Journal of Educational Sciences

18-32

Authors: Pınar Tural, Feryal Cubukcu

Teaching culture is an indispensable part of language teaching as language and culture are intertwined. Awareness of one’s own culture and the target culture is necessary to be able to communicate efficiently. To raise intercultural awareness among EFL learners, literary sources can be a great source as they are authentic and reflect cultural elements. The aim of this study was to investigate the effect of short stories on intercultural awareness. In this quasi-experimental study, an experimental and a control group were chosen among B1 level of EFL students. The research was carried out in the School of Foreign Languages at a university in the Western part of Turkey. In a six-week implementation period, the experimental group (18 students) read short stories with cultural themes from different cultures. On the other hand, the control group (19 students) read nonliterary texts again with cultural themes in them. In the study, quantitative data was collected through the Intercultural Awareness Questionnaire prepared by Zorba (2019), and the questionnaire was implemented as a pretest and posttest to gather data. The findings of the study showed that there was no meaningful change in the intercultural awareness of the study group before and after the implementation in terms of intercultural awareness. Furthermore, no significant difference was observed between the experimental and control groups. In the study, it was also concluded that gender and international experience did not lead to a difference in terms of intercultural awareness of participants. The overall conclusion that can be made from this study is that intercultural awareness focus in language teaching may ameliorate the language competence of learners, but it might take time to increase awareness among learners, so institutions should prioritize increasing awareness of EFL learners with various activities.

44-62

Authors: Tina Vrabie, Carmen Mihaela Crețu

In order to provide quality instruction for students, to cultivate free and entrepreneurial spirits, the educational system needs teachers capable of acting as mentors for their students; inspiring them, teaching them about moral values and helping them develop their cognitive and career-orientation skills. Through the impact that it has on the development of students in general and on the talented students in particular, mentoring is one of the most appropriate strategies for achieving this goal. This article is a narrative review of the studies identified in the literature that describe a series of mentoring programs especially designed for talented students, which have contributed to their development on the psychosocial and cognitive level, as well as on career orientation. Complete research articles related to mentoring programs for talented students were gathered from online database searches and needed to meet several criteria: (1) the program evaluated needed to involve mentoring as the practice has been defined like an ”ideal type” of mentoring in the literature (Grassinger, Porath, & Ziegler, 2010); (2) the study had to examine the impact of involvement in a mentoring program on the development of talented students on several levels: psychosocial, cognitive, career support; and (3) the sample used in the evaluation of the program needed to include the talented students that are more predisposed to benefit from a mentoring program: talented primary, gymnasium and high school students and twice-exceptional students (Goff & Torrance, 1999; Subotnik, Olszewski‐Kubilius, Khalid, & Finster, 2021). The results of this review underline the impact of the talented students’ involvement in a mentoring relationship on their development and the necessity for this type of programs to be sustained in an educational context, not only at an informal level but also through formal programs specifically designed and implemented for this purpose. The paper concludes by presenting a series of recommendations on how such programs can be effectively implemented at the educational institutions level.

85-98

Authors: Irina-Cristina Pachița, Alois Gherguț

Despite the constant efforts to implement an inclusive education system at the level of educational policies and practices, there are nevertheless a number of factors influencing the effectiveness of inclusive education. Teachers, as key actors of education through the lens of their work, are a determining factor in the success of the implementation of inclusive education and the quality of education. The way they relate to students with disabilities has a significant impact on the quality of inclusive education. Beliefs about the importance of inclusion, expectations of inclusive education outcomes and inclusive classroom practices have a higher level of occurrence for teachers with fewer stereotypes. Questioning 90 teachers, it has also been shown that the level of stereotypes is lower for teachers who have experience working with children with disabilities. These results demonstrate that the efficiency and quality of an inclusive approach depend on these psychological constructs of teachers and a good inclusive education starts from the beliefs of each teacher. Also, those teachers who have experience working with students with disabilities tend to have a low level of stereotyping, compared to teachers who do not have this type of experience, so coming into contact and the experience, predominantly positive, with students with disabilities leads to knowledge of the specifics of this area, finding resources in diversity and, ultimately, lowering the level of stereotypes that can lead to exclusion and segregation.

