Issue, No. 29/2024

Abstract This study examines the impact of a special education practicum program on the perceptions of Israeli pre-service teachers (PSTs) regarding their professional identity development. The sample comprised of 30 PSTs, 15 Jewish and 15 Arab, attending a ccollege of education in Israel. The study implemented a methodological approach that consisted of a qualitative analysis of the content of the PSTs’ critical reflections, which were collected at two time points, i.e. the end of the 1st semester and the end of the 2nd semester. The results iindicated that the special education practicum program contributed to the development of professional traits and teaching abilities of the participants, namely, to their ability to plan and teach successful and experiential lessons in an adaptive manner, and to develop an inclusive and beneficial class climate for both students and teachers. >> Read the article

Abstract This paper focuses on highlighting the results of some theoretical investigations regarding the contributions of the school from the perspective of providing quality educational services, products and goods. In the first part of the study, we bring to attention a series of terminological clarifications regarding the main concepts used, namely educational marketing, services, products, and educational goods. We allow ample space for the analysis of contemporary views of what exactly is meant by educational services and what is expected of the services provided by the school. We approach critically and analytically both the actual educational services, represented by the teaching-evaluation activities, as well as auxiliary services and the concept of human educational capital. Being a subject strongly connected with the current educational reality and practice, we consider it necessary to clearly delineate the concrete possibilities of ensuring quality educational services and products, both for students, parents, and the community. Therefore, this paper presents multiple types of activities and directions of approach to ensure the educational goods that students need in order to meet the current and prospective demands of society are provided. Finally, we bring to attention the theory of educational goods, on the basis of which the study can be further expanded, as well as some directions for the optimization of the efficiency of educational services offered by the school. >> Read the article

Abstract This study explores the efficacy of the ‘Echoes & Parent-Partnered Actions’ therapy programme in enhancing the linguistic and social competence of children diagnosed with autism spectrum disorder (ASD). By addressing significant challenges in language acquisition, social communication, and ASD-related behaviours, this research fills a crucial gap in effective, tailored language therapy interventions. The methodology employed a quasi-experimental design with pre-test and post-test measures to evaluate progress. Six participants with mild to moderate ASD were purposively selected based on specific criteria and engaged as a single experimental group in a ten-week intervention using the ‘Echoes & Parent-Partnered Actions’ programme. The results revealed substantial improvements in language comprehension, expressive abilities and social communication skills, as indicated by the post-test scores. These findings underscore the potential of the ‘Echoes & Parent-Partnered Actions’ programme as a valuable tool in language therapy for children with ASD. The study concludes by recommending the integration of this programme into educational and therapeutic settings and calling for further research to explore its long-term efficacy. >> Read the article

Abstract The need to educate the young generation in the spirit of universal, moral-aesthetic and heritage values can sometimes seem in opposition to educating them on the dimensions of liberalism and decision-making independence both personally and socio-professionally. In contemporary society, accepting pluralism and diversity as forms of manifestation in all spheres of our life is a normality, which does not exclude the need for values education. The attachment to values such as: love, truth, respect, responsibility is formed over time as a result of their cultivation, the achievement of a healthy, sustainable education for the world and life. The study aims to investigate/identify the impact of cultural activities on quality moral, intellectual, aesthetic, intercultural education. Not infrequently, cultural practices are perceived as positive or negative, depending on the quality of the activities carried out and the target audience to which they are addressed. The results of the case study show us the responsible involvement of the leadership of the Culture institutions in Bistrița-Năsăud county, Romania, in the realization of quality cultural activities, with a direct impact on the young and adult population in terms of cultivating respect for Romanian cultural values in in general, Transylvanians in particular, of intellectual, moral and aesthetic education. The beneficial impact of the cultural activities carried out at the level of the three culture institutions investigated was due to the promoted cultural marketing and the management of knowledge and quality information. >> Read the article

Abstract This study evaluates the impact of the Peer Instruction method combined with Conceptual Questions on students’ science competence in physics. The research focused on three components of science competence: theoretical knowledge, axiological knowledge, and applied knowledge. Implemented over the 2023-2024 academic year in three 7th-grade classes, the method showed significant improvements in students’ theoretical knowledge and applied knowledge, particularly in solving problem situations and scientific language use. Axiological knowledge, including metacognition and attitude toward physics, improved moderately. Data analysis, including Shapiro-Wilk and Wilcoxon Paired Samples tests, indicated substantial enhancements in academic success and conceptual understanding. The study concludes that Peer Instruction effectively enhances science competence, though challenges remain in evaluating the application of definitions and measurement units. This approach promotes active learning and collaborative problem-solving, beneficial for comprehensive science education. >> Read the article

Abstract The aim of this paper is twofold. In the first part it engages in a critical examination of the common mode of approach to teacher observation from a pedagogical and psychological point of view to determine whether it is suited to the task of teacher training. Our contention is that it is not for it is vitiated by four fundamental limitations which deprive it of any educational value. So, in the second part of the paper it deals with the question whether teacher observation could be reformed, or if it should be abandoned. To answer this question the paper examines the pedagogical benefits of another mode of doing observation, employed in the field of academic development, and it argues that it should be taken as basis for a new model of approach to teacher observation. >> Read the article

