<\/em>Full article<\/a><\/strong>\u00a0| Abstract&Keywords<\/span>
Abstract<\/strong>: Self-regulation in school contexts is a subject that caught the attention of researchers from many disciplines. Educational neuroscience is an emerging research field aiming to bridge the neuroscientific knowledge and methodology with those of more consecrated research disciplines investigating learning and education, like psychology, sociology or education. Our paper investigates recent empirical studies exploring self-regulation in preK-12 educational contexts and which were identified as educational neuroscientific literature. As a result of an extensive search and filtering process conducted in conformity with the systematic review methodology, we found five articles that passed the predefined filtering criteria. Our findings suggest that this type of literature appeared mostly in the last decade with the occasion of new neuroscientific methodologies allowing conducting non-invasive advanced brain studies. The main self-regulation elements these studies focus on are academic motivation, attention orientation, self-perception on own mental abilities and behaviours, cognitive and emotional engagement in learning, social and task-related behaviour regulation. The methodologies used consisted mainly in self- or others-reported questionnaires, behavioural measures evaluation, academic performance measurement, computerized testing of cognitive abilities, physiological measures recordings (e.g. saliva or blood samples, heart rate), electroencephalography (EEG), and functional magnetic resonance imaging (fMRI). The samples included in the reviewed articles vary from preschool to primary, middle and high school students, comprising 376 participants in total. The reported research outcomes are rather limited but they also offer optimism regarding the possibilities to use neuroscientific methods for investigating self-regulation in an educational context. Various aspects regarding limitations of this type of research are discussed.<\/p>\n Keywords<\/strong>: educational neuroscience; school context; self-regulation; systematic review.<\/p>\n INTERCOMPREHENSION IN THE FOREIGN LANGUAGE CLASS <\/strong>|\u00a0Andreea-Manuela COJOCARIU<\/em> Abstract<\/strong>: The concept of intercomprehension is now part of the lexicon of the Didactics of Languages or of the vocabulary of those who reflect on teaching and learning foreign languages in the context of promoting the plurilingualism of European citizens. Intercomprehension is one of the current concerns although it has not yet really entered school and university institutions. It is in the state of experience, project or training and yet there is abundant material and intense reflection on this subject. Intercomprehension is considered practical worthy of being tried and for this reason there is a pedagogy and didactics of intercomprehension. My objective regarding intercomprehension is to investigate the interest, the possibilities and the modalities of a better awareness of the contact of languages in the classes of FFL (French as a Foreign Language).<\/p>\n Keywords<\/strong>:foreign languages; intercomprehension; plurilingualism<\/p>\n REFERENCE POINTS IN CURRICULUM DESIGN: GEOGRAPHY AS A SCHOOL SUBJECT <\/strong>|\u00a0Octavian M\u00c2NDRU\u0162<\/em> Abstract<\/strong>: This study is theoretical and exploratory. It aims to describe a reference system which should determine or influence the decisions for the new curriculum design. The example of geography as a subject matter (or, in a wider perspective, of a field of study called \u201cGeography \u2013 Environmental Studies\u201d) reveals specific elements resulting from the characteristics of the interior structure. The reference system may be altered, reduced, amplified, categorized or adjusted with respect to other subjects or fields of study, that are at least similar. The example of the \u201cvertical\u201d curriculum of Geography (grades V \u2013 XII) relies upon a system of outcomes (competencies) in progression (according to levels and ages) and it depends on the time horizon of the design. Consequently, different options might come out within the process. Nevertheless, the curriculum depends a lot on the paradigm of its design: with a scientific dominance (with a likely minimal individual human insertion) or with a subjective touch, as a result of some individual or group opinions which are more or less justified.<\/p>\n Keywords<\/strong>: competences; curriculum; environmental studies; fields of study; geography<\/p>\n ANALYSIS OF THE SCHOOL ENVIRONMENT FROM THE PERSPECTIVE OF THE STUDENTS\u2019 STRESS <\/strong>|\u00a0Angelica MIH\u0102ILESCU<\/em> Abstract<\/strong>:The present paper aims at drawing attention on the stress levels students are exposed to in the educational environment. The study into the students\u2019stress is insufficiently explored, and it can open new research directions in education given the general interest for the improvement of the school climate and effectiveness. In order to briefly present this topic we carried out document analysis and review of research that looks into the stress factors in education either as a study focus or in a wider perspective. Among these we highlight the fear of error, assessment and exams, public speaking.