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Autism spectrum disorder (ASD) as a lifelong neurodevelopmental disorder puts a significant strain on the family. During secondary education, when the brain is rewired, language learning becomes a challenge for ASD students and their parents. Using this as a foundation, this article's main objective is to know the opinions and attitudes that characterize the parents of adolescents with ASD regarding the teaching of the Greek language to their children. Through a descriptive qualitative study, with a semi-structured interview of 32 items (n=30 parents) and an in-depth analysis, this goal has been accomplished. The main conclusion that has been reached is that participants-parents applaud their own assistance in the educational process, claiming though for special education teachers' cooperation, support from the Greek State and availability of specialized staff and resources to carry out smoothly the language learning process, with the aim of optimal outcomes in the linguistic competencies for their ASD adolescents. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to identify current issues related to Greek Minority Education in Albania and its potential as considered from the part of the teachers' and principals' perspective. The current situation of Greek language education was recorded, problems encountered by the educational institutions and the teachers were highlighted and the prospects for teaching the Greek language in Albania were considered. 45 Teachers of Greek language and eight school principals participated in the study. For the purpose of the present study, a combination of qualitative and quantitative approach was employed. The data from the target groups were collected through two basic research instruments: (a) teacher questionnaires and (b) principal interviews. The findings raised a number of issues related to the Greek language education: the student language level, the need for providing systematic training to teachers who work in bilingual environments, as well as the deficiency of strong incentives for the teacher secondment from Greece to Albania. The data indicated the teachers' concern about the effectiveness of the existing curricula and language textbooks in accomplishing the goals of teaching the Greek language in bilingual contexts. [ABSTRACT FROM AUTHOR]

The Roma, known as well as gypsies, constitute the largest transnational, non-territorial nation. Research has indicated that the majority of Roma students cannot meet school requirements. Teachers' attributions on the causes of Roma students' underachievement have focused on factors such as poverty, illiteracy and different values system. Consequently, developmental factors associated with Roma students' achievement have been understudied. The aims of this study were to investigate within the Greek context if teachers' judgments with the use of an appropriate screening tool can detect Roma students at risk for developmental disabilities and predict their actual language achievement. The study participants were 82 Greek primary school students; 43 Roma students and 39 non-Roma students. The Greek version of the Learning Disabilities Diagnostic Inventory (LDDI) was used as the screening tool. Greek language achievement was assessed through a non-standardized curriculum-based test. Main findings revealed that, according to teachers' judgments, both Roma and non-Roma students were at risk for developmental disabilities; both groups earned low scores on the language achievement test, particularly Roma students; and teachers' judgments had predictive accuracy on students' language achievement. Research findings highlight the need for the universal assessment and differential diagnosis of culturally and linguistically diverse students. [ABSTRACT FROM AUTHOR]

The aim of this paper is to present an action research project focusing on refugee children's integration to the formal Greek education system as it relates to their mothers' Greek language learning. Drawing on the interrelation between formal and non-formal education, this project took place at the Open Reception facility of Eleonas in Athens and addressed graduate and postgraduate students, coming from two different Departments of the National and Kapodistrian University of Athens (Department of Early Childhood Education and the Department of Linguistics) with two different specialisations, on children and on adults, respectively. In this paper, we will present this particular framework of training future teachers at Eleonas and will discuss the way the particular project was developed, implemented and evaluated. Through an analysis of student's diaries and questionnaires, we assess the 'synergy' between two different groups of students and the way in which their own involvement in refugee education and their reflections thereon are integrated within the context of an emancipatory action research paradigm. [ABSTRACT FROM AUTHOR]

