Cuprins / Contents

Elements of Continuous and Adult Education in the Romanian Literature and Institutions of the 15th – 17th Centuries

Mariana Momanu – Phd Associated Professor, Faculty of Psychology and Education Sciences, „Alexandru Ioan Cuza” University, Iaşi; momanu@uaic.ro.
Magda-Elena Samoilă – PhdStudent, Researcher Assistant, Faculty of Psychology and Education Sciences, „Alexandru Ioan Cuza” University, Iaşi; magda.samoila@uaic.ro.

Abstract
This study aims to analyzing the Romanian literature and institutions in the 15th-17th centuries from the viewpoint of continuous education and the particular aspects of adult education. The selection of this period was determined by the relevance of cultural and educational models stated nowadays to support the idea of continuous education. We consider this stage of the Romanian cultural history as a reference point in understanding the historical and cultural premises of continuous education and of the epistemological status of adult teaching in the current Romanian environment. With regard to the methodology, this study proposes a historical research of the Romanian documents and institutions of the 15th-17th centuries, and provides a data interpretation and reorganization from the perspective of the dominant cultural-educational model. Starting from this criterion, we propose the analysis of two distinct stages of this period: the 15th-16th centuries whose major pattern is the affiliation to the Eastern cultural model characterized by the Slavonic language, and the 17th century dominated by the option for the western humanist culture to develop the Romanian culture and education.
Keywords: continuous education, adult education, Romanian cultural space, educational literature, educational institution.

Assessment of the Ethical and Socio-Organizational Impacts Within Replay Fp-7 Project

Carmen Creţu – Professor, PhD, “Alexandru Ioan Cuza” University of Iaşi, Faculty of Psychology and Educational Sciences, carmen.cretu@uaic.ro
Nicoleta Rogoz – PhD student, “Alexandru Ioan Cuza” University of Iaşi, Faculty of Psychology and Educational Sciences, coroeru_nicoleta@yahoo.com
Diana Chihaia – PhD student, “Alexandru Ioan Cuza” University of Iaşi, Faculty of Psychology and Educational Sciences, diana.chihaia@gmail.com

Abstract:
The development process of RePlay, an interactive 3D gaming platform used as an instrument for psychological counselling in schools for children (10-14 years old) with a low level of antisocial behaviour (ASB), involved two years of research and tests during a European FP-7 project. This paper presents the methodology used in the final phase of Work Package (WP) 4 for the validation of ethical and socio-organizational RePlay criteria. It also describes how this methodology has been put into practice and how the assessment tools were constructed and utilized in order to conduct a socio-organizational and ethical assessment into the effectiveness and impact of the RePlay technology.
The application of this methodology in three countries involved in the project (Romania, Spain and United Kingdom) allowed making the recommendations for RePlay counseling strategies. Evaluation of the game platform according to the criteria by reference to ethical aspects and socio-organizational impact was made by experts in the psycho-pedagogical field.
Keywords: RePlay, educational counselling, antisocial behaviour, ethical assessment, 3D game platform

Pupil's Educational Plan – An Instrument for Monitoring the Progress

Laurenţiu Şoitu – Ph. D. Professor at Psychology and Educational Sciences Department, Alexandru Ioan Cuza University of Iaşi, soitu@uaic.ro   
Elena Seghedin – Ph. D. Senior Lecturer at Psychology and Educational Sciences Department, Alexandru Ioan Cuza University of Iaşi, eseghedin@psih.uaic.ro
Gianina-Ana Masari – Ph. D. Senior Lecturer at Psychology and Educational Sciences Department, Alexandru Ioan Cuza University of Iaşi, gmassari@psih.uaic.ro

