EHCE10-en

SCHOOL

School of Public Health

DEPARTMENT

Department of Public and Community Health

LEVEL OF STUDIES

PG  LEVEL 7

COURSE CODE

EHCE 10

SEMESTER

B Mandatory

COURSE TITLE

Leadership and Evaluation of the Educational Projects in Special Education

COORDINATOR

DIONYSIOS LOYKERIS

TEACHING ACTIVITIES
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.

TEACHING HOURS PER WEEK

ECTS CREDITS

                      Seminars, Labs

3

4

Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.

COURSE TYPE

Background, General Knowledge, Scientific Area, Skill Development

Scientific Area, Skill Development

PREREQUISITES:

TEACHING & EXAMINATION LANGUAGE:

English

COURSE OFFERED TO ERASMUS STUDENTS:

ΝΟ

COURSE URL:

Upon successful completion of the course, the student will be able to:

·        know and understand the different theories and different models of leadership and evaluation in educational structures and educational organizations

·        spend critical thought on the European and international framework and policies concerning the leadership as well as the evaluation of education in educational organizations emphasizing on special education and inclusive education.

·        understand both basic and more complex concepts and procedures concerning the leadership and evaluation of education in educational organizations, with particular reference to special education and inclusive education

·        make a good use of available school unit’s resources, both intangible and material, of the aiming to the effective administration and qualitative evaluation of the school

·        disclose effectively the ideas, plans and procedures to the members of the school community (educational parents, students) and the local community with professionalism, and with structured argumentation

·        promote respect for diversity, multiculturalism and to demonstrate social, professional and moral responsibility and sensitivity to gender issues.

·        encourage creative thinking, in order to enhance practices of criticism and self-criticism on issues of leadership and self-evaluation of educational work.

·        think and act creatively and innovatively on issues of (a) promoting the inclusion and learning of students, (b) participation and mobilization of parents and the local community and (c) support of educational practice and professional development of the educational and other staff of the school unit

·        manage and contribute effectively to the human resources progress, along with the effective management of the school unit and the staff evaluation within the educational structure.

General Skills

Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

1.  Basic theories, concepts and approaches of leadership.
2. Education Leadership and management. International trends, models and practices.
3. Educational management and leadership in education.  Leadership and school improvement.
4. Basic theories, concepts and approaches of educational evaluation and evaluation of educational within the school unit.
5. Evaluation: basic element of the administrative and educational process. International trends, models and practices.
6. Total Quality Management   and Common Evaluation Framework.
7. Self-evaluation of Education: A theoretical approach with emphasis on Special Education.
8. Models of educational evaluation of organizations I: Total Quality Management and EFQM: Adapt in the field of special education.
9. Models of educational evaluation of organizations II: Total Quality Management and CIPP: Adapt in the field of special education.
10. Models of educational evaluation of organizations III: Total Quality Management and BSC: Adapt in the field of special education.
11. Evaluation of the educational work and the teacher’s work in Greece. Historical review, institutional framework, policies, procedures and practices.
12. Studies presentation-Final Evaluation.
13. 13.Feedback.

TEACHING METHOD
Face to face, Distance learning, etc.

Face to face, Ms Teams

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

Eclass.

 Ppt

email

Ms Teams

TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Student Evaluation

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Participation in  lectures and seminars is mandatory

The language of evaluation is English .

·        An intermediate  progress study

Submitted to e-class            30%

·        A final study

Submitted to e-class            70%

The evaluation criteria are:

•   scientific methodology

•  bibliographic documentation

Instructions can be found by students in the e-class

• Anastasiades, P., Kaga, E., Loukeris, D., Mantas, P. & Tramtas, P. (2011), ≪Major Teacher Training Program: Study for the investigation of the educational needs of educational≫. Comparative and International Educational Review,  vol.16 & 17,  p. p. 126-154.
• Giannoulas, A.,  Loukeri,  D.&  Mella,   A. (2011).  The importance of self-assessment and the development of  self-regulatory cognitive learning strategies when learning a second foreign language. Grace wants antichary: a tribute to Professor Antonios K. Danassis-Afentakis. Athens:  NKUA-PPP-Department ofPedagogy,  p. p. 497-508.
• Gortsa Ch.,  LoukerisD.,  Syros I. and Tavoularis Z. (2016) CIPP:  Evaluation and Improvement of the Curricula. MENDORAS,  vol.14,  p. 139-149.
• Duke, C. (2001). Quality and Evaluation in Education: Concise Research Overview.  Review of Educational Issues, 1, 172-185.
• Koutouzis, M. (1999). Planning in education at A. Athanasoula – Reppa (Ed.), School Administration.Patras: HOU.
• Kriemadis, Th., Papaioannou, A., Giokas, A.& Terzoudis C. (2006). The Impact of The Empowerment of Human Resources on the Effective Management of Businesses and Organizations. Administration and Economics. Biannual Scientific Review, 3,  pp. 111-129.
• Zavlanos, M. (1999). Organizational Behavior. Athens: Greek.
• Zavlanos, M. (2002). Management. Athens: Greek
• Constantinou, C. (2002). The evaluation of the student’s performance according to the Interdisciplinary Single Curriculum Framework. Review of Educational Issues,  7.
• Loukeri,Dionisios.,Loukeri Paraskevi – Ioanna & Mathioudaki M. (2015). Parents’ perceptions of the concept of Total Quality in the School Unit according to the European Model of Excellence (EFQM), Motivation,vol. 14, pp. 43-52.
• Loukeris D., Mantas P., Babilis D., and Syros I. (2014). The portfolio as a tool for learning and feedback of the teacher. Comparative and International Educational Review,vol. 22.
• Luceris, D., Mantas, A. & Mella, A. (2010). The student’s portfolio of performances and activities (portfolio) as an alternative way of assessing them. Mentor. Athens: Pedagogical Institute, vol. 12, pp. 77-86.
• Loukeris, D., Katsantoni, S. & Syros, I. (2009). Evaluation of the teacher’s work. Review of Educational Issues. Athens: Pedagogical Institute, vol. 15, pp. 180-194.
• Loukeris, D. & Stamatopoulou, E. (2004). Assessment of design problems and

