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All-Day School: A School in Crisis or a Social Pedagogical Solution to the Crisis?

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International Journal of Social Pedagogy

UCL Press

all-day school, school social work, social pedagogy

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      Abstract

      In Greece, the operation of the all-day school has been highlighted by the Ministry of Education as the most important innovation of recent years. Its main goals are provide a safe environment for students at the end of the compulsory school programme, their participation in activities of an academic, cultural and athletic character, and the opportunity to complete their homework.

      This paper examines and reflects critically on the function of all-day schools from a socio-pedagogical point of view, especially the role that they play in the current economic crisis. In our country, the future of the all-day school depends on a number of factors, not least of which is a greater awareness of their socio-pedagogical role, and a greater clarity as to their essential aims.

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      Most cited references 6

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      Youth Work and Schools in ‘Full-day’ education systems: International Comparison of Links between Formal and Non-Formal Education

       Th. Coelen, (2004)
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        Παγκοσμιοποίηση και εκπαίδευση [Globalization and Education]

         G. Grollios, (2001)
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          Ολοήμερο σχολείο: Η περιπέτεια ενός νέου θεσμού [All day school: The adventure of a new institution]

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            Author and article information

            Affiliations
            Florina School of Education, University of Western Macedonia, Greece
            University of Thessaly, Volos, Greece
            Author notes
            Correspondence to: Ioannis Thoidis, Department of Primary Education, Florina School of Education, University of Western Macedonia, 3rd Klm. National Road Florina – Niki, Florina 53 100, Greece. P.O. Box 21, E-mail: ithoidis@ 123456uowm.gr

            *Ioannis Thoidis is Associate Professor of Social Pedagogy within the Department of Primary Education within the University of Western Macedonia, Florina. He holds a Bachelor degree in Primary Education from the Pedagogical Academy of Thessaloniki (1982). He also holds an Magister Artium (M.A.) in Pedagogy, Pedagogical Psychology and Philosophy of the Ludwig Maximilian University of Munich, Department of Empiric Pedagogy (1989). He has completed a Ph.D. in Social Pedagogy at the Department of Primary Education of the Aristotle University of Thessaloniki, Department of Primary Education, Florina (2000). He has 12 years experience working in Primary Education. Since 2002 he has worked at the Department of Primary Education in Florina. His research interests include the all day school, leisure time, informal and non-formal education, and teacher training.

            Nikos Chaniotakis is Associate Professor of School Pedagogy in the Department of Primary Education at the University of Thessaly, Volos. He holds a Bachelor degree in Primary Education. He also holds a Magister Artium (M.A.) in Pedagogy, Pedagogical Psychology and Philosophy of the Ludwig Maximilian University of Munich, Department of Empiric Pedagogy (1989). He has completed a Ph. D. in School Pedagogy. He has worked as a teacher in Primary Education and as a Lecturer in the Department of Primary Education at the Democritus University of Thrace. His research interests include the All day School, Student’s Assessment, Humor in Teaching and Teacher Training.

            Journal
            ijsp
            ijsp
            International Journal of Social Pedagogy
            IJSP
            UCL Press (UK )
            2051-5804
            1 January 2015
            : 4
            : 1
            : 137-149
            10.14324/111.444.ijsp.2015.v4.1.010
            Copyright © 2015 The Author(s). [Special issue title, Social Pedagogy in Times of Crisis in Greece]

            This work is licensed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC-BY-NC-SA) 3.0 https://creativecommons.org/licenses/by-nc-sa/3.0/, which permits re-use, distribution and reproduction in any medium, provided any modifications of this material in anyway is distributed under this same license, is not used for commercial purposes, and the original author and source are credited

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            Figures: 0, Tables: 3, Equations: 0, References: 38, Pages: 14

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