Abstract
One of the critical aspects of the new Romanian Law of Education is assessment of students progress. Most of the teachers apply interactive methods and differentiated curriculum, but too few know how to make their own assessment on the strategies developed. Being relative new this law doesn't have yet developed an implementation methodology.
Therefore, the purpose of this study, part of the SCAN project, is to identify the perception of teachers as practitioners regarding the monitoring instruments of pupils' school progress. Our study focused on the analyze of items conceived for a pupil's educational plan as an instrument for monitoring progress and used as a longitudinal tool for global assessment. The experimental research has been conducted on 165 teachers, using Focus Group and a questionnaire (as qualitative research instrument).
During the first stage of our study, there were conceived two types of instruments: pupil's educational plan with self assessment sheets for teachers and pupil. In qualitative terms, instruments were structured on three dimensions of child development: emotional, social and cognitive. The second stage of our study was to analyze of teachers' perception regarding the monitoring instruments of pupil' school progress, which was made from two perspectives: 1) content analysis of pupil's educational plan as an instrument and 2) difficulties of its application.
Content analysis of pupil's educational plan as an instrument has shown that the teachers know the valences of emotional and social registers, but they invoke lack of time and money as a justification for focusing only on the cognitive development. Also, there was noticed their reluctance to change their approach on educational contents from development perspective. The main recommendation is that teacher training should be designed from a different perspective, not only in terms of knowledge, but rather in terms of skills, attitudes and behaviors.
Keywords: monitoring pupil's progress, pupil's educational plan, teaching strategies, partnership for education, formative assessment, teachers' perception

Effort Attributions and Achievement in Math and Sciences: The Moderating Effect of Gender and Academic Support

Simona Butnaru – PhD Associate Professor, Faculty of Psychology and Educational Sciences, University Alexandru Ioan Cuza of Iaşi; simonabutnaru05@gmail.com
Loredana-Ruxandra Gherasim – PhD Lecturer, Faculty of Psychology and Educational Sciences, University Alexandru Ioan Cuza of Iaşi; gloreda@uaic.ro
Cornelia Măirean – Phd Fellow, Faculty of Psychology and Educational Sciences, University Alexandru Ioan Cuza of Iaşi; amariei.cornelia@yahoo.com

Abstract
Our study examined if the relationship between students’ effort attributions and achievement was moderated by gender and academic support. Students in the eleventh grade (N=326) completed self-report questionnaires for effort attributions, parental, teacher and peers support. Three months later, the students’ grades were collected from schools’ registers. The results indicated that the relationship between effort attributions, academic support and achievement was moderated by the students’ gender. In the boys’ sample, parental support was a significant predictor of achievement, while in the girls’ sample both teacher and peers support predicted achievement. The relationship between effort attributions and achievement was moderated by the teacher’s support only in the girls’ sample. The implications of these findings for the importance of academic support and effort attributions for counseling students with school failure are discussed.
Keywords: Effort Attributions, Achievement, Academic Support, Gender Differences

Executive Function in Education

Adina Karner-Huţuleac – „Alexandru Ioan Cuza” University of Iaşi, Faculty of Psychology and Education Sciences, adinakarner@yahoo.com

Abstract
The metacognitive perspective suggests that children with learning disabilities are uninvolved with the educational task and do not plan their educational tasks in any straightforward manner. Researchers began to focus on techniques that gave the student more responsibility for metacognitive planning of the solution for educational problems, such as learning-strategies acronyms to facilitate the use of inner language for highly specific academic task in secondary school. The non-specific strategies, such as text previewing, comprehension monitoring, scaffolding, and self-correction are based on inner language for task planning. Reciprocal teaching is an instructional method that focuses the child’s metacognitive planning on specific types of tasks in order to improve reading comprehension. This strategy encourages the child to interact with the reading material in a well-planned manner. Finally, self-monitoring of behavior is an example of the use of inner language to monitor appropriate behavior and academic performance in the classroom. The dependence on inner language is made clear by the questions that students are trained to ask themselves silently.
Keywords: executive functions, learning disabilities, metacognitive strategies, strategy instruction

Taking in the New: Some Considerations on the Relations Between the Reform of Teacher Education and Teachers' Conceptions of Learning and Teaching in the Romanian System of Education

Mihaela Mitescu-Lupu – Lecturer, DPhil, University of Arts “George Enescu” Iaşi, Romania; office_lupumihaela@yahoo.com

Abstract
In current reformist views in education, a change in the conception and approaches to the teaching activity is proclaimed almost ubiquitously. The changes required focus on promoting learning and student-centered activities in the classroom, whereas responsiveness and flexibility become the main features of the new teaching approaches. In this paper an exploration of the relations between the reformist views on education and teachers beliefs on classroom based teaching and learning is proposed. The research presented in this paper aiming at exploring the relations between reformist ideas and teachers' conceptions of learning situated in the school was set up as a survey. One hundred and fifty beginning and experienced teachers in the Romanian secondary education were asked to complete a questionnaire regarding their beliefs about teaching and learning. Data was analyzed in relation to aspects of the policies and practices in initial teacher education relevant to the current reform in the Romanian system of education. This work is supported by CNCSIS-UEFISCSU, project number PN II-RU 21/2010.
Key words: teacher education, reform, conceptions, teaching

Pedagogical Practicum in Pre-School and Primary School Educational System – Between Mentorship, Subjectivity and Contextualization

Angelica Hobjilă – Lecturer, PhD, Faculty of Psychology and Educational Sciences, “Alexandru Ioan Cuza” University of Iaşi, Romania; ahobjila@yahoo.com.

