Educatia 21最新文献_第2页

Inclusive Education Through the Friendship Bridge Project 通过友谊桥项目开展全纳教育

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.27

Elena Maria Ungureanu (Erdeli), Alina Felicia Roman

{"title":"Inclusive Education Through the Friendship Bridge Project","authors":"Elena Maria Ungureanu (Erdeli), Alina Felicia Roman","doi":"10.24193/ed21.2023.25.27","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.27","url":null,"abstract":"The Friendship Bridge project is an educational project born from the desire to remove some existing barriers between children, especially between children with special educational requirements and other children, from the desire to achieve the socialization of children with special educational requirements and the development of the associative capacities that determine the children to be able to live in permanent association with others, to be capable of friendly relations and, in particular, to want to maintain connections with their peers. The ongoing project since the fall of 2009 was initiated by the School Center for Inclusive Education No. 3 Oradea in the period 2009-2010, then by the School Center for Inclusive Education Orizont Oradea, in the period 2010-2013, the Teachers Training House of Bihor County in the school year 2013-2014, and the School Center for Inclusive Education No. 1 Oradea in the period 2014-2023. In this paper, we will make a retrospective of the activities carried out within the Friendship Bridge educational project identifying the role and importance of the projects in the integration and socialization of students with special educational requirements.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139201709","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}

引用次数: 0

Use of Technology to Increase the Quality of Collaborative Learning Experiences for Engineering Students in the Post-Pandemic Period 利用技术提高后大流行病时期工科学生合作学习的质量

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.08

Marius-Daniel Calin, C. Pislaru

{"title":"Use of Technology to Increase the Quality of Collaborative Learning Experiences for Engineering Students in the Post-Pandemic Period","authors":"Marius-Daniel Calin, C. Pislaru","doi":"10.24193/ed21.2023.25.08","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.08","url":null,"abstract":"This paper focuses on the changes made to the design and delivery of course materials and lab sessions for an Engineering module in the post-pandemic period – aiming to keep a balance between hands-on experience and use of digital technology as part of the students’ socio-emotional learning (SEL) experience and development of emotional intelligence, employability skills required by Industry 4.0. The flipped classroom approach facilitated the students’ engagement in authentic and valuable learning experiences as active partners in the process of sustainable knowledge creation enabling the development of their growth mindset in constructive, active, intentional, cooperative, and authentic ways. The practical lab sessions aimed to develop the students’ manual dexterity and soft skills while preparing the lab work technical reports enabled the improvement of their creative and critical thinking skills through inquiry and reflective writing.The problem-oriented project work (where students examined and provided creative and innovative solutions for real-life situations through collaboration and problem-solving experiences) has increased their motivation, engagement, performance, persistence, and their capacity to give and receive constructive feedback by positive engagement with online discussion forums. The continuous cumulative assessment encouraged students to reflect on their performance and refine their learning practices to become career-ready engineering practitioners. The efficiency of the proposed approach was evaluated by conducting semi-structured interviews with students, analysing student’s academic performance and lecturers’ observations while engaging in classroom-based research. In conclusion the weaving of academic grace into the fabric of hybrid engineering courses has increased the quality of collaborative learning experiences for students.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202136","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}

引用次数: 0

Enhancing Foreign Language Enjoyment and Well-Being Through a Mindfulness Based Intervention Program in the Efl High School Classroom - Teacher’s Insights 在英语高中课堂上通过基于正念的干预计划提高外语学习乐趣和幸福感--教师感悟

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.41

Sharon Fayerberger

{"title":"Enhancing Foreign Language Enjoyment and Well-Being Through a Mindfulness Based Intervention Program in the Efl High School Classroom - Teacher’s Insights","authors":"Sharon Fayerberger","doi":"10.24193/ed21.2023.25.41","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.41","url":null,"abstract":"This paper presents findings from research that aimed to see how a mindfulness-based intervention program in an EFL high school classroom can enhance student’s foreign language enjoyment and well-being. Students from a 10th grade EFL class in a high school in Israel, participated in a mindfulness-based intervention program held during a ninety-minute EFL lesson each week over a period of thirteen weeks. The research employed qualitative methodology to collect and analyze student’s perception of their English studies, their feeling of well-being in the classroom and their foreign language enjoyment. Semi-structured interviews were used for fourteen participants in the program who were interviewed at two points in time: during the program and a week after the program had ended. Additionally, insights emerging from my teacher’s log, which documented the process of the mindfulness program at the end of each lesson are also discussed and shed light on future pedagogical implications. All of the participants interviewed reported on an increased level of enjoyment and well-being as well as perceiving an improvement in their EFL learning.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139205619","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}

引用次数: 0

Personal and Professional Well-Being of Kindergarten Teachers – A Systematic Literature Review 幼儿园教师的个人和职业幸福--系统性文献综述

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.09

Dafna Armoza-Levi, Alina S. Rusu

{"title":"Personal and Professional Well-Being of Kindergarten Teachers – A Systematic Literature Review","authors":"Dafna Armoza-Levi, Alina S. Rusu","doi":"10.24193/ed21.2023.25.09","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.09","url":null,"abstract":"Research has shown that early childhood education can have a positive impact on individual career development and can reduce social problems, emphasizing the importance of investing in quality education for young children. Kindergarten teachers play a critical role in building a high-quality education. To achieve that, kindergarten teachers perform an increasing diversity of tasks, which can significantly affect their motivation to teach and their professional and personal well-being. Despite the assumed importance of the personal and professional well-being of kindergarten teachers, previous studies have focused on the school atmosphere and their mental health. The objective of this study is to evaluate the current state of research-informed knowledge regarding the well-being of kindergarten teachers. The methodological approach consists of a systematic literature review of the well-being dimensions of kindergarten teachers that can be found in the literature and the instruments that are most frequently used to assess the identified dimensions. The findings of this systematic review can have significant value in designing intervention programs aiming to foster the personal and professional well-being of kindergarten teachers.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139197499","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}