113-115

Authors: Gina Florentina Tudorache, Mihaela Badea

Book review

21-37

Authors: Juan Carlos Riveras-León, Marina Tomàs-Folch

Social and technological changes demand constant updating, this implies that schools must be prepared to face these changes. As a result, they need to have the capacity to innovate as part of their organizational culture. Although it is true, that not all schools are examples of innovative organizations, it is possible to identify some that have a more innovative organizational culture than others. In the generation of that capacity, the principal’s leadership plays an essential role, they are ones called to face the challenge of developing competences and skills to lead the change. Existing research confirms the importance of the school’s leadership in the development of educational centers, OECD reports already ratified this, stating how vital it is to have good principals to lead schools (2009). In this study, schools have been chosen that have certain characteristics that are considered stand out for the Chilean educational system. By applying a questionnaire, the innovative potential of the centers being studied and their organizational culture to favor this are analyzed, the latter from the point of view of the principal’s actions. The results allow confirming the innovative potential the studied centers have, the most substantial practices of the principal’s actions that favor innovation are identified, as well as the key role the principal’s leadership plays within these centers. At the same time, questions arise that limit the development of certain innovative actions, such as, the search and pressure for results originated essentially from standardized testing, like SIMCE, which is applied in Chile.

56-68

Authors: Mugur Ciumăgeanu, Raluca Sfetcu, Florina Suditu

Adolescence is by definition an “age of risk”, irrelevant if you substantiate such a claim experientially or empirically. Mid-adolescence is the period where the processes of both neural and socio-emotional maturation are linked with an increase in both exploratory and health-risk behaviors. The present study, using a cross-sectional approach, investigates aspects of intra and interpersonal processes in relationship to risk behaviors and risk perceptions, and tries to link these constructs to student engagement. The study-sample consisted of 107 9th to 12th graders from three Romanian counties. The measures used were self-reports, appraising intrapersonal configurations (Beck Self-Concept Test), interpersonal problems (Inventory of Interpersonal Problems), and social and school adjustment (Social Adjustment Scale – Self Report). Risk behaviors and perception were measured with the Adolescent Exploratory and Risk Behavior Rating Scale (AERRS). The main research finding was that student engagement with school is in direct relationship with a better self-concept, more exploratory risk behaviors and a more adequate social adjustment. A puzzling result, explained probably better by the dual-process theory of behavior, is the relationship of risk perception to selfconcept and interpersonal problems (id est – a greater risk perception is correlated with a more fragile self-concept and more interpersonal problems).

87-100

Authors: Iulia Gonta, Cristina Tripon

Curricular innovation in university education allows teachers to make use of a wide range of changes. What do teachers mean by “curricular innovation”, how do they apply it and what are the factors that mobilize or block them in this process? These issues were analyzed based on the answers given by university teachers. Hence, we found that, although, at a theoretical level, teachers clearly formulate the needs of curricular development, at a practical/applied level, the action of curricular innovation is associated with uncertain objectives. A balance regarding variety/freedom of change in education would stimulate a more efficient innovation process (because excessive variety causes uncertainty and hinders action). Following the analysis of the teachers' answers, we found that they would be helped by the promotion of (only) successful innovative models, in which the possible application variants (and the results obtained depending on the local specifics, domain specifics, etc.) are specified. We believe that in this way, teachers will take be more active with respect to curricular innovation

11

Authors: Lorena Peculea, Adrian Peculea

As part of a larger study on academic dishonesty, this paper aims to be a simple investigation of students' opinions on some ethical issues, such as cheating in exams and plagiarism in assignments. The main goal was to explore the level of awareness of cheating and plagiarism, the frequency of these dishonest behaviours, students' attitudes toward cheating and plagiarism and differences between demographic variables and the three dimensions mentioned above. This study was conducted through a questionnaire completed by 138 first-year engineering students at a university in Romania. The study showed that cheating and plagiarism practices are sometimes common among students; at the same time, it is necessary to increase students' awareness and attitudes in order to combat such misconduct. Also, students’ ethical values and actions are in dissonance. The differences in gender and residence area of students are insignificant. The paper recommends that different actors collaborate to continuously educate and discourage students from engaging in academic dishonesty.

