Annotated Bibliography

While I am not taking this class for credit, I am wanting to participate in all aspects of it. Having never before heard of an annotated bibliography, I am submitting my attempt at this project.

Topic: Explore the classroom culture in the Greek Educational System. How is it different from the US Educational System?

Stathopoulou, C., & Kalabasis, F. (2007). Language and culture in mathematics education: Reflections on observing a Romany class in a Greek school. Educational Studies in Mathematics, 64(2), 231-238.

I noticed in this article that instruction for the Romany, a semi-nomadic culture, did not always take into account the strength in the children’s oral language and the knowledge they’d collected along the way from their other places of residence. Students were instructed primarily in Greek, which was not their native tongue. An understanding of symbols and algorithms was the expectation in sharing what they knew. When tested in this way however, the Romany children performed poorly. Yet when allowed to use counting methods, or methods more familiar to them, they performed much better. So, it wasn’t necessarily accurate to say they didn’t understand the material, rather it was found that if only allowed to use the traditional methods of the host country, one might not discern the true mathematical capacity of these children. Instead, children should be allowed to demonstrate their knowledge in whatever method they identify with best. This discrepancy can also be found in the US where instruction and testing is done primarily in English. Therefore, one might not gain the true capacity of a child’s understanding of a math concept if the child is only allowed to demonstrate their knowledge in the expected manner without allowances for their own interpretations. I’m finding this to be true with the Common Core curriculum standards currently embraced in my school district. By teaching multiple ways to solve a given problem, my students are able to embrace the manner or strategy that is best suitable for them, and gives a much more accurate measure of their knowledge.

Zoniou‐Sideri, A., & Vlachou, A. (2006). Greek teachers’ belief systems about disability and inclusive education. International journal of inclusive education, 10(4-5), 379-394.

This article primarily focused on the beliefs held by teachers in all areas of Greece, from the mainland to the outlying islands, in regards to the inclusion of disabled students in the regular classroom. The findings suggest that most teachers in the younger grades, preschool and primary, were more inclined to see positives could be gained from this practice than those in the secondary schools. The main reasons they gave had to do with developing empathy and acceptance in their mainstream students of the disabled in their classrooms, whereas the teachers in secondary schools seemed to see less of a benefit from this practice. They believed that there were not much more to be gained, cognitively or otherwise, by including the disabled in their secondary classrooms. Even so, in questionnaires presented to them, the younger grade teachers still felt as though the disabled would be best served in a school specifically for them. They believed it to be a safer environment overall would keep them sheltered from harm. Yet in my school district, we include the disabled. We don’t have a separate school for them. While they may not be at the same cognitive level as their peers or have physical impairments, they still have much to offer the mainstream students beyond teaching them about empathy and acceptance. Teachers work together with special education teachers in finding ways to embrace their strengths and personalities and apply them in a manner that helps all students in the class to grow not only socially but cognitively as well. I think what is most important in schools whether here in the US or in Greece, is a support system that finds a way to make inclusive education a benefit to all.

Psalti, A. (2007). Training Greek teachers in cultural awareness: A pilot teacher-training programme—implications for the practice of school psychology. School Psychology International, 28(2), 148-162.

This article looked at a training program for teachers in Greece based on the ASK model, which stands for Awareness, Skills and sensitivity, and Knowledge. It was designed to help teachers there be better equipped to manage the multiculturally different structure their classrooms have become in recent years. It first asked them to identify with and become aware of their own culture so as to have a point of reference when moving forward, and to willingly accept, understand, and become sensitive to the needs of others and their cultures. By opening one’s view of the world and how we all fit together better prepares us to more effectively provide for the diverse needs of our students and their families. I am not aware of any specific training models emphasizing this in the US, but do know that more and more, being bilingual, especially in Spanish is very helpful in providing for the needs of the growing Spanish speaking students in our schools. I know that my school district, while still made up of a predominantly white student population, is beginning to implement programs and services that have just recently become necessary as we are now seeing an influx of families from diverse cultures, some of whom are affiliated with the university nearby. As teachers, we must feel equipped to adequately provide for and include these children. By taking a deeper look at our own cultural awareness, along with a willingness to appreciate and understand another’s, will help. I believe the US can benefit from implementing a model such as this.

