1,720,958 research outputs found
TEACHER – PARENT COLABORATION IN PLANNING AND PRACTICING OUTDOOR EDUCATION IN PRIMARY SCHOOL: 10.24250/jpe/Vol.32/1/2023/EMC/HT
No full textThe present brief study is based on the issue of planning and practicing outdoor education in primary school. We have enhanced the role of adults in planning, wich means projecting and preparing space, time and resources. Also we have underlined the aspect of including parents in all aspects, starting from the planning phase and also to be actively present in the practicing part. In the second part of the article, we have included a research, about the role of adults in outdoor learning activities in primary school. In this matter, we are going to present the results of a focus group, organised both with parents and teachers from a primary school in Arad County. The preliminary results show the fact that parents expect better communication from teachers in order to get better prepared and involved in the aoutdoor activities of their children
OUTDOOR EDUCATION AS AN INTERFACE BETWEEN TRADITIONAL AND MODERN LEARNING APPROACHES: A CURRICULUM-BASED ANALYSIS AT CORE CURRICULUM STAGE IN ROMANIA: 10.24250/jpe/2/2023/HT/EMC/
No full textThis study delves into the pivotal role of outdoor learning in acting as a connecting thread between conventional and contemporary teaching methods within the realm of core curriculum education. As educational methodologies continually evolve, educators are keen to adopt innovative approaches that effectively engage and educate students. Traditional teaching methods, while enduring, coexist with modern pedagogical practices that emphasize experiential learning, active participation, and holistic development. The research explores how outdoor learning functions as an intermediary, facilitating a seamless fusion of traditional and modern educational practices. Its primary focus is to investigate the influence of outdoor learning on student motivation, critical thinking, and overall educational achievements, particularly within the core curriculum stage. By employing a combination of quantitative and qualitative analyses, this study seeks to highlight the advantages and obstacles associated with the incorporation of outdoor learning in core curriculum subjects. It aims to pinpoint effective methods for embedding outdoor experiences into conventional classroom settings, thereby contributing to a more comprehensive comprehension of how outdoor learning can enrich the educational experience. The insights garnered from this research endeavor have the potential to provide valuable guidance to educators, curriculum designers, and policymakers in striking a harmonious balance between time-honored teaching techniques and innovative strategies. This equilibrium aims to create a well-rounded, enhanced learning environment for students at the core curriculum level. 
EDUCATION AND RESILIENCE: HOW TEACHER–PARENT COMMUNICATION CAN SHAPE CHILDREN'S FUTURES: 10.24250/jpe/si/2025/DD/EMC/
No full textIn today's context, marked by instability and uncertainty,children's ability to develop resilience is essential for theirsuccess and emotional balance. This article explores therole of communication between teachers and parents inshaping this fundamental skill. Drawing on contemporarypsycho-pedagogical theories and recent research, thepaper demonstrates that authentic and empatheticcollaboration between the significant adults in a child's lifeis key to developing healthy adaptation and learningstrategies
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
THE VALUE OF FORMAL EDUCATION IN THE PERSONAL DEVELOPMENT OF PRIMARY SCHOOL PUPILS: 10.24250/jpe/1/2022/AME/EC/HT
No full textEducation has a decisive role on the personal development of the individual. It is especially important that from an early age the individual should have an effective education that will reflect on his entire life. Along with education, the internal and external factors that condition the development of the individual also play an important role. Internal factors are heredity and psychosocial and biological influences and the main external factor is the environment. A relationship of interdependence and mutual and continuous correlation is established between the internal and external factors of development. Each factor helps and determines the formation and development of the other in order to achieve the goals of education. The school offers the student the framework for development, training, socialization starting from the knowledge of the individual and age peculiarities specific to each stage of development, by designing a strategy and by carrying out a rigorous didactic approach, based on a program, planning, educational resources, methods. and didactic strategies aimed at achieving the objectives and the proposed goal. The present article shows the results of a brief research on the personal development of pupils and some elements of personality through instructive-educational activities within the frame of the formal education. The main instrument used was the questionnaire, applied to a number 73 4th grade pupils from a class from Arad County. The questions relate to the experiences of pupils in formal education and especially to the way in which they perceive the changes, events, learning and socialization that take place in these years and the way all these connect to the development of their personality through education
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
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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