15

Authors: Ana-Maria Popa

A qualitative and comparative analysis is performed regarding the possible consequences of the introduction in the school curriculum of 10-12 years old children, of Robotics and Applied Mathematics in Movement Transmission (AMMT) courses, respectively. The research has been done at the Gymnazial School Number 195, from Bucharest, during two scholar years (2017-2019). Each class had 36 students and the two hours Robotics / AMMT courses had a weekly frequency. Direct observation, interviews of the children and parents, together with the class and individual journals, where children noted their opinions during the two years, are analyzed and interpreted. The results show better scholar performances of the children following Robotics courses, in respect to the ones following AMMT ones and a greater attraction of the children in Robotics. Further, a quantitative evaluation regarding the improvement of mathematical performances of children is presented, given a very similar level of the two classes at the beginning of the research in respect to their average Maths scores. The analysis involved several statistical parameters, like the average scores obtained at Math tests, their variances, the evolution of the children with the lowest performances and the number of the maximum scores in each class. All of them suggest the Robotics course efficiency in increasing mathematical performances level of young children is superior to the one of the AMMT course, recommending the introduction of such courses in the school curriculum.

16

Authors: Ioana Darjan, Mihaela Negru, Dan Ilie

The extensive literature and researches on bullying illustrate the connections between selfesteem and the bullying phenomenon, asserting that both faces, bullying, and being bullied are related to some degrees with low self-esteem. Considering the bullying behavior as a form of aggressivity and being bullied as an expression of passive behavior, this study introduces the third subject of inquiry: the assertive behavior. The study investigates the impact of self-esteem on assertiveness, passive vs. aggressive conduct, and positive interactions among high school students. While these aspects were usually investigated at an early age, this study approaches them in adolescence, involving 82 adolescent students from high schools from Timisoara, with diverse specializations. The need to fit, the need for acceptance, and the fear of social rejection increase in adolescence. At this age of dramatic changes, students are susceptible to verbal, physical, or emotional bullying, with an essential impact on their self-esteem, as they are very dependent on peers' approval, perceptions and reactions. Healthy self-esteem and assertiveness might be powerful tools to fight against bullying, but there is very little focus on teaching them in traditional education. This study shows the strong correlation between self-esteem and assertiveness, and the predisposition of students with low self-esteem to passive or aggressive types of interactions.

11

Authors: Claudia BORCA, Calin RUS, Simona SAVA

Building up the personal identity is a lifelong process, as identity can change, according with the groups of belonging, with new knowledge and changes of beliefs and contexts. There are more stable components of identity, like the values and attitudes, but there are contexts and experiences that sharpen different aspects of the identity. The article argues that education systems in Europe have responsibilities in supporting learners to develop their competences to act as citizens at local, national and European levels and thus have also the legitimacy to contribute to the development of a European identity and of a sense of belonging to Europe. Furthermore, it argues that such a process can and should start already in early ages. Therefore, teachers in primary school need appropriate competences to foster a positive identification of children with Europe and European values. They need to master intercultural competence, appropriate pedagogical and methodological approaches, they need to reflect on how to design teaching and learning contexts meant to stimulate, in a joyful, playful, attractive and consistent manner the building up of a European identity. The article mirrors the training needs of primary school teachers of 3rd and 4th grade in Western Romania, to develop these competences and be able to foster such process. The assessment of the training needs of primary school teachers involved covered all aspects of the competence, including values, attitudes, as well as the knowledge about EU, and their reflection on their teaching practices. The conclusions of the analysis can be useful for further training programs and reconceptualization of (initial) teacher education.

14

Authors: Agostino PORTERA

The paper summarizes the results of a qualitative study that aimed to identify the positive outcomes and opportunities, as well as the risks related with the identity building in migration and living in a multicultural context. Research consisted of a 7-year longitudinal case study, during which the life-stories, conflicts, crises, and problem-solving strategies of 23 young people of Italian origin with migration experiences – some of which were still living in Southern Germany and some of which had returned to Southern italy – were observed. The sample was composed of both adolescents with intellectual disabilities or other psychological and social disorders and adolescents who seemed to have benefited from living and growing up in different cultures. From the biographies it was possible to identify the main risk and protective factors related to migration and life in a multicultural context, and the adequate coping ability associated with their development. Based on the main findings of the study it was also possible to hypothesize that migration can inhibit or facilitate the fulfillment of fundamental human needs. So, the qualitative data was analyzed in order to identify the needs which seemed to be related with the harmonious development of the personality and a tentative theory of fundamental needs of human development was proposed. Finally, the results suggest that intercultural education can play an important role in determining whether subjects experience enrichment and growth or increasing difficulties or mental illnesses and social disorders. Therefore the paper takes the position that education can be an effective measure for fostering stable, flexible and multiple European identities. Given the research results, intercultural education, as developed and applied in a European context, can be considered as the most appropriate approach.

