Aurel Vlaicu University of Arad Editing House: Journals
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THE ROLE OF DRAMATIC PADAGOGY IN DEVELOPING TRANSVERSAL COMPETENCE ON STUDENTS: 10.24250/jpe/1/2024/AR/DED/EMC/HT/
No full textThe old didactic theatre must be replaced by, let us say, pedagogical.” (Augusto Boal). Lifelong learning education can be ensured also with the dramatic pedagogy learning curricula due to the specific of student’s competences that can be improved and valued in formal and nonformal learning on promoting skills, attitudes a key-competences, social and positive values. The key-competences frame has a transversality characteristic but the most important is to identify the life key-competences you need to ensure, along with the selected methods used to achieve them. In this study we propose dramatic pedagogy methods to develop the acquisition of knowledges and skills of students and also to highlight their benefits thru drama teaching. The impact dramatization curricula in formal learning context encourages all students to participate to activities using their creativity or to express their personalities in solving problems, to express their imagination and most off all to be authentic. All teachers can use on their learning context planning such as dramatization, as a significant element of their teaching according with the used drama methods. Dramatization as an art form involves cohesion and mutual cooperation between students and teachers. It encourages students to think positively about themselves, to learn and believe in their own growing abilities. Dramatization as an educational method, through integrated approaches of learning contributes permanently to adapt and to design curriculum for students need of learning and to increases the perspective of expansion knowledges outside the curriculum, to free movement and to research on the worldwide science
IMPLEMENTATION OF MODERN MANAGERIAL STRATEGIES IN ROMANIAN PRE-UNIVERSITY EDUCATION: 10.24250/jpe/2/2024/AV/
No full textThis article explores the transition towards modernmanagerial strategies within the pre-university education systemin Romania, illustrating how this evolution responds to thedynamics of contemporary social changes. At the center of thediscussion is the implementation of the concept of "newmanagement" in education, an emerging paradigm thatdistances itself from traditional hierarchical approaches,moving towards a more fluid, adaptable and participativeorganizational framework. The article analyzes the key featuresof this new management model, such as distributed leadership,decentralization of decision-making and the emphasis on thedevelopment of key skills, as well as the benefits it brings to thecurrent educational context. In addition, the study examines therole of institutional actors in this transition, from the Ministry ofEducation to individual educational units, highlighting how eachcontributes to the implementation and adaptation of thesestrategies. Particular attention is paid to the specific tools usedto increase organizational performance, including theInstitutional Development Plan (IDP), the School Action Plan(SAP) and the Management Plan
PRE-SERVICE TEACHERS’ AWARENESS OF INNOVATIVE TOOLS IN CHEMISTRY TEACHING: 10.24250/jpe/2/2024/YN/IB/AT/
No full textThe best way to pave way for usage of effective tools forteaching of chemistry called for awareness of the tools by theprospective users which are the pre-service teachers. This studywas carried out to investigate pre-service chemistry teachers’awareness of innovative tools in teaching chemistry. Onehundred and eighty-two pre-service chemistry teachers fromboth university and colleges of education were involved in thestudy. The sample size which was randomly selected consisted of82 male and 100 female. A researcher designed questionnaireknown as Pre-service Teachers Awareness of Innovative Toolsin Chemistry Questionnaire tagged PTAITCQ was theinstrument used to collect data for the study. Two experts in thefield of Chemistry Education carried out the face and contentvalidity of the instrument while the reliability of the instrumentwas determined using Cronbach alpha in which reliabilitycoefficient of 0.75 was arrived at. The data analysis was carriedout with mean and standard deviation while the four nullhypotheses formulated were tested using t-test at 0.05 level ofsignificance. Findings revealed that pre-service chemistryteachers were aware of four out of the 10 innovative tools. Therespondents have positive views about the roles of innovativetools. It was also reported that gender influenced therespondents’ awareness of innovative tools for teachingchemistry while pre-service institution of learning did not. It istherefore recommended that there is the need for creation ofawareness of all the necessary innovative tools used in teachingof chemistry
PROFESSIONAL PERSPECTIVES ON RESILIENCE IN SOCIAL WORK PRACTICE: 10.24250/jpe/1/2024/AC/