A recurring question in the literature of heritage language acquisition, and more generally of bilingual acquisition, is whether all linguistic domains are sensitive to input reduction and to cross-linguistic influence and to what extent. According to the Interface Hypothesis, morphosyntactic phenomena regulated by discourse–pragmatic conditions are more likely to lead to non-native outcomes than strictly syntactic aspects of the language (Sorace, 2011). To test this hypothesis, we examined subject realization and placement in Greek–English bilingual children learning Greek as a heritage language in North America and investigated whether the amount of heritage language use can predict their performance in syntax–discourse and narrow syntactic contexts. Results indicated two deviations from the Interface Hypothesis: First, subject realization (a syntax–discourse phenomenon) was found to be largely unproblematic. Second, subject placement was affected not only in syntax–discourse structures but also in narrow syntactic structures, though to a lesser degree, suggesting that the association between the interface status of subject placement and its sensitivity to heritage language use among children heritage speakers is gradient rather than categorical. [ABSTRACT FROM AUTHOR]

Viewing its use in language teaching mainly as a text corpus, this article examines the problem of the assessment of suitability of this material for use in the Greek language course in Cyprus schooling. The suitability of texts for use in language teaching is defined by four parameters, which are described in detail in this article: text readability, content, genre, and grammatical information. The literature review shows the research gap as to the ways of finding on the Web a suitable text for use in language teaching according to specific characteristics. The tool diaKeimenou, which is presented in this article, aims to fill this gap and help the teacher choose the most suitable texts for teaching with reasonable effort and time. The results of the usability evaluation of diaKeimenou are also presented in this article. [ABSTRACT FROM AUTHOR]

At the end of the 19th, and especially during the 20th century, a lot of people from countries in the South of Europe, including Greece, emigrated to other European countries, the US or Australia. In the past two decades, however, countries like Greece have been transformed into host countries, originally accepting immigrants from the former Soviet Union and later from different countries of Africa and Asia. In modern Greece, the integration of immigrants is an issue of great importance. The role of learning the language spoken in the country, Greek, is very important so that the process of integration will be facilitated. This study examines, through qualitative methods, the factors which influence the process of learning the Greek language by immigrants from Afghanistan. A semi-structured interview in Greek in a non-random group of immigrants was used. According to the results of the study, attitudes, along with personal motives of the participants for learning the target language appeared to be very important factors for their socialization and integration in the Greek society. [ABSTRACT FROM AUTHOR]

The text analyzes the current teaching role of the classics (Latin and Greek language and literature) in Italian upper secondary schools. The recent debate is focusing on the survival of the "Liceo Classico" and the role of skills and educational innovation. The author proposes, starting from the Italian and international literature, a thesis that integrates the classical studies with the current labor market and the development of "Industry 4.0", also from a European perspective, showing the most useful tools to modernize classical studies [ABSTRACT FROM AUTHOR]

The present study examined the Toronto Empathy Questionnaire's (TEQ) validity and reliability in a sample of 3955 Greek teachers. In order to test the internal consistency reliability, the Cronbach's alpha coefficient was used and was found satisfactory at 0.72. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample, justifying the one-factor solution, with the only discrepancy of the low loading of an item. In the odd subsample a confirmatory factor analysis (CFA) was performed to confirm the one-factor model identified by the EFA. The chi square test (χ²) of the model was significant (p < 0.05), while the root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the goodness of fit index (GFI) values were 0.078, 0.969 and 0.960, respectively, further supporting the model's fit. Student's t-tests and analysis of variance (ANOVA) showed that women, teachers with children of their own, those working full-time in public schools, those with students who needed special education, and those who had received mental health promotion training, scored higher. Additionally, multiple linear regression analysis revealed that sex, working status, having students who needed special education, and having attended mental health training courses were independently associated with TEQ score. The analyses confirmed that the Greek version of TEQ could be used for researches in Greek educators as a valid and reliable measure of teachers' empathy. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the influence of first language thinking-for-speaking patterns on the acquisition of Greek as a second language (L2), as well as to determine whether proficiency level and stays in the target-language country have an effect on such influence. The participants (N=50) were Spanish/Catalan learners of Greek who belonged to different proficiency groups (from A2.1 up to B2.1 of the Common European Framework of Reference) and had had stays in Greece of various durations (from a few weeks up to several years). The participants performed two tasks in their L2: a grammaticality judgement task and a picture description task, which included expressions that are encoded as a single verb in Greek but as a periphrasis in Spanish/Catalan, as well as in English (e.g. to be hungry, to be sleepy, to be embarrassed, etc.). A group of Greek native speakers (N=15) also did the same tasks. The results indicate that L1 patterns were transferred to the L2 and that the performance of the L2 learners was significantly different from that of the native speakers'. Moreover, proficiency and time in Greece played a significant role in the acquisition of the patterns under analysis. [ABSTRACT FROM AUTHOR]

