Pub Date : 2018-12-31DOI: 10.26755/revped/2018.2/7
L. Cătană
After new math curriculum for the middle school (5 – 8 grades) came into force, in 2017, it was found that significant differences between the formal curriculum, STUDII TEORETICE Revista de Pedagogie Journal of Pedagogy, 2018 (2), 7 – 24 https://doi.org/10.26755/RevPed/2018.2/7 * Cercetător ştiinţific dr., Institutul de Ştiinţe ale Educaţiei, Bucureşti, România. thought by school curriculum designers, and the curriculum interpreted by teachers and applied in class, may appear, even when teachers have participated in curricular training courses. These differences can be determined by factors such as teaching habits, class level, manual used, or even the national exams at the end of the 8 grade. Starting from the general idea that it is necessary for teachers to decode correctly and to accept the new vision of constructing mathematical knowledge using the curriculum, this paper details the new aspects of the middle school mathematics. Their presentation is reported for each section of the program, insisting on the differences from the previous version. The article could be useful to providers of didactic training programs for middle school mathematics teachers, as well as to teachers who wish to design and develop various didactic resources for mathematics, in accordance to the new curriculum.
{"title":"THE MATHEMATICS CURRICULUM FOR LOW SECONDARY EDUCATION: BALANCING BETWEEN MODERN AND TRADITIONAL PERSPECTIVES","authors":"L. Cătană","doi":"10.26755/revped/2018.2/7","DOIUrl":"https://doi.org/10.26755/revped/2018.2/7","url":null,"abstract":"After new math curriculum for the middle school (5 – 8 grades) came into force, in 2017, it was found that significant differences between the formal curriculum, STUDII TEORETICE Revista de Pedagogie Journal of Pedagogy, 2018 (2), 7 – 24 https://doi.org/10.26755/RevPed/2018.2/7 * Cercetător ştiinţific dr., Institutul de Ştiinţe ale Educaţiei, Bucureşti, România. thought by school curriculum designers, and the curriculum interpreted by teachers and applied in class, may appear, even when teachers have participated in curricular training courses. These differences can be determined by factors such as teaching habits, class level, manual used, or even the national exams at the end of the 8 grade. Starting from the general idea that it is necessary for teachers to decode correctly and to accept the new vision of constructing mathematical knowledge using the curriculum, this paper details the new aspects of the middle school mathematics. Their presentation is reported for each section of the program, insisting on the differences from the previous version. The article could be useful to providers of didactic training programs for middle school mathematics teachers, as well as to teachers who wish to design and develop various didactic resources for mathematics, in accordance to the new curriculum.","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115774487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.26755/revped/2018.2/103
Elena Ungureanu
This study explores the typology of rural education policy measures proposed in the Education Strategies developed between 2002 and 2017. We analyzed twelve strategies, according to an analysis framework that includes the objectives and the instruments proposed for use in relation to problems identified in rural areas. Subsequently, the identified objectives were organized thematically so as to highlight a map of intervention areas in the rural area. Instruments were classified using the Vedung (1998) typology: regulatory, economic and information tools. The intervention areas identified under the objectives were: school responsibility and partnership/lifelong learning, improved school infrastructure, quality of educational provision and equal opportunities for access and participation. Each field corresponds to certain types of instruments, the use of which varies according to the directions of action as well as the period. For example, in the area of school responsibility and partnership or infrastructure, regulatory or economic instruments are used in particular. The patterns identified in the policy tool proposals as well as highlighting rural intervention areas in the education strategies analyzed are a new way to conceptualize the evolution of rural public education policies. An in-depth understanding of strategic planning and proposals for the use of certain policy instruments in rural areas could contribute to the development and delivery more appropriate policies, for the targeted population.