No full textSocial work is a profession that addresses social problems in society and aims to promote changes that facilitate optimal frameworks for the development of disadvantaged categories and equally promote the healthy development of human relationships. Exercising the profession constituted a permanent challenge due to the professional's daily contact with adversity, in various forms: abandonment, poverty, disabilities, losses, inequalities, etc. We aim to explore the perception of social workers in different social services at community level with consideration of the difficulties of the profession and resilience as a core feature in client practice. 4 in-depth interviews were conducted and 80 social workers from special and primary services responded to a questionnaire on resilience indicators. The results confirm other specialized studies that emphasize that resilience is a specific trait of the social worker (Wolin, 2004; Benard, 1991; Grant, & Kinman, 2012) and address the inherent nature of the profession. Study participants identified several manifestations of resilience, or compartments of it, that enable them to remain or perform better in an environment marked by suffering. A positive self-concept and a strong sense of identity. openness to experience, sense of humor, etc. We conclude that social workers are consciously involved in this process of generating change for the better; however, signals could be observed indicating the need to care for and maintain a healthy organizational climate to prevent occupational risks such as burnout, compassion fatigue
IMPACT OF CONTINUOUS ASSESSMENT ON PRIMARY EDUCATION STUDENTS’ ATTITUDE TOWARDS LEARNING IN TERTIARY INSTITUTIONS IN ANAMBRA STATE: 10.24250/jpe/2/2024/ICU/
No full textThis study investigated the influence of continuousassessment (CA) on primary education students' attitudestowards learning in tertiary institutions in Anambra state. Thestudy assessed various factors such as CA practices, resourceavailability, and student-lecturer ratios. The study employed adescriptive research design. A questionnaire with 40 items,validated by experts, was used. Distribution of the questionnairewas facilitated through virtual platforms namely Google onlinesurvey system, shared across WhatsApp, Instagram, Facebookgroups, and other social media channels. A total of 63 correctlyfilled questionnaires were received, extracted from the Googleplatform, and transferred to Microsoft Excel for coding.Subsequently, the coded variables and data were analyzed usingSPSS software, employing mean and standard deviationcalculations. Findings reveal that CA positively impactsstudents' attitudes by providing regular feedback, promotingself-awareness, and reducing test anxiety. However, challengessuch as resource scarcity, time constraints, and high studentlecturerratios hinder effective CA implementation. The studyemphasizes the importance of collaborative efforts fromeducational stakeholders to address these challenges andenhance the positive impact of CA on student learningexperiences. Further research is recommended to exploreadditional factors influencing students' attitudes towardslearning in tertiary institutions
PARENTS' PERCEPTIONS ABOUT IMPROVING STUDENT'S BEHAVIOR THROUGH PARTICIPATION IN NON-FORMAL ACTIVITIES. A QUALITATIVE ANALYSIS: 10.24250/jpe/1/2024/DED/HT/EMC/DAR/
No full textSocial competence is the ability to effectively manage social interactions and refers to the behavior of getting along well with others, being able to form and maintain close relationships, and responding adaptively to the social environment. Given the complexity of social interactions, social competence is the product of a wide range of cognitive skills, affective processes, behavioral skills, social awareness, and personal and cultural values related to interpersonal relationships. In the present research, we want to highlight the relational side of social skills, and in this sense, we developed a program of non-formal activities, wanting to highlight whether the behavior of the participant's registers changes from the parents' perspective. Thus, we developed a questionnaire for parents, made up of 14 items, structured into two categories: items aimed at the child's activity (activities carried out by the student outside of class hours, his schedule, areas of interest, group of friends), and the second part items designed to collect data about the parent's perception of non-formal activities, his consent to allow the child to participate in non-formal activities in the formal space, and the willingness to get involved in the design, organization and conduct of these activities). The subjects of the present experiment are primary school students, two classes of students, a total of 53 students forming the experimental sample and two classes forming the control sample, forming 49 students. As a result of the students' participation in the program of non-formal activities organized and carried out in the formal space, we observe an improvement in the behavior of the children who are part of the experimental sample, behavior perceived by their parents
IDENTIFYING SPATIAL, FUNCTIONAL AND TECHNOLOGICAL MODIFICATIONS AND GUIDELINES TO COPE WITH EDUCATIONAL CHANGE AND CONTEMPORARY CHALLENGES: 10.24250/jpe/2/2024/MOMA/
