UNIVERSITY OF CRAIOVA

FACULTY OF SOCIAL SCIENCES

Doctoral School of Social Sciences and Humanities

Domain: SOCIOLOGY

DOCTORAL THESIS

- SUMMARY-

THE SOCIAL DIMENSION OF THE

EDUCATION REFORM IN PRE-

UNIVERSITY EDUCATION

Scientific leader,

Prof. Univ dr. Adrian Gorun PhD: George Ciocirlan

CONTENTS

INTRODUCTION………………………………………………………………………………6

CHAPTER I. CONCONTRACTS. EDUCATION REFORM, THE SOCIAL DIMENSION OF

THE EDUCATION REFORM, THE TEACHING EDUCATION SYSTEM

1.1.Conceptual clarifications………………………………………………………....................

.14

1.1.1.Curriculum…………………………………...………………………...…………………. 14

1.1.2.Curriculum reform……………………………………………………...…….....................21

1.1.3. Education and the educational process…………………………………………………... 23

1.2. The social dimension of the curriculum reform……………………………………………..25

1.3.Teaching translation………………………………………………………………………….27

CHAPTER II. HISTORICAL REFERENCE POINTS IN THE EVOLUTION OF CURRICULA

AND THE RELATED REFORMS IN ROMANIA. THE NEED FOR A CLEAN-UP REFORM

2.1.An incursion into the Romanian legislation on the evolution of its contents ………… ……28

2.1.1.Regulating content of the education in 1864-1918…………….………………………… .28

2.1.2. 1864 instruction law and establishment of the school framework……………………….. 29

2.1.3.The reforms of Spiru Haret………………………………………………………………...37

2.1.4. Content of education after the Great Union. ……………………………………………...55

2.1.5.Comunizarea Romanian education……………………………………………………….. 62

2.2. Curriculum reform in Romania of the last three decades (1990-2020)...…………………...77

2.2.1.Period 1990-1997…………………………………………………………………………..78

2.2.2.Period 1998-2000…………………………………………………………………………..80

2.2.3.Period 2001-2010…………………………………………………………………………..85

2.2.4.Period 2011 to date……………………………………. …………………...……………..87

2.3.The need for the curriculum reform and the social impact of its implementation………..… 92

2.3.1.From curriculum change to curriculum reform…………………………………………... 92

2.3.2. Modification of the curriculum of scientific disciplines at the forefront of the development

of curriculum reform…………………………………………………………………………….97

2.3.3.Effects of curriculum changes ………………………… ……………………………....... 99

CHAPTER III. ASPECTS PERIVIND MANAGEMENT OF EDUCATION REFORM IN PRE-

UNIVERSITY EDUCATION

3.1. Curriculum management, a dynamic process……………………………………………...104

3.2. Management and governance of the system ....................................................................... 105

3.3. Aspects relating to the management and governance of the system in their relation to the

curriculum....................................................................................................................................105

3.4.Harmonization of national and local needs and interests ..................................................... 107

3.5. Adapting the curriculum to the local context: Challenges and opportunities ……………..108

3.6. Development of school-centered curriculum........................................................................109

3.7. Role of supervision and inspection in the monitoring of the curriculum………………….110

3.8. Management of new curriculum products. Distance learning and digital books................. 113

3.9.Capacity building for curriculum implementation………………………………………….114

3.10. Models for the professional development of teachers ...................………………………118

3.11. Curriculum evaluation....................................................................................................... 123

3.12 Curriculum manager........................................................................................................... 125

3.13. Role of teacher in curriculum management 129

3.14. Curriculum test models …………………………………………………………………. 132

3.15. Design of the pilot study………………………………………………………………….135

3.16. Implications for local inspectorates in the management of curricula………………

3.17. The role of teachers in the management of the curriculum………………………………152

CHAPTER IV TRENDS IN THE CHANGE OF CURRICULA AT INTERNATIONAL LEVEL

TOWARD FURTHER REFORMS AND THEIR SOCIAL IMPACT

4.1. Curriculum, a changing process............................................................................................154