Abstract During the past decades the world has been changing and transforming at a fast pace due to the advancements in all fields, especially the technological ones and the educational systems have been touched by these alterations. Consequently, educators and teachers are striving to adapt to the students’ needs and interests. Moreover, in a society in which students feel more and more demotivated to learn, it is up to teachers to find ways to ignite students’ curiosity and interest that may lead to the desired satisfaction and pleasure to learn, resuscitating the intrinsic motivation to learn. In this context, this article aims to highlight the impact of Project-Based Learning as a learning tool which can benefit the students by fostering motivation and engagement during classes due to its key feature: it is an approach which places the students in the centre of learning by encouraging them to participate in an active way and take responsibility for the entire process, thus students own the learning process which enables them to find the engagement and motivation to study within themselves. >> Read the article

Abstract The present work represents a systematic review that aims to consolidate information from the specialized literature on the treatment of generalized anxiety using virtual reality. Virtual reality (VR) has become a valuable tool in psychotherapeutic treatments due to its ability to create controlled and immersive environments. These environments allow patients to experience and manage situations that cause them anxiety, in a safe and controlled manner. In the context of treating generalized anxiety disorder (GAD), VR is used for gradual exposure to anxiety-inducing stimuli, providing a framework in which patients can learn to control their anxious reactions without the risk of being overwhelmed. This study analyzed 124 specialized articles on the topic: "Treatment of generalized anxiety with the help of virtual reality." After applying inclusion and exclusion criteria, 9 articles were included in the analysis. >> Read the article

Abstract Academic resilience represents a critical variable in educational success, reflecting students’ ability to adapt and thrive in the face of academic challenges. Numerous studies have addressed the issue of academic resilience, as understanding the mechanisms underlying academic resilience as essential for the development of effective interventions to support students. Academic resilience is a multifactorial construct, influenced by personal, social and contextual factors, which needs a complex approach. Being an essential competence for the entire life, the academic environment provides the fertile ground for its development. The present research investigates the extent to which perceived self-efficacy and motivation - both intrinsic and extrinsic - impact students’ academic resilience. The study aims to explore how those psychological constructs interact to support adaptive responses in demanding academic environments. A structural equation model was developed and tested on a sample of university students. The findings reveal that academic self-efficacy and intrinsic motivation has a significant and direct positive effect on academic resilience. At the same time, even extrinsic motivation seems to influence negatively the academic resilience, it resulted that it has no direct significant influence on academic resilience. The results underscore the importance of fostering self-efficacy and intrinsic motivation in educational settings, offering critical psycho-pedagogical insights for enhancing students’ adaptive capacities. >> Read the article

Abstract The article explores the application of Holland's Theory of Vocational Interests in designing pre-university curricula, emphasizing personalized and relevant educational experiences. The curriculum is conceptualized as a structured "plan for learning," requiring balance and coherence across levels: international, national, school-specific, classroom, and individual. It highlights the significance of integrating students’ vocational profiles (RIASEC) into teaching strategies to foster engagement, motivation, and skill development. The study outlines a multi-step approach, including profiling students' vocational interests, analyzing interest types, and creatively designing learning situations aligned with these profiles. Case studies from Romanian pilot programs illustrate the effectiveness of this model, highlighting adaptations for frontal, group, and individual teaching formats. The approach facilitates the development of career-relevant skills and enhances educational inclusivity. Ultimately, the implementation of Holland’s theory contributes to a dynamic learning environments, better decision-making for students’ academic and career paths, and the preparation of active, competent citizens for a rapidly evolving society. >> Read the article

Abstract This article addresses the contribution of group social meetings for children with ADHD in promoting self-efficacy and improving social skills. This article is part of my doctoral research and is based on a review of current literature. ADHD is considered one of the most common disorders among students of various ages. Attention has physiological, psychological, and behavioral aspects, significantly impacting overall functioning, particularly in school. Children with ADHD face difficulties in academic performance and social domains, including challenges in social adaptation and forming social connections. Previous studies have indicated that many children diagnosed or characterized as having ADHD struggle significantly in both academic and social areas. We ask them to learn in a way that is unnatural for them, requiring great effort. We value and prioritize behaviors and abilities that do not align with their strengths. One proposed treatment option for children with ADHD is group intervention. group provides a sense of belonging, support, and acceptance, as opportunities to learn diverse behaviors, reflections, and modeling normative behavior. The article reviews previous studies on the impact of therapeutic groups and social meetings on children with ADHD - how these meetings help children improve their social skills and increase their sense of self-efficacy. In conclusion, if we can better understand how these children feel and act, we can create tailored learning environments and positive, adapted educational and social interactions, thereby aiding their personal development. >> Read the article