This is a paper about the use and usefulness of the Greek language in the history of the European and American education down to the 21st century. The most important questions posed in this research include: is the teaching of Greek a barren field from a pragmatic and spiritual point of view, and what are the principles of teaching and learning Greek that enhance the possibility of acquiring Greek in such a way to facilitate the holistic development of the students and prepare them for an effective service to the world? The purpose of the study is to raise awareness among the Christian teachers of Greek about how valuable Greek language is for understanding the New Testament thought and culture, and some flaws in the process of teaching which can be remedied. The main claim of the study is that learning Greek is not more problematic to the development of practical abilities and the spiritual formation of the learners than many other fields of education. For instance, if the Greek classics seem to emanate a harmful influence over the mind, because of authors who wrote morally questionable literature, the same is true about literature in any language or about thinkers who wrote in modern languages texts of a suspicious moral quality. If dead languages do not seem to prepare well for real life beyond college, so it is true about other educational fields which are less practical than others. If learning Greek favors the development of a boastful self-esteem and create an elitist profile to be desired, it is not less true about other disciplines. As Paul said, “knowledge [in general] puffs up” (1 Cor 8,1). The study will analyze how the Greek language is to be taught and propose ways to improve its acquisition, so that its usefulness for personal spirituality and Christian preaching and teaching become obvious. [ABSTRACT FROM AUTHOR]

Translations from Greek into Latin made by humanists in the fifteenth and sixteenth centuries are usually divided into two categories, the literary and the ad verbum, the latter specifically designed as an aid to students in the first throes of learning the new language. While research into the versions made of Lucian, a standard beginners' author during this period, confirms that such a distinction reflects contemporary assessments, nonetheless, in practice a third type of translation had begun to emerge by the early sixteenth century, which attempted to bridge the gap between the two. This paper examines the results of the different approaches adopted to Latinising two of Lucian's popular Olympian dialogues (one Dialogue of the Gods, one Dialogue of the Sea-Gods) by four different translators, Erasmus, Ottomar Luscinius, Giacinto Arpino and Titus Livius Guidoloctus, and attempts to discover the categories to which they belonged. [ABSTRACT FROM AUTHOR]

During the sixteenth century Xenophon's Cyropaedia becomes popular as a suitable text from which to learn ancient Greek, especially in Reformed schools. Though most of the school editions contain the bare Greek text with no paratextual material to aid the students and no indication as to how the text was approached in the classroom, there is one edition from which we can glean some information into how this text was taught, at least by one teacher. Jacob Kauffmann in 1575 published an edition of Cyropaedia Book One. It was 460 pages long and included a verbum ad verbum translation and extensive notes. Kauffmann, about whom little is known, does indicate some of the thinking behind his methodology, including noting that he looked to Nicolaus Clenardus' Meditationes (which used Basil of Caesarea's letter to Gregory of Nazianzus as its text) as a model. This paper looks at Kauffmann's approach and compares it with that of Clenardus', noting the similarities and differences and evaluating the effectiveness of the two. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including teaching and learning of Greek of Latin translations of Lucian; case of retranslation; and sixteenth century prose translation of Aristophanes' Plutus by Charles Girard.