4.2. Role of education authorities in changing curricula ............................................................155

4.3. Arguments for promoting change .......... ………………………………………………….156

4.4. Aspects of the curriculum reforms in different countries………………………………….158

4.5. Main characteristics of curricula and curriculum reforms in countries with relevant education

systems …………………………………………………………………………………………160

4.5.1. The curriculum in Finland, a powerful tool for education. Curriculum reform in

Finland………………………………………………………………………………………….160

4.5.2. Trends in curriculum reform in the USA………………………………………………...170

4.5.3. The national curriculum in England……………………………………………………..187

4.5.4. National curriculum in France…………………………………………………………...190

4.5.5.The education system of

Japan……………………………………………………………………………………………194

4.5.6. Curriculum reform in

Canada…………………………………………………………………………………………..204

CHAPTER V THE EDUCATION AND SOCIAL REFORM OF PRE-UNIVERSITY

EDUCATION

5.1. Premises for the completion of the curriculum reform ……………………………………213

5.1.1. Curriculum Deideologization For the Commission……………………………………...213

5.1.2. Rationale for curriculum reform ……………………………………………………….. 215

5.1.3. Diagnosis of the current system and the requirements for a new curriculum reform……218

5.2.Curriculum products…………………………………… ………………………………….224

5.2.1. Main curriculum products ……………………………………………………………….225

5.2.2 Auxiliary curriculum products……………………………………………………………226

5.2.3. Curriculum products specific to teaching activity……………………………………….226

5.3. Relevance of teaching-learning-evaluation in curriculum reform…………………………227

5.4. The teleological dimension of the curriculum……………………………………………..229

5.5. Curriculum reform in line with general economic and social objectives………………….229

5.6.Sustainable school development: Promoting learning and well-being……………………..230

CHAPTER VI. SOCIOLOGICAL RESEARCH: COMPUTER-ASSISTED TRAINING IN

TEACHING AND LEARNING – METHOD THE ALTERNATIVE IN ROMANIA’S

PRIMARY EDUCATION AND THE SOCIAL CONSEQUENCE

6.1. Analysis of teachers’ responses……………………………………………………………238

6.2.Analysis of answers to questionnaire addressed to parents of primary school pupils……...284

CHAPTER VII. CASE STUDY: SOCIAL DIMENSION OF THE ONGOING REFORM…..340

CHAPTER VIII. A MODEL FOR CURRICULUM CHANGES ACCORDING TO SOCIAL

IMPACT

8.1. Factors influencing the changes in the curriculum………………………………………...356

8.2. Monitoring and support for the modification of the curriculum…………………………...357

8.3. Effects of curriculum modification on teaching and learning……………………………..357

8.4. Proposed model for preparing curriculum modifications taking into account social

impact…………………………………………………………………………………………..358

8.5. Changes made by the national curriculum…………………………………………………362

8.6. Assessment of the social impact of the curriculum reforms……………………………….362

8.7. New features of the curriculum reform of Romanian education………………… .......... ..364

8.8. Toward a curriculum reform with vision…………………………………………………..367

CONCLUSIONS……………………………………………………………………………….369

BIBLIOGRAPHY……………………………………………………………………………... 376

ANNEXS……………………………………………………………………………………….389

The conceptual landmarks of the thesis.

Introduction.

In the context of the knowledge society, education becomes the main driver of sustainable

development, development that can be achieved in direct dependence on the quality of human

resources. As a result of the rise in globalization, new requirements for education have emerged,

regardless of the way it is done: Formal, informal or non-formal. But the new context does not

by itself reduce disparities between national education systems, especially between national

education systems, performance and failures, as well as the effectiveness and efficiency of

national education policies. School at all levels – starting with the pre-school level, continuing

with primary, secondary (secondary, secondary, vocational) and higher levels – continues to be

the fundamental institution where initial training is achieved through cultural transmission and

social integration. The future of any nation depends to a large extent on the content of the

education process – understood as a basic school activity. Hence the need to reform these

contents, and it is essential that schools make them compatible with real life. Otherwise, the

entire education system is doomed to return.

Doctoral thesis the social dimensions of the curriculum reform in pre-university education aim to

investigate both the social background of the curriculum reform and its consequences, which are

addressed as changes in the social environment.

The hypothesis they start from is based on factual reality: Social orders regarding the content of

the education process under the curriculum reform, the curriculum reform itself, and the social

change.

In other words, the curriculum reforms carried out at certain times are not changes in themselves

or changes to the will of chance, but are the result of certain social orders, an expression of the

teleological function of school education. At the same time, changes in curricula lead to

multidimensional changes in both the school and social environment, with organization and

functioning of social fields at least in the medium term. There can even be a social absorption of

curriculum changes, absorption that causes changes in political, economic, moral, cultural, etc.

To capture the social dimension of curriculum reform in pre-university education, it is necessary

to explain the social mechanisms that set the drivers for reform in motion, the means of receiving

social orders at school level, the mechanisms for responding to these orders (assessed by the

changes in curricula), the social changes caused by the implementation of the curriculum reform.