No full textThe study identified spatial, functional, and technologicalmodifications and guidelines to cope with educational changeand contemporary challenges. The study adopted surveyresearch design in which (600) secondary school teachers werepurposively selected from thirty (30) secondary schools in southwest,Nigeria. The instrument for data collection was a selfdevelopedquestionnaire divided into four sections with 28 itemsbased on the research topic. Four research questions were raisedand two hypotheses were generated and answered. The studyrevealed that majority of the respondents agreed that learningspaces influence teaching and learning process in theeducational change of twenty-first century. The study alsorevealed that majority of the respondents agreed that technologymodification of twenty-first century influence change andcontinuity in educational planning, The study further showedthat the issues and challenges to effective implementation ofeducational planning in educational changes of twenty-firstcentury includes, blindness to the existing educational cultureand teaching learning conditions, insufficient understanding ofwhat change is like, lack of adequate planning skills,misappropriation of development funds, lack of in-servicetraining on educational manager and failure to involve the keystakeholders among others. The result also indicated that thereis strong significant influence of learning spaces on teaching andlearning process in the educational change of twenty-firstcentury and there is a significant influence of technologymodification of twenty-first century on change and continuity ineducational planning. Based on these findings, the followingrecommendation among others was made: effective and efficienteducational planning should be built on sound decision in orderto strengthen educational change of twenty-first century
THE ROLE OF THE STEP-BY-STEP EDUCATIONAL MODEL IN THE DEVELOPMENT OF COMMUNICATION AND LEARNING BEHAVIORS THROUGH POSITIVE INTERACTION AT AN EARLY AGE: 10.24250/jpe/1/2024/DFT/
No full textThe “Step-by-Step” program promotes the desire for permanent knowledge and learning as essential for today’s child. This program gives children the opportunity to be open in the future to the new things they will come into contact with, to other creative and modern activities. The study presents the experimental research that we carried out starting from the idea that if the educational alternative “Step by Step” is used, then the children get more involved in learning than in the individual or frontal approaches specific to traditional education. The children involved will show their desire and interest to share with others what they experience, and this leads to a permanent motivation for knowledge and learning. This implies a development of the language, and an increased efficiency of the act of learning, and this type of learning will open to other creative and modern activities
INFLUENCE OF SMART CLASSROOM ENVIRONMENT ON STUDENTS’ INTEREST AND ACTIVE ENGAGEMENT: 10.24250/jpe/1/2024/AO/MMD/
No full textThis study investigated the influence of smart classroom on secondary school students’ motivation and active engagement in learning. Two hypotheses were raised in the descriptive research design study. The sample comprised of students of the purposively selected international private schools in Lagos State. Data was collected through administration of questionnaire that was validated with reliability coefficient values of 0.85. Data were analyzed using inferential statistics of chi-square. The study found significant influence of smart classroom environment on students’ motivation towards learning (X2 = 87.69, df =3, p<0.05). The study also found significant influence of smart classroom environment on students’ active engagement towards learning (X2 = 97.68, df =3, p<0.05). Based on the findings, it is recommended that since majority of the learners agreed that it provides motivation, school administrators should encourage their teachers for its uses in all subjects. As a result of the active engagement it provides for students, instructional designers should integrate it in the curriculum planning and development
DEVELOPING SOFTWARE-BASED STATISTICAL MODELS FOR EDUCATIONAL INCENTIVES IN MIDDLE SCHOOL CLASSROOMS: 10.24250/jpe/2/2024/KD/
No full textThere is a need for more statistical, computerizedrepresentations in studies via fixed effects and mixed effectsmodels. This article gives meta-analytic examples of (a)adequate literary, statistical, and conceptual coverage of tokenreinforcement as defined within educational interventions and(b) practical mixed-effects modeling that is relevant fordetermining how treatment effect size fits with othercharacteristics in literature on incentives. The findings from themeta-analytic modeling indicate that sample size, groupingoptions, timing, study type, and treatment effect size variationhave significant influences on the practical significance(effectiveness) of incentives with middle school students.Accounting for these variables helps stakeholders in educationdevelop supports that offer more standardization, versatility, andappeal to students as a whole. A variety of treatment effects forreinforcers may exist, but the overall effect of reinforcement canbe positive. This article is recommended for those interested indeveloping better instructional practices for students, regardlessof academic abilities