Symeou, Loizos

In this paper, I present the findings of a study which explored teacher-family collaboration in state primary schools in Cyprus. The research strategy was one of multiple case study, with a sample of seven teachers, their pupils and the pupils' parents. The research approach was ethnographic and the data set reported in this paper includes the data collected from the field of two of the sites. The analysis of the data showed that participant parents, regardless of their background, valued their children's educational success, wanted their children to do well in school, and correspondingly saw themselves as supporting their children in one way or another. The evidence, however, demonstrated a variation in familial perspectives and needs and a considerable distinction in how families of different background used their school contacts. These conclusions draw on Bourdieu's views of cultural capital and seem quite consistent with the findings of other researchers elsewhere.

Instructional designers are expected to be familiar with the epistemological underpinnings of several theories and their consequences on the process of instruction. Constructivism is the dominant theory of the last decade and supports construction of knowledge by the individual. This paper discusses the basic principles underlying constructivism, particularly active, collaborative and authentic learning. Application of these principles on the process - analysis, development, evaluation - of instructional design poses certain challenges with regards to issues such as pre-specification of knowledge, authentic evaluation and learner control. Most of the problems are attributed to the fact that constructivism is a learning theory and not an instructional-design theory. Therefore, instructional designers must attempt to translate constructivism into instructional design through a more pragmatic approach that focuses on the principles of moderate - rather than extreme - constructivism and makes use of emergent technology tools. This shift could facilitate the development of more situated, experiential, meaningful and cost-effective learning environments.

This article focuses on in-service teacher training in Cyprus and points to the necessity for reorganisation of existing practices and reformulation of national policies within the framework of continuous professional development. Examination of this issue results from the need of the educational system to respond to the challenges of the European educational area and overcome the identified inefficiency of the current training scheme. On the basis of the gap between emerging challenges and current practices, policy recommendations are proposed with regard to the organisation as well as the content of a possible training scheme that will incorporate a holistic, long-term approach to ongoing teacher professional development. Such recommendations include, among others, decentralisation of training provision and funds, as well as multiplicity of providers, along with accountability measures, such as legislative frameworks and quality assurance standards. At the same time, it is suggested that in-service teacher training should combine national priorities with locally perceived needs and extend beyond taught seminars towards personal study, reflection and alternative modes of professional development. Finally, it is recommended that in-service evaluation mechanisms should be established to maximise effectiveness through links to school improvement.

Needs-identification studies should be systematically conducted to bring clarity to the decisions about the expectations from particular in-service training schemes. This article aims to present the results of a research study diagnosing teachers' in-service training needs in Cyprus. For the purposes of the study, questionnaires were distributed to a random stratified sample of schools state-wide. Findings outline teachers' preferences on aspects of professional development, such as content, teacher participation, efficiency and organization. Despite the resulting diversity of collected views, emerging recommendations focus on the adoption of preferred thematic orientations, the development of alternative forms of in-service training, the establishment of links with school improvement, the shift of organizational models from the central to the local level and the enhancement of teacher involvement in in-service training activities. These findings can prove significant in shaping professional development policies within the framework of a recently announced initiative for educational reform in Cyprus.

This paper focuses on family involvement in the education of teenagers at risk of dropping out from compulsory secondary school. A questionnaire was completed by 131 Spanish and Cypriot families with children at six schools - three in each country. The questionnaire investigated: (1) parental perceptions of their children's activities in their free time; (2) academic expectations for their children; (3) parental concern regarding their children's education; and (4) parent-teacher interactions. Descriptive measures and t-test comparative analyses between Spain and Cyprus were undertaken. Results show that these families have an encouraging attitude towards their teenagers. Nonetheless, significant statistical differences between Spanish and Cypriot parents suggest that the Spanish families have a more protective parenting style than the Cypriot families. The study points to the lack of support for these families as regards advice and stimulation for their children at home, and to the need to promote school-family partnerships.

This article reports on a study investigating the role of the local community in achieving the objectives of Education for Sustainable Development in Cyprus. The data presented was collected from 21 teachers who participated in a nationwide, exploratory research program aiming at offering them training in implementing environmental projects based in the local community. Teachers' experiences about the manner in which local communities were utilized as an educational tool were investigated. Furthermore, their opinions on student engagement during the projects and how this contributed to student environmental literacy were explored. The data set presented consists of structured questionnaires completed by teachers on completion of the program and individual and focus group interviews from participant teachers. The findings highlight the potential of the local community, not only in developing students' community identity and enhancing their environmental literacy, but its importance for renovating the educational process according to the principles and pedagogy of Education for Sustainable Development.

This article reports on a needs assessment study which investigated Greek Cypriot teachers' in-service training needs in the context of local demands for educational reform and the drive to reformulate teachers' professional development. Data presented in the article were collected through open-ended questionnaires in addition to individual and focus-group interviews. The data reflect teachers' dissatisfaction with the existing in-service training scheme. Emerging suggestions focus, amongst others, on connecting themes to pedagogical needs and school realities, establishing practicality and active learning, investigating training impact, setting structural frameworks, searching for multiple providers, maximising participation, and addressing time issues. Teachers' concerns reflect a transition from traditional training activities towards reform and lifelong learning policies. To accommodate these two trends, directions for further reflection and administrative action are discussed.

This article reports on a multiple case study that explored teachers' and families' collaboration in two urban and four rural state elementary schools in Cyprus. The analysis of the data shows that teachers' approaches to their collaboration with families may be traced not only to differences among teachers but also to the ideological approach of the parents' community to schooling and school-family relationships. The study suggests that teacher-family networks and how these relate to different parent ideologies can be beneficially used to actively strengthen social network closure between the school and the students' homes that could lead to improved learning.