{"title":"AN ANALYSIS OF EDUCATIONAL POLICY MEASURES FOR RURAL EDUCATION","authors":"Elena Ungureanu","doi":"10.26755/revped/2018.2/103","DOIUrl":"https://doi.org/10.26755/revped/2018.2/103","url":null,"abstract":"This study explores the typology of rural education policy measures proposed in the Education Strategies developed between 2002 and 2017. We analyzed twelve strategies, according to an analysis framework that includes the objectives and the instruments proposed for use in relation to problems identified in rural areas. Subsequently, the identified objectives were organized thematically so as to highlight a map of intervention areas in the rural area. Instruments were classified using the Vedung (1998) typology: regulatory, economic and information tools. The intervention areas identified under the objectives were: school responsibility and partnership/lifelong learning, improved school infrastructure, quality of educational provision and equal opportunities for access and participation. Each field corresponds to certain types of instruments, the use of which varies according to the directions of action as well as the period. For example, in the area of school responsibility and partnership or infrastructure, regulatory or economic instruments are used in particular. The patterns identified in the policy tool proposals as well as highlighting rural intervention areas in the education strategies analyzed are a new way to conceptualize the evolution of rural public education policies. An in-depth understanding of strategic planning and proposals for the use of certain policy instruments in rural areas could contribute to the development and delivery more appropriate policies, for the targeted population.","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125138206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.26755/REVPED/2018.2/93
M. Rusitoru
Miracle” (Niemi et al., 2012), “mystery”, “excellence”, “performance”, “worldleading”, etc. are some keywords used to describe the educational system in Finland. The article analyses the main cornerstones of Finnish educational policy. Several aspects are identified and decrypted, for instance: historical and cultural framework; equality and equity for lifelong learning; culture of trust at all levels; educational performance and research-based education and quality of teacher training. The present study wants to help readers to better understand the Finnish education system and to appreciate its good pedagogical practices which could be adapted to improve the education policies.
“奇迹”(Niemi et al.， 2012)、“神秘”、“卓越”、“表现”、“世界领先”等是描述芬兰教育体系的关键词。本文分析了芬兰教育政策的主要基石。确定并解密了几个方面，例如:历史和文化框架;终身学习的平等和公平;各级建立信任文化;教育绩效与研究型教育与教师素质培训。本研究旨在帮助读者更好地了解芬兰的教育体系，并欣赏其良好的教学实践，这些实践可以用于改进教育政策。
{"title":"THE “MIRACLE” OF EDUCATION POLICIES IN FINLAND BETWEEN EQUITY AND MUTUAL TRUST. FROM PERFORMANCE TO EXCELENCE","authors":"M. Rusitoru","doi":"10.26755/REVPED/2018.2/93","DOIUrl":"https://doi.org/10.26755/REVPED/2018.2/93","url":null,"abstract":"Miracle” (Niemi et al., 2012), “mystery”, “excellence”, “performance”, “worldleading”, etc. are some keywords used to describe the educational system in Finland. The article analyses the main cornerstones of Finnish educational policy. Several aspects are identified and decrypted, for instance: historical and cultural framework; equality and equity for lifelong learning; culture of trust at all levels; educational performance and research-based education and quality of teacher training. The present study wants to help readers to better understand the Finnish education system and to appreciate its good pedagogical practices which could be adapted to improve the education policies.","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125808729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.26755/REVPED/2018.2/69
L. Mitrofan
We live in a society where aggressiveness and violence already tend to become a major social problem. Aggressiveness is present in all environments, conditioned by many cultural, environmental and social factors that sometimes influence how it will be expressed and often involve high social costs. In recent years, there has been a sharp rise in aggression and violence in the school environment, which raises concern and the necessity to find effective solutions to combat them. In fact, the problem of school violence was debated at the Utrecht European Commission Conference in 1997, ensuring a safe school environment becoming a major objective for most of the participating countries. The purpose of this article is to highlight the relationship between aggressiveness and emotional intelligence in students, as well as the very important role that emotional skills development programmes have in preventing and combating this phenomenon. Aggressiveness and violence in the school environment requires a frontal approach through the use of effective classroom educational strategies that actively involve students and teachers. Such strategies could be represented by the implementation of socio-emotional development programmes to help students develop emotional skills such as: effective identification and management of negative emotions and stress, empathy, compassion and altruism, cooperation with colleagues and work in team, assertive communication and, last but not least, conflict management skills. When pupils are armed with such skills, they increase school performance, empathy and the quality of social interactions, while reducing the frequency of school discipline issues as well as aggressive manifestations. Revista de Pedagogie Journal of Pedagogy, 2018 (2), 69 – 92 https://doi.org/10.26755/RevPed/2018.2/69 * Researcher, Institute of Educational Sciences, Bucharest, Romania.