implementation of the programmes of all-day primary schools in the Piraeus region according to the views of the school heads or their leaders. In The All-Day Primary School as an educational innovation. Athens: Atrapos Publications, pp. 99-122

• Loukeris, D & Tavoularis, Z. (2005). Quality of school education and All-day Primary School. In all-day school: Theory – Practice and Evaluation (Edited by D. Loukeri), Athens: Pataki Publications, pp. 15-74.
• Loukeri, D., Karabatzaki, Z. & Stamatopoulou, E. (2005). Evaluation of the institution of

All-day Primary School. A critical approach according to the views of their Directors and Deputy Directors or Responsibilities. In the All-Day School: Theory – Practice and Evaluation (Edited by D. Loukeris), Athens: Patakis, pp. 349-397.

• Loukeris, D. & Syros, I. (2007). The effectiveness of the school and its role in the qualitative upgrading of the operation of the All-Day School. A literature review. Scientific yearbook of the School of Education Sciences of the University of Ioannina,20, pp. 111-130.
• Bourantas, D. (2005). Leadership: The path to Lasting Success. Athens: Kritiki.
• Pashardis, P. (2004). Educational leadership: from the period of favored indifference to

modern times. Athens: Metaichmio.

• Saitis, C. A. (2008). Organization and Management of Education. Athens:  Self-published.
• Tasia, V., & Stavropoulos, V. (2019). The contribution of the school’s helpful leadership profile to professional satisfaction, dedication and a sense of self-effectiveness to teachers serving in independent structures of primary special education and education. New Educator, 13,  pp. 542-551.  Retrieved from  https://www. researchgate. net/publication/335796352
• Armstrong, F., Armstrong, D., & Barton, L. (2016). Inclusive education: policy, contexts and

comparative perspectives. Routledge.

• Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: the role of organizational cultures and leadership. International Journal of Inclusive Education, 14(4),  pp. 401-416.
• Crockett, J.B., Billingsley, B., & Boscardin, M. L. (2012). Handbook of leadership and administration for special education. Routledge.
• Darling-Hammond, Linda (2013). Getting Teacher Evaluation Right: What Really Matters for Effectiveness and Improvement. New York: Teachers College Press.
• Kauffman, J.M., Hallahan, D. P., & Pullen, P.C. (Eds.). (2011). Handbook of special education. Routledge.
• Loukeris, D., Psycharis, S., Mantas, P. & Mpotsari, E. (2014). The impact of the computational inquiry based experiment on metacognitive experiences, monitoring indicators and learning performance. Computer & Education, v. 72, pp. 90-99.
• Loukeris, D., Verdis, A., Karabatzaki, Z. & Syriou, I. (2009), Aspects of the effectiveness of the greek holoimero (‘all-day’) primary school. Mediterranean Journal of educational studies, V14, n. 2/2009:  pp.  161-174
• Neftyan, C.C. A., Hariri, H., & Karwan, D. H. (2020). Do the Transformation Leadership Style have a Massive Influence on Teacher Job Satisfaction? International Journal of Current Science Research and Review, 3(11),  pp. 125-130. DOI: 10.47191/ijcsrr/V3-i11-02
• Rumble, G. (1997). The Cost and Economics of Open and Distance Education. London: Kogan Page.
• Scriven, M. (1991). Beyond Formative and Summative Evaluation. In Evaluation and Education: At Quarter Century, (Ed.) M. W. McLaughlin and D.C. Phillips Chicago: University of Chicago Press, pp 19-64. 44
• Salvia, J., Ysseldyke, J., & Witmer, S. (2012). Assessment: In special and inclusive education. Cengage Learning.
• Solmon, L. (1987). The Range of Educational Benefits In G. Psacharopoulos (Ed.). Oxford: Pergamon Press.
• Stillwell, W., Seaver, D., and Edwards, W. (1981). A comparison of Weight Approximation Techniques in Multiatribute Utility Decision Making. Organizational Behavior and Human Performance, Vol. 28, pp. 62 – 77.
• Stool, L., and Fink, D. (1996). Changing our Schools: Linking School Effectiveness and School

Improvement. Buckingham: Open University Press.

• Strauss, A., and Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. London: Sage.
• Worthen, B., Sanders, J. & Fitzpatrick, J. (1997). Program Evaluation. Alternative Approaches and Practical Guidelines. New York: Mc Millan.
• Young, M. (2000). Improving vocational education: trans-European comparisons of developments in the late 1990s. In Marja-Leena Stenstrom, & J. Lasonen, (Eds), Strategies for Reforming Initial Vocational Education and Training in Europe. Final Report of the Project. Leonardo da Vinci/Transnational Pilot Projects: Multiplier Effect, Strand III.3.r. Sharpening Post-16 Education Strategies by Horizontal Vertcro Networking (1997-2000).