Sakka, D. (2009). The views of migrant and non migrant students on cultural diversity in the Greek classroom. Social Psychology of Education, 12(1), 21-41.

This article dealt with the issue of multiculturalism in the classroom from the viewpoint of not only the migrant student cultures but of the dominant student culture as well. It found that if we truly want to positively impact the multicultural classrooms of today, we must empower teachers to help students coexist with one another rather than simply have the minority assimilated into the dominant culture. Prior to this study being conducted, not much research had been done that also included the views of the dominant culture’s children. Through this study it was found that both primary and secondary students were interested in learning about each other’s cultures. Yet, while primary students were more actively interested in learning about each other’s cultures, secondary students from the dominant culture seemed to be more interested in doing so by observing. While there would be several schools in the US where students would also be interested in learning about each other’s cultures, the state of things these days seems to have the dominant culture wanting to keep the minority and their culture at arm’s reach rather than embracing it.

Dimakos, I. C., & Tasiopoulou, K. (2003). Attitudes towards Migrants: what do Greek students think about their immigrant classmates?. Intercultural Education, 14(3), 307-316.

This article looked at the increasing numbers of immigrants coming to Greece over recent years and the impact that had on an educational system not properly equipped to cope with them. It was found that in order for migrant students to truly become immersed into the Greek educational system, steps need to be in place to guarantee that multicultural awareness be given the proper attention. When one culture knows more about those different from them, they become more accepting and tolerant and develop more positive feelings toward them. A truly multicultural approach, with teachers better prepared to incorporate aspects of both the dominant culture and of the migrant culture, just might be key to the successful integration of migrant students into the host culture. By celebrating and incorporating each student’s unique culture into the daily education of all students in today’s Greek educational system, perhaps a generation with less prejudice and more tolerance will be born. Hopefully this can one day hold true for immigrants attending schools in the US. By better preparing teachers for the immigrant and migrant students who already are or will be in their classrooms in the near future, and better informing students of one another’s cultures, our country might also produce a generation less prejudiced and more tolerant of others.

Annotated Bibliography

While I am not taking this class for credit, I am wanting to participate in all aspects of it. Having never before heard of an annotated bibliography, I am submitting my attempt at this project.

Topic: Explore the classroom culture in the Greek Educational System. How is it different from the US Educational System?

Stathopoulou, C., & Kalabasis, F. (2007). Language and culture in mathematics education: Reflections on observing a Romany class in a Greek school. Educational Studies in Mathematics, 64(2), 231-238.

I noticed in this article that instruction for the Romany, a semi-nomadic culture, did not always take into account the strength in the children’s oral language and the knowledge they’d collected along the way from their other places of residence. Students were instructed primarily in Greek, which was not their native tongue. An understanding of symbols and algorithms was the expectation in sharing what they knew. When tested in this way however, the Romany children performed poorly. Yet when allowed to use counting methods, or methods more familiar to them, they performed much better. So, it wasn’t necessarily accurate to say they didn’t understand the material, rather it was found that if only allowed to use the traditional methods of the host country, one might not discern the true mathematical capacity of these children. Instead, children should be allowed to demonstrate their knowledge in whatever method they identify with best. This discrepancy can also be found in the US where instruction and testing is done primarily in English. Therefore, one might not gain the true capacity of a child’s understanding of a math concept if the child is only allowed to demonstrate their knowledge in the expected manner without allowances for their own interpretations. I’m finding this to be true with the Common Core curriculum standards currently embraced in my school district. By teaching multiple ways to solve a given problem, my students are able to embrace the manner or strategy that is best suitable for them, and gives a much more accurate measure of their knowledge.

Zoniou‐Sideri, A., & Vlachou, A. (2006). Greek teachers’ belief systems about disability and inclusive education. International journal of inclusive education, 10(4-5), 379-394.