As students progress through school, they encounter more and more vocabulary. The number of words they need to know expands, as does the complexity of these words. A large portion of English words derive from Latin and Greek, so understanding of Latin and Greek morphemes can aid students’ knowledge and skills with English vocabulary. The researcher prepared mini-lessons to teach middle school students 12 morphemes from Latin and Greek that are the base of numerous English words. Students benefited from multiple forms of exposure to these morphemes and many activities to engage with vocabulary in a range of ways. [ABSTRACT FROM AUTHOR]

Copyright of Colombian Applied Linguistics Journal is the property of Colombian Applied Linguistics Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on the life of a disability studies teacher who has a son diagnosed with autism after showing clear signs of developmental delays. The author details how her son is growing up and the things he is learning. According to the author, parenting her child has given her insights into content instruction, specifically how to teach subjects of seemingly diminishing relevance in an Internet age such as the grammar of ancient Greek and Latin.

Recent scholarship has focused on close engagements with Greek literature in sixteenth-century England, but must still contend with the conventional belief that Elizabethans had negligible Greek. The standard accounts on which this belief is based, however, have not kept pace with the last thirty years of developments in the history of Renaissance education; moreover, they have consistently evaluated Greek literacy by the incommensurate standards of Greek philological scholarship. This review of the multiform evidence of Greek language training in the sixteenth century suggests that Greek literacy was in fact more widespread and advanced in England than has been allowed, and establishes a new baseline and chronology of linguistic access for English readers in the period. [ABSTRACT FROM AUTHOR]

This paper investigates apologies produced by Greek native speakers and English learners of Greek as a foreign language in two informal (-P, -D) and two formal situations (+P, +D). Drawing on data elicited by means of an assessment questionnaire, a DCT and the participants' verbal reports, the study attempts to explore the extent to which the two groups differ in their contextual assessments of the apology situations under examination and in strategy use. The results indicated that the learners of the study differed significantly from the native speakers in regard to their assessments of the contextual parameters (power, distance, severity of offence) involved in each apology situation. Furthermore, significant quantitative and qualitative differences were attested in relation of the two groups' preferences in strategy use when performing apologies in Greek. On the basis of these results it is argued, that these learners interlanguage apology behavior is influenced both by their native cultural values and (negative) politeness orientation, as well as from lack of adequate socio-pragmatic development resulting mainly from their foreign language learner status. [ABSTRACT FROM AUTHOR]

The present study aimed at adapting in the Greek language the Students' Motivation Towards Science Learning (SMTSL) questionnaire developed by Tuan, Chin, and Shieh (INT J SCI EDUC 27(6): 639-654, ) into a different cultural context, a different age group, that is, in university students and with a focus on physics learning. Three hundred and fifty Greek student teachers participated in the study. The original instrument consisted of 35 items allocated in six scales: self-efficacy, use of active learning strategies, science learning value, performance goals, achievement goals, and learning environment stimulation. The instrument's internal consistency was acceptable and comparable to previous studies' reports. Confirmatory factor analysis (CFA) was applied on the data in order to test an a priori hypothesis regarding the SMTSL's factorial structure based on previous studies' findings. The results of the study showed that the six-factor conceptual model of students' motivation proposed by the SMTSL applies in this different cultural setting and in this group of university students with reference to physics learning. Along with the six distinct motivational constructs confirmed, students' motivational beliefs were also explained by a general motivational construct assumed to be at their basis. Suggestions for further improvement of the Greek version of the SMTSL are also discussed. [ABSTRACT FROM AUTHOR]

An essay is presented on Griko, a Modern Greek dialect used in Southern Italy which consists of ancient Greek, Byzantine Greek, Italian and Mediterranean loan words. Particular focus is given to Griko's status as an endangered language and to attempts to revive it through the use of reverse language shift (RLS) techniques and the promotion of Griko poetry, folklore, and literature. Details on Griko identity and Griko language instruction are also presented.