{"title":"PREVENTION OF AGGRESIVE BEHAVIOUR IN PUPILS BY DEVELOPING EMOTIONAL INTELLIGENCE ABILITIES","authors":"L. Mitrofan","doi":"10.26755/REVPED/2018.2/69","DOIUrl":"https://doi.org/10.26755/REVPED/2018.2/69","url":null,"abstract":"We live in a society where aggressiveness and violence already tend to become a major social problem. Aggressiveness is present in all environments, conditioned by many cultural, environmental and social factors that sometimes influence how it will be expressed and often involve high social costs. In recent years, there has been a sharp rise in aggression and violence in the school environment, which raises concern and the necessity to find effective solutions to combat them. In fact, the problem of school violence was debated at the Utrecht European Commission Conference in 1997, ensuring a safe school environment becoming a major objective for most of the participating countries. The purpose of this article is to highlight the relationship between aggressiveness and emotional intelligence in students, as well as the very important role that emotional skills development programmes have in preventing and combating this phenomenon. Aggressiveness and violence in the school environment requires a frontal approach through the use of effective classroom educational strategies that actively involve students and teachers. Such strategies could be represented by the implementation of socio-emotional development programmes to help students develop emotional skills such as: effective identification and management of negative emotions and stress, empathy, compassion and altruism, cooperation with colleagues and work in team, assertive communication and, last but not least, conflict management skills. When pupils are armed with such skills, they increase school performance, empathy and the quality of social interactions, while reducing the frequency of school discipline issues as well as aggressive manifestations. Revista de Pedagogie Journal of Pedagogy, 2018 (2), 69 – 92 https://doi.org/10.26755/RevPed/2018.2/69 * Researcher, Institute of Educational Sciences, Bucharest, Romania.","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"198 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122588271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.26755/revped/2018.2/179
Paul Blendea, I. Geană
The training program “Process Consultation an Intervention Model” is conceptually covered by the existing management and quality assurance system in Romania, starting from the premise that any activity carried out in school should have as aim to improve quality, reflected in pupils through good and very good results, “wellbeing” and the progress they have made. The purpose of this program was to give access to certain information necessary in day to day activity and also to bring consciousness to those involved in managerial tasks in school. 100 school principals from Vrancea County were trainees in the consultation process with a long term aim: improving the quality of learning and teaching in school.
{"title":"PROCESS CONSULTATION FOR QUALITY ASSURANCE IN SCHOOLS IN VRANCEA COUNTY","authors":"Paul Blendea, I. Geană","doi":"10.26755/revped/2018.2/179","DOIUrl":"https://doi.org/10.26755/revped/2018.2/179","url":null,"abstract":"The training program “Process Consultation an Intervention Model” is conceptually covered by the existing management and quality assurance system in Romania, starting from the premise that any activity carried out in school should have as aim to improve quality, reflected in pupils through good and very good results, “wellbeing” and the progress they have made. The purpose of this program was to give access to certain information necessary in day to day activity and also to bring consciousness to those involved in managerial tasks in school. 100 school principals from Vrancea County were trainees in the consultation process with a long term aim: improving the quality of learning and teaching in school.","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132416605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.26755/revped/2018.2/139
Roxana Axinte
The career counselor helps the beneficiary to build self-confidence in order to make an adequate choice. Counseling may be seen as a complex action, providing multiple benefits both to the beneficiary and to the employer. On the student’s side, it’s about identifying expectations and making a choice. From the employer’s perspective, he/she would seek a candidate being confident in he’s/she’s capacities, well trained and able to fit in the organization. Within the constructivist model, the counselors can understand the student’s approach of this process and interact as partners. A fundamental constructivist principle is to value the beneficiary’s opinion (student’s in our case). The main aim of this study is to characterize the student’s perceptions trough two dimensions of choosing a future career: the importance of specific constructivist career counseling activities and the self-esteem role. The counselor’s perception on organizing counseling actions has been also documented, following the constructivist approach. The comparative analysis showed similar opinions on the value of the constructivist counseling model in the two respondents groups. This allows us to consider that there is openness toward the specific organizing and designing of counseling actions following the constructivist approach.