I chose the theme "Social dimensions of the curriculum reform in pre-university education",

because of the importance of curricula and curriculum reform in an education system, their major

influence on the work of teaching staff and the extent of the social impact generated.

The work is structured in eight chapters and is trying to create a synoptic image of the reference

theme.

In Chapter I - Conceptualizations. The curriculum reform, the social dimension of the curriculum

reform, the teaching translation I have specified and defined some fundamental concepts that are

dealt with in the work, such as: The curriculum reform, the social dimension of the curriculum

reform and the teaching translation. I will insist more on this chapter because conceptual

clarifications are essential in following the logic of the whole sentence.

Making these concepts operational requires, however, defining concepts that support each basic

concept. For the definition of curriculum reform, curriculum, reform, change, school

environment, school environment, etc. are used as concepts for the social dimension of

curriculum reform, social factors, a vision of education, the mission of school, sociall

consequences, social change, etc., and for the translation of teaching plans, curricula, school

textbooks, scientific content, educational content, etc.

The deceleration of the curriculum reform concept requires first clarification on curricula and

reform.

Literature has recently increasingly used the term curriculum to designate the content of

educational activities. Romania is not an exception either, especially after it has made a series of

commitments aimed at EU integration. Originat in Latin (curriculum – race, run, curriculum), the

term has two meanings:

- the content of education, as defined above, means the content of education in a narrow sense;

- as a general point, the program of education activities in its entirety is defined with all the

components and interactions between these activities.

These differences in the approach to school curricula have also led to confusion, with some

specialists only defining it through components such as curricula, curricula and school textbooks,

others extending the approach to include the teleological coordination of the educational process,

teaching-learning-evaluation methods, the devices involved in teacher training and so on This is

the case of Vivianne de Landshere or L. D'Hainaut, the last considering that in the sphere of the

curriculum the following are included:

a) the specific objectives of a field (level of education, profile, school discipline/educational

activity);

(b) the formal or educational content necessary to achieve the objectives set;

(c) conditions for implementation (methods, means, activities, etc.), programming and

organization of training and education situations;

(d) evaluation of the results.

Therefore, as D'Hainaut points out, in the view of those who consider the version given in the

broad sense of the concept "when speaking of curriculum content, we must understand that this

is not a question of educational content but of skills, ways to act or know the student in general’.

In his turn, Alexandru Crisan defines the curriculum as the perspective of learning, a deidatory

program that puts the objectives to be achieved first, from which then derive what content is

suitable, by what ways, by what means, with what strength and under what conditions.

Seeing these extensions of the curriculum concept, there are two observations that I consider

important:

- more and more (on the model of some States), the term curriculum replaces the one of

Didactica, the replacement being a pretext for a systemic approach to the "education process" as

noted C. Cucos, here, our remark takes into account the etimology of the term ("race", "running")

and possibly highlights the inadequacy of the term, both for the content of the process and

especially for indication of the value circulated through the process, with the focus moving from

axiological substrate to the ways of promoting values, from the content itself to the relate.

Hence, the idea of focusing education on skills training, as if skills were lacking in their

ontological and axiological undercover: The values promoted, assimilated and phenomenalized;

the romanian education system (until the adoption of the term curriculum in its broad sense)

would not have promoted real curriculum reforms (even, referring to the meaning promoted and

accepted unreservedly, it would not have had a curriculum). This is an aberration, because the

entire legislation of our education proves a successive presence of the reforms of the contents of

the education process, the reforms of Spiu Haret, Constantin Angelescu, as well as those initiated

and accomplished during the development of the Romanian education, being edifying in

clarifying the problem.

I therefore believe that simply replacing the term "content of the education process" by

"curriculum", if not meaningless, is – in the weakest sense – justifiable. And, moreover,

superficial. Because it cannot be placed in parentheses the entire creation of Comenius –

regardless of the names of exegets, just as the Romanian teaching doctrine cannot be annulled –

supported by the work of some well-recognized personalities in Europe and not only – simply

because "we are Romanians" and therefore we would be predestined to an imanated inferiority.

On the issue of curricula, specifically in adopting the broad or narrow meaning, I believe that

specialists and practitioners must start to differentiate from the connotations of the concept at

distinct stages of time.

I would point out that we are using the term curriculum, more of the current need for

communication in the world of education, than of a need to the highlight process in addressing

the modernization of educational content.

This is how the notion of curriculum is explained in the Romanian teaching theory and practice,

first in the narrow sense, then – by some pedagogues – in the broad sense.

