International Journal of Social and Educational Innovation

6

Authors: Mihaela Viziteu Apostu

"To obey the norm is to obey the public exam, to meet the expectations that society formulates" (Neculau, 1987, p. 183). Society values the behavior of its members according to certain standards, expecting them to conform to certain cultural models. The purpose of this article is not to eliminate the specific problems of a child with ADHD (Attention Deficit Hyperactivity Disorder) but to be a realistic one, based on developing skills to solve the difficult situations in which such children are involved. The objectives are aimed at the behavioral description of the three components: hyperactivity, impulsivity and attention deficit; ameliorative intervention strategies: medical, psychological and psycho-pedagogical; exemplifying some useful workloads. The methods aim at behavioral change, targeting the category of constructive and integrative behaviors (Eşi, 2010, pp.24-34). Overall, I will present the behavioral characteristics of children with ADHD aged 3 to 12 years. The concrete problems faced by parents and teachers lead to outlining strategies for their effective resolution. Within the educational system, there are a number of practical exercises useful in adapting children. These children should be understood and supported by people in the immediate vicinity, in the context of knowing the causes of behavioral disorders.

8

Authors: Vehbi Miftari; Arbnore Mahaj

The Curriculum Framework of Pre-University Education in the Republic of Kosovo has set the cultivation of personal identity, national and cultural affiliation as a fundamental goal (article 1.3.). So far, the education system is based on the promotion of personal and cultural identity of pupils. Beyond the provided qualitative education, through the curricular content the system aims to raise the awareness and the cultivation of these affiliations. Some basic learning competencies which provide the fulfillment of these affiliations have been clearly defined. One of them is the competence of communication and expression. Book content and teaching methodology can both significantly affect the interface between students’ works and the stimulation of their imaginative creativity. One of these habits is artistic work. In this paper, we analyze the relation between the National Curriculum, especially its aims, competencies and areas, which are connected to the cultural identity, in one hand, and the content of books and teaching methods applied by teachers of the lower secondary schools (grades 6-9), on the other hand. After that, we analyze the impact of the curricula, book content and the teaching methods on the stimulation of students’ imaginative creation. We found that only 10 percent of the book content is connected to the first goal of the Curriculum. The methodology often is not in harmony with the content, and no additional content is provided to cover this gap.

10

Authors: Mimoza Puto

Juan Domingo Perón remains one of the most important figures of Argentine ́s history of the XX century. A former army colonel, Peron was elected 3 times as president of the republic through popular vote in 1946, 1951 and 1973. He did not come to power through a coup d ́état, as usually happened with army generals in the Latin-American countries at that time. He was the founder of the Labour Party and of the peronist movement and together with his wife Eva Duarte introduced a series of revolutionary reforms aiming at improving the living standards of the workers, thus becoming soon a national myth. Nowadays, the peronist Partido Justicialista is in a deep crisis, but it still remains one of the main Argentinian political forces.

8

Authors: Elena BUJOREAN

The article aims to explore the social distance of high-school students towards certain vulnerable categories (people with disabilities, those of different religions, those without income, foreigners, refugees, Romani, people infected with HIV, homosexuals), as well as identifying the manner in which these social categories are discriminated against at school and in other public places. In the context of the current study, social distance is expressed through the level of acceptance by the respondents of persons from the aforementioned categories, as neighbours, classmates and friends. Our study shows the students' reluctance to co-exist with certain categories of vulnerable persons by stigmatizing and using social exclusion (homosexuals, Romani, people infected with HIV, immigrants). These aspects draw attention to the need to fight against ethnocentric, xenophobic or homophobic attitudes in school. At the same time, the study shows that the manifestation of intolerant attitudes coincides in many cases with the posture of victim of discriminatory manifestations.

10

Authors: Elena Sestac

Stereotypes and prejudices influence our daily lives, and in certain circumstances we operate with them, despite the fact that we think we are free of prejudices. Not infrequently, they can become barriers in the communication, knowledge and acceptance of those around us; from this point of view, we must have the readiness to deal with our own prejudices, so that we do not reach situations of discrimination, marginalization, rejection or exclusion of some people on subjective grounds, influenced by stereotypes and misrepresentations about others (we often observe that our attitude and behavior towards a stranger is influenced by the way that person looks or is dressed). This study is based on stereotypes. It aims to identify attitudes and behaviors that perpetuate or challenge gender stereotypes in education. We will see what is stereotype, prejudice, discrimination, we will go a little bit on gender, cultural and language stereotypes, and finally we will see concrete examples within a school unit. This theme has become a problem of society. Stereotypes give rise to prejudices, and further discrimination. And during this research I noticed that since we were born, these things have been instilled in us.

12

Authors: Masume Kalantari;Mohammad Tahan

Learning, creativity, and innovation are considered as the axis of the activities of all educational and entrepreneur-based institutions. Learning style of students as one of the factors effective in learning and academic progress has always been taken into consideration. By identifying the learning style and rate of creativity of individuals, each style can be a more appropriate teaching method adopted by teachers and also a more correct method of learning by learners. Accordingly, the main goal of the present article is to identify the differences of learning styles of individuals in different academic majors and the rate of the creativity of individuals in each learning style. The present methodology employed in this research is of descriptive-correlational research design. The statistical population consists of all the last-year students at the high school level in the city of Ghaen. The statistical sample consisted of 115 girls and 117 boys selected by classified sampling. Kolb’s learning style inventory and Abedi creativity were used to collect the required data. These two tools are standardized, therefore their validity is verified. On the other hand, the reliability of the Kolb’s inventory and that of Abedi’s creativity were 0.74 and 79.5, respectively. To analyze the data obtained by Chi-square tests, one-way analysis of variance, Pearson covariance, and stepwise regression were employed. The results show that there is a meaningful difference between the creativity of the students with diverging and assimilator learning styles. Learning styles of students of different branches are also different. Creativity of the students of Mathematicsis more than that of the Humanities and there is also a meaningful negative relation between concrete experiential learning methods and creativity (r=0.702 and p<0.01).