/library/oar/handle/123456789/18530 2025-12-28T22:47:24Z 2025-12-28T22:47:24Z Bezzina, Christopher Cassar, Vincent /library/oar/handle/123456789/44627 2020-05-18T14:24:16Z 2003-01-01T00:00:00Z

Title: Maltese secondary school heads in the making Authors: Bezzina, Christopher; Cassar, Vincent Abstract: The key purpose of this paper is to present the findings of the Maltese study which is part of a collective research project involving four island states: Cyprus, Hong Kong, Singapore and Malta. The views and perspectives that a small group of secondary school heads bring to their life and work are outlined. The study adopts a biographical/portrait-based approach to understanding headship and thus provides us with new insights into the growing literature in the field. As such the paper briefly explores the career paths of the heads interviewed and focuses on the first two stages of their personal and professional lives – formation and accession. The views of heads are represented and the issues and concerns identified with leading schools in times of change are outlined. The study shows that family, family experiences and the community have an important part to play in influencing the lives of prospective leaders. The study also highlights the link between vicarious learning, continuous professional development and personal reflection.

2003-01-01T00:00:00Z Bartolo, Paul A. /library/oar/handle/123456789/44624 2019-07-03T19:43:05Z 2003-01-01T00:00:00Z

Title: Inclusive schools : a challenge for developing an inclusive European society Authors: Bartolo, Paul A. Abstract: EU society and schools are both currently facing two major policy dilemmas regarding threats to social exclusion: (1) how to promote competitiveness while ensuring social cohesion (here focusing on solidarity as the attempt to reduce social inequalities); and (2) how to enhance integration while respecting the entitlement for inclusion of diverse individuals and groups. These are genuine and complex dilemmas in constant tension that have no final solution, but call for a continuous resolution of the balance between the two conflicting processes of each dilemma (Clark et al., 1999; cf. Eurydice, 1994).

2003-01-01T00:00:00Z Axiak, Cettina /library/oar/handle/123456789/44622 2019-07-03T19:43:07Z 2003-01-01T00:00:00Z

Title: Developing algebraic notation through number patterns Authors: Axiak, Cettina Abstract: All the mathematics teachers in a Maltese secondary school were involved in setting and correcting a task involving the use of algebraic symbolization to describe number patterns in a number of their classes. A focus interview was carried out with the teachers some time after this experience. As a group, the teachers identified some very well documented difficulties that students have with the use of letters in Algebra. The work also shows that tasks of the type investigated provide teachers with contexts that they may utilize to help students make some entry points into using letters as generalized number.

2003-01-01T00:00:00Z Caruana Anastasi, Claudia /library/oar/handle/123456789/44620 2019-07-03T19:43:06Z 2003-01-01T00:00:00Z

Title: Exposure to language : its role in exams Authors: Caruana Anastasi, Claudia Abstract: A total of fifty-six Mathematics and English Language lessons, conducted in four 6 A classes were observed. The Maltese words in the ‘Mixed Maltese English’ variety used by the teachers were recorded, counted and converted into time. The data describing the exposure to spoken language was crosstabulated with the Mathematics and English Junior Lyceum Exam Results. By administering a questionnaire, information was gathered about other variables that expose children to English outside school. A moderate positive relationship between results and language use has been established for Maths. Some children who were exposed to more English, obtained better grades in the English language exam. The value of this statistical measure is slightly higher than that in Maths. A substantially strong positive relationship between the children’s performance in the mathematics exam and their performance in the English language exam is evident. The research findings also highlight ‘how’ and attempts to find reasons ‘why’ code switching is adopted.

2003-01-01T00:00:00Z