This work investigates first language (L1) influence on the second language (L2) acquisition of aspect, comparing participants with homogeneous L1 background (Russian) in Mainland Greece (L2 Standard Modern Greek) and Cyprus (L2 Cypriot Greek), where verb complementation takes a finite form instead of an infinitival as is possible in Russian. Focus of the experimental study lies on embedded environments, which require only perfective aspect in Greek but allow either perfective or imperfective in Russian. The findings support the Full Transfer/Full Access Hypothesis, according to which aspect is part of Universal Grammar and L2 learners can reach native-like attainment due to access to it, while at the initial stage of L2 acquisition transfer from L1 into L2 takes place. [ABSTRACT FROM AUTHOR]

This article reports two different studies examining the theoretical account of low-level deficits in beat perception as an alternative explanation of developmental dyslexia in Greek, an orthographically consistent language. Study I examined the relationship of amplitude rise time and frequency discrimination with measures of phonological processing, working memory, and reading fluency in a large unselected sample of Grade 4 children. Study II examined the presence of beat perception deficits in groups of Grade 2, 4, and 6 children with dyslexia and their chronological age controls. The results provided no evidence to support meaningful associations between beat perception tasks and reading or the theoretical account of beat perception deficits as a sufficient explanation or contributing factor to dyslexia. Implications on the importance of auditory processing in reading in orthographically consistent languages are discussed. [Copyright &y& Elsevier]

In this article, the author reflects on her decision to study classics and her interest in Greek mythology, with particular focus given to the clarity found in ancient Greek texts when one reads them in the original Greek and opposed to an English translation. She explains reading a scene from Homer's "Iliad" in which the Trojan hero Hector and Greek hero Achilles in the original Greek, and discusses the difficulty she faced in reading Greek playwright Aeschylus' "Agamemnon." The difficulty in learning ancient Greek is also detailed.

Produced for the purpose of facilitating the learning of Greek, Johannes Crastonus's Greek and Latin edition of the Psalms was printed in Milan in 1481. This article is a first investigation into Crastonus's methods. On the basis of Psalm 1 and some additional examples, it explores how he employed the layout and changed the Latin text in order to achieve his goal. Furthermore, this article argues that the combination of works produced by Crastonus and his publisher Bonus Accursius were designed to provide a complete corpus for self-instruction in Greek. [ABSTRACT FROM PUBLISHER]

This study investigates the teachers' perspective of the challenges in the teaching of Greek in multilingual classrooms in four Greek-Cypriot (G/C) state primary schools in a large town in Cyprus where students, whose native tongue is not Greek, are part of mainstream classrooms. Teachers of Greek who were interviewed identified many challenges citing a lack of appropriate pedagogical and curricular guidelines, resources and training for teaching diverse students in multilingual classrooms as well as a lack of parental support. The teachers claimed little, if any, knowledge of bilingualism and felt alone in their task. Factors were identified in one school with specialist support as having the potential to create a culture in favour of effective bilingual education. Teachers need opportunities to develop a dialogue with regard to bilingual pedagogy that would integrate language and content and create learning targets and appropriate resources for bilingual students, and to rethink the potential of the linguistic capital in the classroom. At present, the teachers feel inadequately trained, restricted by external pressures and unsupported. Current curriculum review provides an opportunity for a collaborative dialogue. [ABSTRACT FROM AUTHOR]

The article discusses the phenomenon of verbal periphrasis in the Ancient Greek language, with a particular focus on the state of research related to this field of study. Emphasis is given to participial periphrastic constructions. Details on debates over language contact, syntax, and pragmatics are presented. The author also presents suggestions for further research in the areas of individual periphrastic constructions in Post-classical Greek, the diachronic interrelationship between periphrastic constructions, and the application of modern linguistic theory to Ancient Greek studies. Other topics include perfect, present, and aorist participles.

This article investigates the extent to which schools can achieve both equity and quality. Data emerged from two effectiveness studies in teaching mathematics and Greek language, which were conducted to test the validity of the dynamic model of educational effectiveness. Separate multilevel analyses for each subject were conducted and it was found that the effectiveness status of schools does not change significantly when the two dimensions (equity and quality) are used to measure their effectiveness status in each subject. Changes in their effectiveness status in terms of each dimension of measuring effectiveness were also examined. In each subject, schools that were found to improve their effectiveness status in terms of the equity dimension were also found to improve their effectiveness status in terms of the quality dimension. Moreover, no school that was found to improve its effectiveness status in terms of one dimension had declining effectiveness in terms of the other dimension of effectiveness. Implications of these findings for the development of educational effectiveness research are drawn. [ABSTRACT FROM PUBLISHER]