Abstract
Based on a series of boundaries and opinions regarding pedagogical practicum, the problem of mentorship and the concepts of subjectivity and contextualization associated with the first two, the present paper offers another possible way of approaching pedagogical practicum during initial (academic) training of pre-school teachers.
This approach comes to anchor – regarding the subjectivity of student, of mentor and of contextualizing pedagogical practicum – the qualitative analysis of 50 evaluation sheets of 2nd year students, specialization „Pedagogy of Pre-school and Primary School Education” („Alexandru Ioan Cuza” University of Iaşi, Romania), focussing on suggestions for improving the activity of students, solutions offered by 6 mentors that coordinated pedagogical practicum between 2008-2011.
This analysis having a diagnostic function sets the basis of a possible development that would be useful for the progress of pre-school teachers, regarding the optimization of the relation theory – practice and the realistic valuation of subjective and contextual features during pedagogical practicum.                    
Keywords: pedagogical practicum, pre-school educational system, mentorship, subjectivity, contextualization           

Evaluation of Preschool and Primary School Teachers in Romania: Between Theoretical Principles and Practical Effects

Versavia Curelaru – Phd Associated Professor, Faculty of Psychology and Education Sciences, „Alexandru Ioan Cuza” University, Iaşi; versavia.curelaru@uaic.ro
Georgeta Diac – Phd Associated Professor, Faculty of Psychology and Education Sciences, „Alexandru Ioan Cuza” University, Iaşi; getad@uaic.ro
Daniela Muntele-Hendreş – Phd Associated Professor, Faculty of Psychology and Education Sciences, „Alexandru Ioan Cuza” University, Iaşi; dhendres@psih.uaic.ro

Abstract
The main objectives of our study were: a) to observe the weight of the valued professional activities in the official documents for the teacher evaluation, mainly comparing them to the performance criteria established by the Educational Ministry; b) to analyze teachers’ opinion concerning the educational effects of their activities One open question was addressed to 796 preschool and primary school teachers. They were asked to write about the 3 most important requests in the self-evaluation official document, which they consider as having aversive consequences towards the educational process. Data was qualitatively and quantitatively processed. Results show that about 13-29% in the total points gained in the evaluation for merit gradation salary is for school competitions (organizing, involving pupils and having pupils succeeding in these contests). On the contrary, points gained in the teacher’s work evaluation for each pupil progress in learning is only about 5-6%. Teacher’s opinions about the criteria for professional self-assessment indicated the need for reconsidering some of them.
Keywords: teachers’ evaluation, evaluation standards, evaluation criteria, merit gradation sheet.

Perceptions about Teaching Competency among Students and Parents. A Case Study

Roxana Criu – assistant professor at “Alexandru Ioan Cuza” University of Iaşi, Faculty of Psychology and Educational Sciences, Teacher Training Department, roxana.criu@uaic.ro

Abstract
The identification of competencies and didactical performance has been made by analysing the activities developed by a teacher. In order to highlight the importance of professional competency for increasing quality of educational process it is necessary to analyze the perceptions about teaching among the main beneficiaries - students and parents.
In this context, one important element is the competence related to communication and relationship with the community (involving the community in different educational activities, celebrating together some representative events in the life of the community etc.) together with the ability related to the relationship with parents (regarding the issues related to admission, frequency in classes, discussing the registering progress reports).
A quantitative research methodology, based on responses analysis provided data about the presence of these two competencies among secondary school teachers from some high schools in Iasi, Romania. Our study was based on students’ and parents’ responses regarding this ability for their teachers, comparing students’ and parents’ perception related to these competence and, also, (for the relationship with the social community and  students’ parents) between students’ from theoretical high schools and students’ from the technological/vocational high schools perception concerning the same aspect. The results revealed by the statistical processing of the data we have obtained indicate the fact that students and their parents perceive a lack of competency on teachers’ professional activities.
Keywords: teachers’ competency, communication skills, relationship with students’ family, partnership with local community, parents’ and students’ perception regarding teachers’ abilities.

