resonance imaging-targeted biopsy (MRI-Bx) was also assessed. Survey answers were compared between groups as categorical variables using Fisher's exact test. Multivariable logistic regression was used to identify factors associated with intent of performing TP-Bx post training. Results A total of 658 trainees from 19 countries completed the survey. Of these, 313 trainees (48%) reported exposure to TP-Bx, 370 (56%) reported exposure to MRI-Bx, and 572 (87%) reported exposure to TR-Bx. There was significant heterogeneity in TP-Bx exposure among countries (P < 0.001), with the highest prevalence in Italy (72%) and the lowest prevalence in Greece (4%). Intent to perform TP-Bx post training was higher in those exposed to TP-Bx during training (89% vs 58%; P < 0.001) and did not differ between trainees in postgraduate year (PGY) 1-3 vs those in PGY =4 (73% vs 72%; P = 0.7). On multivariable regression, exposure to TP-Bx in training was independently associated with increased intent to perform TP-Bx post training (odds ratio 5.09, 95% confidence interval 3.29-8.03; P < 0.001). Conclusions Fewer than half of 658 surveyed urology trainees reported exposure to TP-Bx, with significant heterogeneity among countries. Greater experience with TP-Bx in training was associated with greater intent to perform TP-Bx post training. A minimum requirement of TP-Bx cases during urological training may increase resident familiarity and adoption of this guideline-endorsed prostate biopsy approach. [ABSTRACT FROM AUTHOR]

Forty invited interculturalists (both academics and non‐academics) from nine countries engaged in developing a coherent culture of dialogue and collective action to address the challenge of redefining intercultural education provisions with regard to the needs of refugee children. The method of cooperative inquiry to elicit theoretical and professional expertise from the participants was adopted. This inquiry was based on four dimensions of reflective practice, drawing on experiential, presentational, propositional and practical knowledge. The intercultural experts (seen as 'co‐researchers' and/or 'co‐subjects') who participated engaged in a rigorous intercultural and reflexive dialogue developed in four distinct phases. The first two phases took place in their own local contexts and the final ones in a forum organised in Greece. During the forum, the participants' diverse knowledge and experience were renegotiated to ascertain the 'collective wisdom' of the group and to address issues of otherness and approaches to refugee education, teachers' training and mediation. The consensus reached by the participants included the following: the need for local communities to be supported so as to avoid and mitigate any hostility towards refugees; the urgency of a common European asylum policy; the realisation of the 'other' as a social construct based on hierarchical connotations and defined by diverse (meta)narratives; the urgency for providing formal/mainstream education to secure a pathway to social citizenship for refugees; the adoption of culturally responsive education practices to empower intercultural learning using refugee children's own cultural knowledge and collaborating with parents; and the need for systemic intercultural and mediation training for teachers. [ABSTRACT FROM AUTHOR]

Purpose The aim of this study was to identify perceptions of caring behaviors in student nurses from four countries. Methods This study employed a descriptive, comparative survey design. Four hundred sixty-seven students were recruited from four countries ( Nigeria, India, Greece, and the Philippines) to participate in the study during the months of September 2013 to January 2014. Data were collected using the Caring Behavior Inventory. Findings The highest ranked subscale was 'assurance of human presence' (4.827 ± 0.927), while 'positive connectedness' (4.610 ± 0.949) was the lowest ranked subscale. There were no statistically significant correlations between the Caring Behavior Inventory scale and gender ( F = 0.215, p = .643), educational level ( F = 0.396, p = .529), and family structure of students ( F = 0.680, p = .410), except for age ( F = 9.380, p = .002, η2 = 0.141) and the country of origin ( F = 5.772, p = .001, η2 = 0.036). Conclusion Students from four countries possess positive caring behaviors, specifically on physically based caring interventions, while there is a need to emphasize expressive caring behaviors during nursing education and training. Implication for Nursing Practice Caring interventions should be carried out in order to help students build or enhance their caring behaviors that can be adapted to clinical situations. [ABSTRACT FROM AUTHOR]

In this work, Web 2.0 technologies in higher education are evaluated using students' perceptions, satisfaction, performance and behaviour. The study evaluates the Web 2.0 tools as stand-alone entities as well in terms of their cross-operability and integration (confluence) to synergistic contributions towards the enhancement of student learning. Significant correlations and interdependencies on the students' behaviour over the used platform and their performance in various time points within the course time line have been revealed. [ABSTRACT FROM AUTHOR]

The purpose of this article is to describe young people's awareness of their parents' and grandparents' stories of the events of 1974 in Cyprus and to evaluate the extent to which they perceive teachers as other key figures in their lives endorsing family accounts of history. The article is based on focus group discussions with 20 Turkish Cypriot and 20 Greek Cypriot teenagers from two schools in Cyprus. The article describes how in some cases, young people appropriate these memories as their own, while in other cases, they acknowledge how the passing of time dilutes the significance of past events and allows some young people to envisage a different collective future. [ABSTRACT FROM AUTHOR]

The idea of using digital technologies and in particular web 2.0 tools to enhance school collaboration has recently been received with great enthusiasm and a range of new collaborative initiatives has emerged. Through a comparative qualitative case study of four schools in the UK and Greece, this article analyses how online tools are supporting and facilitating school collaboration within the 'e Twinning' programme - an EU initiative that seeks to promote web-based learning and collaboration between schools across Europe. In particular, it examines teachers' and students' compromised experiences of the tech-based e Twinning projects and highlights the factors that seemed to be undermining collaboration. It analyses whether the implementation of digital technologies for school collaboration has the potential to transform classroom practices or whether existing habits and 'ways of doing' are brought into new contexts - leading to another case of 'the old wine in new bottles' syndrome often attributed to the use of digital technology in education. [ABSTRACT FROM AUTHOR]