The research of textual variants allows to distinguish the so-called lectiones vitiosae from those which are proper of the Greek language thus becoming real hápax legómena. Among the phenomena which are observed in these textual variants, we find categorial changes such as the substitution of synonyms and homonymic problems caused by dialectal changes whenever the vocalic quantity was not considered relevant. We have also encountered Medieval phenomena such as the itacism and the recurrent substitution of letters by ancient scribes. In this article we discern three types of variants: a) Variants of a same compound with δυσ-; b) Variants of different compounds with δυσ-; and c) Variants of compounds with δυσ- in contrast with other words without this prefix. In this typology we discuss if the variants are admitted or not by Liddell-Scott-Jones. [ABSTRACT FROM AUTHOR]

This article applies the paradigm of Black insurgency and social uplift to the teaching of the Greek and Latin classics at Black colleges and universities during the late 19th and early 20th centuries. It demonstrates how study of the classics helped construct the tools of Black agency by imparting three important lessons: the knowledge that African Americans were indeed linked to the classical civilizations through northern Africa, which therefore gave them the inherent right to study the classics; the development of leadership training, particularly through study of the classical rhetoricians; and a variety of techniques of resistance, ranging from dissimulation to overt acts of physical resistance. The authors use three case examples: Howe Institute in Memphis, Tennessee; the J. K. Brick Industrial School in Enfield, North Carolina; and the Florida Agricultural and Mechanical College. [ABSTRACT FROM AUTHOR]

The article focuses on the "Inclusion of Repatriated Greek and Foreign Immigrant Students in School Education" program of the University of Athens. It states that the program supports the Greek government's commitment to enforce national intercultural education methods and ensure that the educational programs will reflect cultural pluralism. It mentions that the program aims to support multicultural schools by offering models of various teaching and learning applications. It adds that the program will cover the entire Greece, especially in areas where school failure and drop-outs have high percentages. Furthermore, the program will prioritize Greek language students even though it recognizes the cultural and linguistic assets of immigrant students.

Abstract: The aim of this paper is to investigate whether topic and focus movement operations exist DP-internally. The answer that I will reach is by and large negative. First, I will show that the DP, being argumental and not propositional, is ill-suited for topic/comment or focus/background partitioning. Second, I adopt Neeleman and van de Koot''s (2008) proposal for clause-level focus and topic movement. The fundamental idea in this proposal is that topic and focus movement is driven by the need to create a syntactically continuous comment or background constituent. As I explain below, it follows from this that topic and focus movement cannot take place DP-internally. In the remainder of the paper I provide an analysis for two sets of data where DP-internal FocusP has been proposed in the literature: adjective reordering and Greek polydefinites. [Copyright &y& Elsevier]

The discipline of Classics, like most other disciplines in Higher Education contexts, faces numerous challenges related to changed national and international expectations. This article argues that in order to meet these challenges the discipline needs to reflect on its activities and teaching practices in a structured and deliberate way. Such reflection can be facilitated by theoretical frameworks designed in education research. We present one such framework, the "Communities of practice" as designed by Wenger (1998) and show how the framework can be employed, at a theoretical level, to coneeptualise the challenges facing the discipline as well as to enhance teaching practices in an undergraduate Greek class, through an institutionally supported project. By applying this framework educators can assist students both in preparing for their careers as well as in engaging with their studies. [ABSTRACT FROM AUTHOR]