引用次数: 0

The Development of Competences Specific to Primary Education Objects as a Prerequisite for the Development of Students' Digital Competence 培养小学教育对象的特定能力是发展学生数字能力的先决条件

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.44

Marius Bănuț, I. Albulescu

引用次数: 0

Group-Inclusion for Students with Special Educational Needs in Mainstream Schools 主流学校为有特殊教育需求的学生提供的小组融合教育

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.23

Yael Tsafrir, M. Bocoș

{"title":"Group-Inclusion for Students with Special Educational Needs in Mainstream Schools","authors":"Yael Tsafrir, M. Bocoș","doi":"10.24193/ed21.2023.25.23","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.23","url":null,"abstract":"Inclusion of students with special educational needs (SEN) in mainstream schools and mainstream classes is a global mission. Together with cases of success in including students with SEN in the mainstream structures, various studies highlight a lot of criticism concerning policy and implications. The failure of inclusion is reflected both in academic achievements and well-being of the students with SEN. It also affects families and is of great concern to stakeholders, principals, and educational staff as well. The present article emphasizes Group-inclusion as a social intervention for improving educational inclusion. The authors describe principles of Positive Psychology Theory and positive education, as well as principles of the Generative Interactions Theory, as the basis for successful Group-inclusion, which may contribute to the social involvement of students with SEN with their peers. Description of Group-inclusion and examples of implementation are given, and the advantages and costs of Group-inclusion are discussed. Through Group-inclusion the social feelings and attitude of students with SEN in mainstream schools can be improved, as well as their subjective well-being.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"72 5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139199444","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}

引用次数: 0

The Technical-Scientific Circles Within the Children’S Palaces and Clubs, Educational Alternatives in Developing Skills in the Field of Science and Technology 少年宫和俱乐部内的技术科学圈，培养科技领域技能的教育选择

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.29

J. Kerekes

{"title":"The Technical-Scientific Circles Within the Children’S Palaces and Clubs, Educational Alternatives in Developing Skills in the Field of Science and Technology","authors":"J. Kerekes","doi":"10.24193/ed21.2023.25.29","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.29","url":null,"abstract":"Extracurricular activities serve as a valuable complement to the formal educational system in terms of their goals, content, and practical execution. These activities adopt a student-centric approach, tailoring their content, methodologies, and tools to individual students' abilities and interests. They offer flexibility, remain optional, and rely on voluntary participation, augmenting the formal educational process while nurturing the development of individual personalities, creativity, and essential competencies (Bocoș, 2017). Technical-scientific activities place a strong emphasis on the formative aspect of learning by identifying effective methods to structure and guide students' engagements (Albulescu, 2008). Through these activities, students amass knowledge, cultivate skills and abilities, and foster attitudes that bridge the gap between theoretical knowledge and its practical application. This questionnaire seeks to investigate the role and significance of technical-scientific activities in skill development. By analyzing the responses, we aim to establish a correlation between students' performance in national assessments and the practical knowledge acquired through extracurricular pursuits. These activities also aid in nurturing students' creativity, problem-solving capabilities, and offer insights into their perspectives on the interactive methodologies employed in organizing extracurricular events. This study was conducted among a cohort of high school students who completed an online questionnaire (N=445). The findings underscore the complementary nature of technical-scientific activities, which, in conjunction with formal education, contribute significantly to the enhancement of competencies in science and technology. The study affords an opportunity to scrutinize the strengths and weaknesses of specialized extracurricular programs, shedding light on students' demands within the realm of science and technology activities and the extent to which these supplementary initiatives can mitigate school dropout rates.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"110 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139207043","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}

引用次数: 0

Developing Digital Skills Trough Blended Learning Activities 通过混合式学习活动培养数字化技能

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.06

Onita-Maria Pavelea, Nicolae Cristian Stan

引用次数: 0

Inclusive Leadership in Romanian Schools 罗马尼亚学校的包容性领导

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.02

Daniela Ionescu, Ecaterina Vrăsmaș

{"title":"Inclusive Leadership in Romanian Schools","authors":"Daniela Ionescu, Ecaterina Vrăsmaș","doi":"10.24193/ed21.2023.25.02","DOIUrl":"https://doi.org/10.24193/ed21.2023.25.02","url":null,"abstract":"One of the 17 Sustainable Development Goals (SDGs), informally reunited under the name of Global Goals 2030, is Quality Education – Guaranteeing quality education and promoting lifelong learning opportunities for all. Our society has reached the stage where quality education is no longer a privilege of a few, but a fundamental right. Therefore, failure to achieve quality education is tantamount to not having had the opportunity to grow and develop as fully as in a free and just society, in an inclusive perspective. The objective of this study is to apply the tool \"Inclusive leadership in schools\" for the Romanian context. The methods used are the validity of the content by expert judgement; validity of construction through exploratory analysis and factorial confirmation; and reliability by Cronbach alpha coefficient and half-life method. The results show that both the school leadership and teacher version and the family version have optimal levels of validity and reliability for measuring inclusive leadership in Romanian schools. The results suggest that inclusive leadership is expected to work most closely through their influence on the development, improvement of the quality of teaching and learning, and on promoting an enabling school climate and culture with an emphasis on high opportunities and quality education.","PeriodicalId":116937,"journal":{"name":"Educatia 21","volume":"84 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139198875","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}

引用次数: 0

Learning Motivation of Students 学生的学习动机

Educatia 21 Pub Date : 2023-11-30 DOI: 10.24193/ed21.2023.25.33

M. Felea, Alina Felicia Roman

引用次数: 0