15

Authors: Atalia ONIȚIU

The fourth grade represents the first year of study of the discipline History for students in pre-university education. Before being a matter of civics, the European identity is a historically grounded construct; therefore, we naturally wondered whether the issue that we have not only an ethnic or national identity, but also a European one is, even incipiently, raised when teaching history. Our analysis started from the definition of the concept of European identity, to the general perception of Romanians regarding Europe according to Eurobarometer data, to reach the analysis of the school syllabus in the History discipline and then to the textbooks constructed starting from this syllabus. The conclusion we reached following our approach was that, as the school syllabus supports the formation of the national identity first and on a secondary place, the sketching of elements of European identity (through the elements related to the history of the national minorities in Romania, the location on the map of Europe of the events in the history of Romanians, discussing in different topics subjects such as the European Union or presenting some important personalities for the history of Europe), the three existing textbooks, available and at the decision of the teachers have an accordingly approach, that we consider to be correct. The European identity cannot be built before the national identity, historically speaking, and for the age category to which we refer (9-10 years), in the condition of one course hour per week, the simultaneous construction of the two types of identity (in other words teaching the history of Romanians and universal history at the same time) is difficult to achieve. Therefore, we believe that the choice for national history and identity before the European one is properly substantiated. The national and European identities cannot be constructed from the simple enumeration of historical names or data. The well-built explanation, accompanied by carefully chosen examples is essential in teaching history to this age category and, of course, in the solid construction of one's own identity (national and European).

9

Authors: Gabriela Domilescu

The paper aims to analyze entrepreneurship education in Romania in terms of: concept, European educational policies in the field, actual status in the Romanian educational system and to advance proposals for improvement of entrepreneurial competences in Romanian education. Thus, we will discuss the definition of entrepreneurship education, the most important European documents in the field and its benefits among students, as well as in society in general. We will present an analysis of the curricular documents in the Romanian secondary and high school education referring to entrepreneurhip education in terms of status, competencies, contents and values, discuss the necessity of entrepreneurial education in Romanian schools and identify ways of improving entrepreneurial competencies.

12

Authors: Ramon FLECHA, Nerea GUTIERREZ, Laura RUIZ-EUGENIO

We decide to start this article with the narrative of Laura Ruiz-Eugenio due to the coincidence that in 1999, the year in which the first issue of the Journal of Educational Science was published, she graduated in Social Education and began to collaborate in CREA´s researches. We include at the end, the story of Nerea Gutierrez as one of the researchers who more recently has been linked to the line of research on educational actions evidence-based.

15

Authors: Irina MASLO

The purpose of this biographical paper is to reflect generational changes in the landscape of educational sciences during the last 20 years. Rapid change within the educational science generations on the one hand, and in the gap between the research-generations has been observed in the last years at the international level. despite this fact, the intergenerational collaborative research has had impact on carrier advancement of younger research generations. Therefore, this paper aims to find out the evidence on what we can learn in intergenerational research collaboration. The theoretical background of the current paper is based on the human collaboration concept in the form of transfer and transforming the best practice patterns and developing self-experience with new knowledge, skills, and attitudes (špona, 2018: 18). The ethnomethodology of ex-post-facto ‘innerdialogue’ was chosen to find answers to the research question, targeted on reflecting on collaboration as social life impact on selected different researcher generation cases with the career advancement from school teacher to scientific institute director as a method of analysis of the human collaborative practice of perceiving people, places and events as “categories” of “collaboration,” and to use these to explain collaborative actions. the evidence of scientific, social and practical impact of intergenerational collaboration, and the sustainability of collaborative research will be explained, based on experience with the excellent team of West-Timisoara University. Biographical intergenerational collaboration stories of three research generations have impacted research career advancement and will contribute to the international discussion on what we can learn from intergenerational collaboration in research.

16

Authors: Paolo FEDERIGHI

Consent in the definition of adult education is only apparent and circumscribed. Substantial differences survive, fueled by various national ideologies, cultures and policies. The plurality of angles determines a multiplicity of research approaches. Transformative research is the typical model of adult education research and is analysed in its core components. Its peculiarity is the property of ensuring immediate production not only of knowledge, but of change processes. This property has favoured proliferation especially outside the academic community of education sciences. The process was guided by the users of the research, i.e. by those who have roles and resources that enable them to orientate the research in response to personal and organisational needs. This phenomenon necessarily produces a process of social construction of the meaning and the methodological content of the research. This expansion urges the development of a transformative research that also attributes to the education proletariat the role of inspiration and guidance in adult education.