{"title":"THE CONSTRUCTIVIST MODEL OF COUNSELLING AND THE STUDENTS’ PERCEPTION ON CAREER","authors":"Roxana Axinte","doi":"10.26755/revped/2018.2/139","DOIUrl":"https://doi.org/10.26755/revped/2018.2/139","url":null,"abstract":"The career counselor helps the beneficiary to build self-confidence in order to make an adequate choice. Counseling may be seen as a complex action, providing multiple benefits both to the beneficiary and to the employer. On the student’s side, it’s about identifying expectations and making a choice. From the employer’s perspective, he/she would seek a candidate being confident in he’s/she’s capacities, well trained and able to fit in the organization. Within the constructivist model, the counselors can understand the student’s approach of this process and interact as partners. A fundamental constructivist principle is to value the beneficiary’s opinion (student’s in our case). The main aim of this study is to characterize the student’s perceptions trough two dimensions of choosing a future career: the importance of specific constructivist career counseling activities and the self-esteem role. The counselor’s perception on organizing counseling actions has been also documented, following the constructivist approach. The comparative analysis showed similar opinions on the value of the constructivist counseling model in the two respondents groups. This allows us to consider that there is openness toward the specific organizing and designing of counseling actions following the constructivist approach.","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126796318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-04DOI: 10.26755/REVPED/2018.1/189
Dan Badea
{"title":"IN MEMORIAM EUGEN NOVEANU","authors":"Dan Badea","doi":"10.26755/REVPED/2018.1/189","DOIUrl":"https://doi.org/10.26755/REVPED/2018.1/189","url":null,"abstract":"","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124828902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-04DOI: 10.26755/REVPED/2018.1/159
D. Popa, R. Knezevic
Teaching and studying abroad are the key elements in reducing regional isolation of academic community. International exchanges programmes are particularly important for their personal and professional development and have positive effects for the socio-economic area as well. Mobility allows every candidate to gain an invaluable, new experience, to learn foreign languages and to develop interpersonal skills in culturally diverse environments. This article provides a SWOT analysis of the implementation of education policies regarding academic mobility in higher education institutions in Bosnia and Herzegovina. The research is a qualitative one. The collecting data methods used were semi-structured interviews with key respondents and experts in Higher Education and study of documents (laws, implementation measures, decisions of university administration councils). The results show that some of the most valuable advantages are: border-crossing knowledge transfer, the increased number of young professionals having better chances of employment. The main barriers are the attitudes inherited from former education system and insufficiency in advertising of all benefits they can gain from mobility. The value of * Lecturer, PhD, Transilvania University of Braşov, Romania. ** PhD, University of Bihac, Bosnia and Herzegovina. Revista de Pedagogie Journal of Pedagogy, 2018 (1), 159 – 171 https://doi.org/10.26755/RevPed/2018.1/159 the article is in its potential to emphasize the complexity of the country having unusually lots of ministries of education that affect academic mobilities.
{"title":"ACADEMIC MOBILITY POLICIES IN HIGHER EDUCATION OF BOSNIA AND HERZEGOVINA","authors":"D. Popa, R. Knezevic","doi":"10.26755/REVPED/2018.1/159","DOIUrl":"https://doi.org/10.26755/REVPED/2018.1/159","url":null,"abstract":"Teaching and studying abroad are the key elements in reducing regional isolation of academic community. International exchanges programmes are particularly important for their personal and professional development and have positive effects for the socio-economic area as well. Mobility allows every candidate to gain an invaluable, new experience, to learn foreign languages and to develop interpersonal skills in culturally diverse environments. This article provides a SWOT analysis of the implementation of education policies regarding academic mobility in higher education institutions in Bosnia and Herzegovina. The research is a qualitative one. The collecting data methods used were semi-structured interviews with key respondents and experts in Higher Education and study of documents (laws, implementation measures, decisions of university administration councils). The results show that some of the most valuable advantages are: border-crossing knowledge transfer, the increased number of young professionals having better chances of employment. The main barriers are the attitudes inherited from former education system and insufficiency in advertising of all benefits they can gain from mobility. The value of * Lecturer, PhD, Transilvania University of Braşov, Romania. ** PhD, University of Bihac, Bosnia and Herzegovina. Revista de Pedagogie Journal of Pedagogy, 2018 (1), 159 – 171 https://doi.org/10.26755/RevPed/2018.1/159 the article is in its potential to emphasize the complexity of the country having unusually lots of ministries of education that affect academic mobilities.","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"357 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114002269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-04DOI: 10.26755/REVPED/2018.1/25
Traian Vrăşmaş
{"title":"EDUCATION OF PEOPLE WITH DISABILITIES. VISIONS, POLICIES AND CURRICULUM","authors":"Traian Vrăşmaş","doi":"10.26755/REVPED/2018.1/25","DOIUrl":"https://doi.org/10.26755/REVPED/2018.1/25","url":null,"abstract":"","PeriodicalId":231080,"journal":{"name":"Revista de Pedagogie - Journal of Pedagogy","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125080591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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