<\/p>\n Keywords<\/strong>: public speaking; assessment; stress factors; stress in education; fear of error<\/p>\n GUIDANCE IN HIGHER EDUCATION: NEEDS AND PRACTICES<\/strong>\u00a0|\u00a0Oana GHEORGHE, Mirela ALEXANDRU<\/em> Abstract<\/strong>: Dezvoltarea societ\u0103\u0163ii aduce ast\u0103zi o transformare continu\u0103 a conceptului de carier\u0103, concept ce sparge bariere de gen \u015fi de cultur\u0103. Debutul \u00een carier\u0103 poate fi anevoios, iar nevoile tinerilor sunt dinamice, de aceea consilierea pentru carier\u0103 este un domeniu ce evolueaz\u0103 continuu, adapt\u00e2ndu-\u015fi strategiile, metodele \u015fi mijloacele la grupul \u0163int\u0103. \u00cen acest articol, s-a analizat rela\u0163ia dintre serviciile de consiliere pentru carier\u0103, disponibile \u00een cadrul universit\u0103\u0163ii VIA University College, din Danemarca, \u015fi nevoile specifice ale studen\u0163ilor. De asemenea, am inten\u0163ionat s\u0103 atragem aten\u0163ia asupra importan\u0163ei dezvolt\u0103rii serviciilor pentru carier\u0103, aceste servicii put\u00e2nd sprijini studen\u0163ii s\u0103 \u00ee\u015fi dezvolte at\u00e2t competen\u0163ele profesionale, c\u00e2t \u015fi pe cele transversale, care s\u0103 le permit\u0103 s\u0103 se adapteze mai u\u015for \u015fi mai repede frecventelor schimb\u0103ri ap\u0103rute la nivelul pie\u0163ei muncii. Ideea realiz\u0103rii unei platforme on-line prin intermediul c\u0103reia s\u0103 li se ofere studen\u0163ilor servicii de consiliere pentru carier\u0103 poate fi preluat\u0103 \u015fi adaptat\u0103 contextului rom\u00e2nesc.<\/p>\n Keywords<\/strong>: carier\u0103; consiliere; nevoi ale studen\u0163ilor; pia\u0163a muncii<\/p>\n UKRAINIAN EXPERIENCE OF ENHANCING SECONDARY SCHOOL PUPILS\u2019 FINANCIAL LITERACY AT MATHEMATICS LESSONS <\/strong>| Nataliia VASYLIUK Abstract<\/strong>: The article covers the role of financial literacy in the country\u2019s economic growth, reveals the essence of the notion and significance of financial literacy, highlights the main results of studies that determine the level of financial literacy of the population of Romania and Ukraine. The main steps to improve the level of financial literacy of the citizens of both countries are listed. The Ukrainian experience of developing financial literacy of high school students during mathematics lessons is underscored. The author suggests the recommendations and certain examples of tasks for raising the level of financial literacy of high school pupils in the process of teaching mathematics.<\/p>\n Keywords<\/strong>: financial literacy; lessons of mathematics; mathematics training; problems of financial content<\/p>\n TEATRUL \u00ceN \u015eCOAL\u0102. O INI\u0162IATIV\u0102 EDUCA\u0162IONAL\u0102 PENTRU VIITOR\u00a0<\/strong>|\u00a0Sylvia ROTTER, Ciprian NI\u0162I\u015eOR<\/em> Abstract<\/strong>: The aim of this paper is to highlight experiences and benefits of drama in education that have been developed through the project \u201eThe National Educational Initiative \u2013 Drama in education\u201d. The project was carried out in 2014 in Romanian secondary schools by the Vienna Theatre for Children Association. The initiative addressed to children, teens and teachers alike. The starting point of the project lies in the research and methodology that were developed within the \u201cSchool for Life\u201d initiative of the Vienna Theatre for Children in 2008. The focal point consists in exploring the impact of play in education and learning. The two projects that are mentioned in the paper identified and evaluated the skills of the children and youth who got involved in the drama activities. The results showed cognitive, emotional and interpersonal progress in acquisition.<\/p>\n Keywords<\/strong>: Das Wiener Kindertheater; drama in education; educational initiative; theatre for children<\/p>\n THE SCHOOL \u2013 FAMILY EDUCATIONAL PARTNERSHIP <\/strong>|\u00a0Maria-Livia G\u00c2R\u0162U<\/em> Abstract<\/strong>: The study brings to attention the issue of parenting and the school-family partnership, namely the case of young students, given the fact that their education raises more and more serious problems to their parents. They are entirely responsible for educating their children up to the school age. When the children start school, the responsibilities for their education are divided between family and school. The school-family partnership means effective communication, clearly-defined tasks, homogeneous actions for the benefit of the child; parents must be considered as active participants in the school education considering the fact that they know their children the best. In the past years, parenting programs are more successful than ever, by means of which educators teach parents how to raise their children with respect to positivity – Appreciative Parenting. According to it, several types of parental support are delivered: individual counselling, coaching, group counselling, parenting courses, support groups. In order to form positive behaviours in children, both parents and educators need four elements: love, availability, direction and dosage.<\/p>\n Keywords<\/strong>: school \u2013 family educational partnership, parenting programs, appreciative parenting, child behaviour<\/p>\n FULL ISSSUE\u00a0<\/a><\/strong><\/p>\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" THEORETICAL APPROACHES SELF-REGULATION RESEARCH IN THE CONTEXT OF EDUCATIONAL NEUROSCIENCE \u2013 A SYSTEMATIC REVIEW SELF-REGULATION RESEARCH IN THE CONTEXT OF EDUCATIONAL NEUROSCIENCE \u2013 A SYSTEMATIC REVIEW\u00a0 |\u00a0Violeta Maria CARAGEA, Lucian VOINEA, Miruna Luana MIULESCUFull article\u00a0| INTERCOMPREHENSION IN THE FOREIGN LANGUAGE CLASS |\u00a0Andreea-Manuela COJOCARIUFull article\u00a0| REFERENCE POINTS IN CURRICULUM DESIGN: GEOGRAPHY AS A SCHOOL SUBJECT |\u00a0Octavian … Continue reading RP 2017-2<\/span> ![\"\"](\"http:\/\/revped.ise.ro\/wp-content\/uploads\/2019\/08\/creative-commons.png\")
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