Αποτελεσματική διδασκαλία και μάθηση στο δημοτικό σχολείο: πρακτικές προεκτάσεις για το ολοήμερο σχολείο στην Ελλάδα

Περίληψη

The last few decades there has been an expansion of all-day schools in primary education in Greece. The aim of the current study is to identify and explore effective practices in primary school and critically discuss ways for their implementation in the after-school programme. For the identification of these practices, a literature review was conducted examining recent evidence (2017-2023) of experimental and quasi-experimental studies which evaluated the effectiveness of practices based on interactions within the classroom. The results highlighted four key interventions: peer tutoring, collaborative learning, teaching one to one and tutoring in small groups. The possibilities for actual implementation for the afterschool programmes and the requirements of these practices were discussed. This study recommends the prioritisation of peer tutoring and cooperative learning.

The one-to-one teaching and tutoring in small groups cannot be implemented in the same way which was tested experimentally in the all-day school in Greece.

Key-words: All–day Primary School, Peer Tutoring, Cooperative Learning, School-based Intervention, Interaction