This article primarily focused on the beliefs held by teachers in all areas of Greece, from the mainland to the outlying islands, in regards to the inclusion of disabled students in the regular classroom. The findings suggest that most teachers in the younger grades, preschool and primary, were more inclined to see positives could be gained from this practice than those in the secondary schools. The main reasons they gave had to do with developing empathy and acceptance in their mainstream students of the disabled in their classrooms, whereas the teachers in secondary schools seemed to see less of a benefit from this practice. They believed that there were not much more to be gained, cognitively or otherwise, by including the disabled in their secondary classrooms. Even so, in questionnaires presented to them, the younger grade teachers still felt as though the disabled would be best served in a school specifically for them. They believed it to be a safer environment overall would keep them sheltered from harm. Yet in my school district, we include the disabled. We don’t have a separate school for them. While they may not be at the same cognitive level as their peers or have physical impairments, they still have much to offer the mainstream students beyond teaching them about empathy and acceptance. Teachers work together with special education teachers in finding ways to embrace their strengths and personalities and apply them in a manner that helps all students in the class to grow not only socially but cognitively as well. I think what is most important in schools whether here in the US or in Greece, is a support system that finds a way to make inclusive education a benefit to all.

Psalti, A. (2007). Training Greek teachers in cultural awareness: A pilot teacher-training programme—implications for the practice of school psychology. School Psychology International, 28(2), 148-162.

This article looked at a training program for teachers in Greece based on the ASK model, which stands for Awareness, Skills and sensitivity, and Knowledge. It was designed to help teachers there be better equipped to manage the multiculturally different structure their classrooms have become in recent years. It first asked them to identify with and become aware of their own culture so as to have a point of reference when moving forward, and to willingly accept, understand, and become sensitive to the needs of others and their cultures. By opening one’s view of the world and how we all fit together better prepares us to more effectively provide for the diverse needs of our students and their families. I am not aware of any specific training models emphasizing this in the US, but do know that more and more, being bilingual, especially in Spanish is very helpful in providing for the needs of the growing Spanish speaking students in our schools. I know that my school district, while still made up of a predominantly white student population, is beginning to implement programs and services that have just recently become necessary as we are now seeing an influx of families from diverse cultures, some of whom are affiliated with the university nearby. As teachers, we must feel equipped to adequately provide for and include these children. By taking a deeper look at our own cultural awareness, along with a willingness to appreciate and understand another’s, will help. I believe the US can benefit from implementing a model such as this.

Sakka, D. (2009). The views of migrant and non migrant students on cultural diversity in the Greek classroom. Social Psychology of Education, 12(1), 21-41.

This article dealt with the issue of multiculturalism in the classroom from the viewpoint of not only the migrant student cultures but of the dominant student culture as well. It found that if we truly want to positively impact the multicultural classrooms of today, we must empower teachers to help students coexist with one another rather than simply have the minority assimilated into the dominant culture. Prior to this study being conducted, not much research had been done that also included the views of the dominant culture’s children. Through this study it was found that both primary and secondary students were interested in learning about each other’s cultures. Yet, while primary students were more actively interested in learning about each other’s cultures, secondary students from the dominant culture seemed to be more interested in doing so by observing. While there would be several schools in the US where students would also be interested in learning about each other’s cultures, the state of things these days seems to have the dominant culture wanting to keep the minority and their culture at arm’s reach rather than embracing it.

Dimakos, I. C., & Tasiopoulou, K. (2003). Attitudes towards Migrants: what do Greek students think about their immigrant classmates?. Intercultural Education, 14(3), 307-316.

This article looked at the increasing numbers of immigrants coming to Greece over recent years and the impact that had on an educational system not properly equipped to cope with them. It was found that in order for migrant students to truly become immersed into the Greek educational system, steps need to be in place to guarantee that multicultural awareness be given the proper attention. When one culture knows more about those different from them, they become more accepting and tolerant and develop more positive feelings toward them. A truly multicultural approach, with teachers better prepared to incorporate aspects of both the dominant culture and of the migrant culture, just might be key to the successful integration of migrant students into the host culture. By celebrating and incorporating each student’s unique culture into the daily education of all students in today’s Greek educational system, perhaps a generation with less prejudice and more tolerance will be born. Hopefully this can one day hold true for immigrants attending schools in the US. By better preparing teachers for the immigrant and migrant students who already are or will be in their classrooms in the near future, and better informing students of one another’s cultures, our country might also produce a generation less prejudiced and more tolerant of others.