The Model of Interpersonal Teacher Behaviour ( MITB) provides a widely acclaimed framework for studying the student-teacher interaction. However, the consistently weak psychometric properties of the instruments designed to measure the MITB in educational contexts other than the ones for which the MITB was originally developed, indicate the need for scrutinised cross-cultural adaptation procedures. The present study examined the cross-cultural validity of the MITB within the Greek elementary education context. Semi-structured interviews were undertaken with 6 teachers and 24 students. Interviews were analysed using the method of qualitative content analysis. The findings corroborated the validity of the MITB and indicated slight repetitive patterns of differentiation in the conceptualisation of the MITB by both Greek elementary students and teachers. [ABSTRACT FROM AUTHOR]

This study aims to assess how Greek renal nurses feel about death and examine any relationships between their attitudes and demographic factors. Design: Descriptive quantitative study. The sample comprised of 49 nurses. Methodology: Voluntary and anonymous completion of the Death Attitude Profile-Revised and a demographic questionnaire. Results: 44 respondents were female and 5 were male with a mean age of 25.80 years. The mean nursing experience was 10.9 years. Nursing experience and age were the variables most likely to predict nurses' attitudes towards death. Nurses with specific education on palliative care had less difficulty talking about death and dying and did not have a fear of death. The Hospital-based teams (known as palliative care teams, supportive care teams or symptom assessment teams) had statistically significant different relationships with fear of death and neutral acceptance scores. Conclusions: It is recommended to include education on death and care of the dying in the nursing degree course in order for nurses who are giving terminal phase patient care to be better able deal with issues that death evolves. [ABSTRACT FROM AUTHOR]

This article argues that, despite globalisation forces, national education and training systems have kept their particularities. Policies of convergence, enhanced by supranational organisations such as the European Commission, have not yet led to a homogenisation of national education and training systems. The latter are still influenced by the political, economic and social framework. Thus, no single model of lifelong learning prevailed in Europe. There were countries close to the demand-led model of ‘voluntary partnership’ (e.g. UK), countries representative of the ‘formalised social partnership’ model (e.g. Sweden) and countries adhering to the ‘statist’ model (e.g. Greece). [ABSTRACT FROM AUTHOR]

In this article, the Greek primary school teachers' understanding of three current environmental issues (acid rain, the ozone layer depletion, and the greenhouse effect) as well as the emerging images of nature were examined. The study revealed that teachers held several environmental knowledge gaps and misconceptions about the three phenomena. Using the media as major environmental information sources, in which environmental issues are constructed as environmental risks, teachers are being environmentally educated in lay and not in scientific terms. Moreover, the image of nature emerging from their ideas about the three environmental issues is that of the romantic archetype, which prevails in postindustrial societies. Such a view, though, gives a conceptualization of nature as balance, under which the greenhouse effect and acid rain are seen as exclusively human-induced “disturbances.” © 2006 Wiley Periodicals, Inc. Sci Ed91:244–259, 2007 [ABSTRACT FROM AUTHOR]

Aim: To describe the development of an undergraduate Gerodontology course in Athens Dental School. Background: Because of demographic changes, undergraduate dental curricula should place appropriate emphasis on the oral care of the elderly. Therefore, the Athens Dental School Curriculum Committee authorised the development of a new Gerodontology course. Methods: The new course was introduced in the 10th (final) semester of undergraduate studies. Teaching responsibilities were shared amongst staff from various Dental School departments and the National Health System. The course was elective and mainly didactic, consisting of seminars within the Dental School, educational visits to hospitals and geriatric day centres and elective clinical work in the comprehensive care clinic. The students evaluated the course at the end of the semester and indicated its strengths and weaknesses from their perspective. Conclusion: The new course was generally satisfying. Based on the experience and evaluation of the first pilot year and taking into consideration the existing barriers, we plan to improve and expand educational activities, mainly including improved methods of teaching and assessment, and more clinical assignments. [ABSTRACT FROM AUTHOR]

The article discusses events, factors, institutions, and the people involved in the evolutionary course of the field of venereology and dermatology in Greece. It gives data on the present status in relation to education and training facilities, research work carried out and services offered in the field of dermatology and venereology in Greece. Medical training is divided into two parts. First, undergraduate course for students of medicine of 6 years' duration and the secondly, postgraduate training of 4 years' duration.

Attempts to sketch the main forces that have been inhibiting transformations in Greek university education. Key educational issues; Governing through educational populism; Governmental patronage; Micro-level departmental curriculum changes; Politics of educational populism; Research programs.

Data concerning a number of wives' sociological characteristics and some variables reflecting family dynamics were collected on a stratified sample of 540 nonworking Athenian women and a stratified sample of 346 working Athenian women. The wife's generation and level of education, both reflecting her degree of adherence to traditional or modern values, seem to be the most important predictors of family size. The wife's employment was related to a smaller family size only among women over 40 for whom employment may represent a rebellious emancipation, while for younger women the working role is a socially approved and often even expected role. [ABSTRACT FROM AUTHOR]