This study examined longitudinally the double-deficit hypothesis in Greek, an orthographically consistent language, following a group of children from kindergarten to Grade 2. Four groups were formed on the basis of two composite scores of phonological and naming-speed criterion measures: a double-deficit group (DD; n = 17), a phonological deficit group (PD; n = 33), a naming deficit group (ND; n = 33), and a control group exhibiting no deficits (CnD; n = 159). The four groups were identified in Grade 1, and they were compared retrospectively in kindergarten only on the criterion measures, and in Grades 1 and 2 on measures of word-reading fluency and accuracy, orthographic processing, and passage comprehension. The effects of verbal and nonverbal ability, age, gender, and parental education were controlled among the groups. Results showed that the DD group exhibited greater dysfunction in reading and orthographic processing compared to the single-deficit and CnD groups. Also, although the three deficit groups were not easily differentiated in kindergarten, their differences were maximized in Grade 1 and retained in Grade 2. The type and severity of reading deficits found in the ND group were mostly associated with naming speed at both the word- and text-reading levels, deficits that persisted across development. The PD group showed mostly deficient orthographic and poor decoding skills that improved across development. Implications of the findings for the double-deficit hypothesis in languages with transparent orthographies are discussed. [ABSTRACT FROM AUTHOR]

We present results of a longitudinal study in which 50 schools, 113 classes and 2,542 Cypriot primary students participated. We tested the validity of the dynamic model of educational effectiveness and especially its assumption that the impact of school-factors depends on the current situation of the school and on the type ofproblems/dtjficulties the school is facing. Reference is made to the methods used to test this assumption of the dynamic model by measuring school effectiveness in mathematics, Greek language, and religious education over two consecutive school years. The main findings are as follows. School factors were found to have situational effects. Specifically, the development of a school-policy for teaching and the school evaluation of policy for teaching were found to have stronger effects in schools where the quality of teaching at classroom level was low. Moreover, time stability in the effectiveness status of schools was identified and thereby changes in the functioning of schools were found not to have a significant impact on changes in the effectiveness status of schools. Implications of the findings for the development of the dynamic model and suggestions for further research are presented. [ABSTRACT FROM AUTHOR]

The present study investigated the psychometric properties of a Greek translation of the Questionnaire on Teacher Interaction Primary (G-QTIP). A sample of 273 primary school students from 17 Grade 5 and 6 classes in Cyprus public schools, as well as their teachers, participated in the study. Students completed a self-report questionnaire consisting of demographic questions and the G-QTIP. Teachers also rated students’ academic achievement in language and mathematics. The study also investigated the effects of students’ demographics and academic achievement on their perceptions. Confirmatory factor analysis supported the a priori structure of the instrument, but with a reduced number of items and with the removal of the Uncertain scale. In general, the G-QTIP is valid and reliable for use in Greek-speaking contexts. [ABSTRACT FROM AUTHOR]

The appropriate selection of both pictorial and linguistic experimental stimuli requires a previous language-specific standardization process of the materials across different variables. Considering that such normative data have not yet been collected for Modern Greek, in this study normative data for the color version of the Snodgrass and Vanderwart picture set (Rossion & Pourtois, 2004) were collected from 330 native Greek adults. Participants named the pictures (providing name agreement ratings) and rated them for visual complexity and age of acquisition. The obtained measures represent a useful tool for further research on Greek language processing and constitute the first picture normative study for this language. The picture norms from this study and previous ones may be downloaded from brm.psychonomic-journals.org/content/supplemental. [ABSTRACT FROM AUTHOR]

This study investigates the validity of Pinker’s (1991, 1999) Dual-Mechanism Model in the mental representation of regular and irregular active past perfective verbs in adult non-native Greek. In this model, regular inflection is computed by a symbolic rule, while irregular words are fully stored in the lexicon. A nonce-probe elicitation task showed that both natives and non-natives generalized the regular affix -s, and more so in regular than in irregular perfective verb stems. Moreover, the degree of similarity of the nonce verbs to real ones did not affect the affixation of regulars. Dissimilar irregulars were affixed less often than similar ones by the intermediate learners but neither by the advanced learners, nor by the natives. Our findings support computation for regulars, as proposed by the Dual Mechanism Model, both in native and in non-native language acquisition. Yet, the model’s claim for full storage of all irregular words is not verified. [ABSTRACT FROM AUTHOR]

The article presents a lecture by professor R. G. Ussher, delivered at the University of Adelaide in Australia in 1992, reflecting on the study of classical literature. Subjects under discussion include the Hughes Chair of Classics, the reading and writing of the Greek and Latin languages, and the characteristics of classical poetry.