European Educational Systems Facing Transnational Migration: Policies and Practices

Nicoleta-Laura Popa – Lecturer dr., Postdoctoral Fellow, Romanian Academy, Iaşi Branch; npopa@psih.uaic.ro

Abstract
The present contribution focuses on European policies and practices responding to migration developments within EU borders. An overview of several educational approaches is provided, based on challenges faced by migrant children such as school underachievement and drop-out. Main educational policies presented as paths for raising educational opportunities for migrant children target equally the whole national educational systems, the school and classroom daily activity and the individual migrant child and his/her family. Several types of educational practices designed for supporting migrant children, such as transitional classes, extracurricular compensatory/remedial programs or the attendance of international schools are also reviewed. Conclusions highlight the need for both educational reflection and action aiming to identify appropriate provisions for migrant children, especially in the case of highly mobile children schooled in several educational systems.
Keywords:  migration, educational policies, educational practices, European context

The Intercultural Learning Model

Andrei Marian – Asistent universitar Dr., Faculty of Psychology and Educational Sciences, “Alexandru Ioan Cuza” University of Iaşi, Romania, amarian@psih.uaic.ro  

Abstract
Intercultural learning is often seen as a process of growth and development, resulting from the understanding and accepting cultural differences. Intercultural learning is more than an encounter with another culture and is more than a cultural shock. It is based on the assumption that the fear of strangers is not a natural destiny, unchangeable and cultural development has always been the result of contact between different cultures. The prefix "inter" suggests that historical fear of foreigners can be overcome, that can structure relationships and exchanges between cultures. Moreover, intercultural learning is based on the device to make the encounter between cultures productive, to achieve awareness of their own culture outlet, to be able to see their culture from a relative perspective and to discover new ways of coexistence and cooperation with other cultures.
Keywords: Diversity, interaction, communication, competence, intercultural learning

Acquisition of Speech Reading - Fundamental Purpose in Recuperation of Children with Hearing Loss

Alois Gherguţ – Associated Professor PhD, Faculty of Psychology and Education Sciences, Alexandru Ioan Cuza University, Iaşi, Romania; alois@uaic.ro
Loredana Păduraru – Teacher M.A., Special School for Hearing Loss Children „C. Pufan„ Vaslui, Romania

Abstract
The study identifies some factors used by the deaf children that speech to be intelligible. We have analyzed the influence of speech-reading, level of intelligence for different degrees of deficiency on speech self-control. The instruments used were: rating scale of speech-reading level, verbal articulation test and Raven test color. To achieve self-control during the speech, the child with hard hearing loss does not only need a high level of intelligence, but also an effective speech-reading. Because of this, we are found in practice children with a high level of intelligence, but with a mediocre speech-reading, others with a lower level of intelligence, but with a good speech-reading. These differences appear depending on the degree of hearing loss. These results are important in designing therapeutic activities, speech intelligibility factor being crucial in the social integration of hearing impaired.
Keywords: hearing loss, speech-reading, intelligence, speech intelligibility

Teacher’s Role in the Assessment of Learning Disabilities

Adina Karner-Huţuleac – „Alexandru Ioan Cuza” University of Iaşi, Faculty of Psychology and Education Sciences, adinakarner@yahoo.com

Abstract
We describe two models that incorporated features of response-to-intervention (RTI), low achievement, and intra-individual differences models for the identification of children as learning disabled, and highlight the key role of teachers in this process. This approach to assessment assumes that the person is old enough that there is an expectation that reading, math, and written expression skills have begun to develop. The heart of the identification model and approach to assessment is the focus on the measurement of RTI. It’s means that as soon as it is apparent that the parson has an achievement problem, the intervention begins; resources expended on diagnosis should be focused on intervention. People should not be identified as learning disabled until a proper attempt at instruction has been made. Also, we emphasize that there are many controversial aspects related to clinical diagnosis criteria and differential diagnosis of learning disabilities, with a major impact on the medical and educational psychology practice.
Keywords: assessment, learning disabilities, cognitive-processing approach, response-to-intervention

Andrei Barna, Iuliana-Petronela Barna, Tactul pedagogic şi social,
Editura Didactică şi Pedagogică, Bucureşti, 2011, 176 p.

Carmen Rusu – Cercetător doctorand, Departamentul de Cercetare Interdisciplinară în Ştiinţele Socio-Umaniste, Universitatea Alexandru Ioan Cuza, Iaşi, carmen.rusu@uaic.ro.