There are a number of conceptual derivatives that illustrate, on the one hand, a tendency to

include more and more sub-fields of the education process in the curriculum, but, on the other

hand, a dissipation of the concept through the extension of its scope, often causing

confusion. However, it is not possible to ignore these derivatives, "the meanings representing the

diverse, but also the expanding, dimensions of the content of educational and educational

activities, as well as the increasing diversification of the forms of carrying out these activities",

as stated by the authors Adrian Gorun, and Tiberiu Horatiu Gorun in the teaching process

Theoria.

One problem that still raises the need for clarification is that of analyzing the internal

mechanisms of education systems, their interactions with the international and domestic social

and school environment, their sub-systems and actors performing certain intraastical

functions. At the same time, the balance that ensures the functionality of each education system

over average periods of time is a dynamic balance, a dynamic which must have a constant aim:

Ensuring educational order and stability within a reasonable time frame.

The definition and approach of the reform term cannot be ignored by the ideas already enshrined

in the social and political sciences. I believe that the ideas promoted by Domenico Fisichella are

essential in identifying the concept so that, based on them, we can define the curriculum

reform. Thus, overall, reform and development are species of the changing genre, with the

phenomenon of change showing two areas of a system: Either a change in the system itself or an

intra-system change. The first one involves, as can be easily seen, a complete transformation,

whereas the second one is the partial conversion (of one or more components, one or more

factors within the assembly).

The reform can be defined as a fundamental, continuous, interfactorial, intercomponent,

innovative and slow change that allows intervention in the course of events to mitigate the

undesirable effects of transformative action.

The curriculum reform is a species of social reform, with the same dimensions, but has as a

distinct field the content of the education process ( curriculum in all its dimensions). It can be

defined as a set of fundamental, continuous, interfactorial, intercomponent, innovative and slow

changes introduced into the content of the education process, enabling decision-markers to

intervene in the course of events in order to mitigate the undesirable effects of transformative

action.

One concept whose definition is most useful in shaping a unified view of the subject under

investigation is the concept of education.

Education is, by definition, structure, functions and aims, a relationship between people, a social

relationship, by its very essence identifying at least two interlocutors: The educator and the

educated, "who are in a context and use a code to communicate".

In practice, as a relationship between people, education is carried out on the basis of social

controls, its results indicate the degree of fulfillment of those orders.

I believe that the definition provided by the Encyclopedia of philosophy and human sciences is

one that meets the essential requirements for a concise and enlightening definition: Education is

the process of training individual personality, through cultural integration and transmission, and

the term education can indicate either formative action or its outcome. This is the definition with

which we operate in the sentence, also bearing in mind that the ethical support of the educational

process lies in the relationship between interlocutors and that any unilateral conduct leads to

incomplete decelerations. Because, by its nature and content, education is a subdomain of

society, which interacts with all other subdomains, from political to legal, from moral to artistic,

from scientific to economic and so on

Particular attention is given in this chapter to the concept of the social dimension of the

curriculum reform, since the changes that it entails also affect the social environment, society as

a whole, the social dimension of the curriculum reform is based on the fact that education itself

has a social dimension, defined both by the elements synthesized in social controls and by the

responses to these orders, quantified in the degree of correspondence between goals, objectives,

educational aims and the educational ideal that society is proposing in a particular age/historical

stage of its development.

The dimensional meaning of the curriculum reform is, in this sentence, given by the fact that the

idea of size represents the way by which the changes (concomitant or successive) that the

curriculum changes bring about in the social context, as well as the new orders of the sociale

formulated to the curriculum translation ( as ferments for new curriculum changes).

In practical terms, the social dimension of the curriculum reform has, in an intuitive way, the

precise meaning of the assessment criterion, as a benchmark in assessing the fulfillment of pre-

established standards (the extent to which the changes made in educational content meet the

orders transmitted by real social life), as well as in assessing the social changes that curriculum

change is bringing. In other terms, the social dimension of the curriculum reform will provide

indications on:

what is the level of accommodation between the school curriculum and the controls of the social

environment,

what is the impact caused in the social environment by the changes in the structure, aims and

dimensions of the school curriculum.

Briefly, the social dimension of the curriculum reform expresses the level of compatibility

between the new content and the social options regarding the aims of education at some point.

The curriculum reform, due to past and consequences, has a social dimension. Within this

framework, social capital, understood as a system of informal rules that protect a set of values

shared by members of society/Community, as a result of the trust each has in these values, as

well as mutual trust between members of that society/Community, generates educational capital

(understood as norms and values that gravimen predominantly in the scientific, cultural and

behavioral spheres), which in turn causes changes in the level of social capital, naturally

increasing its value.

The social dimensions of the curriculum reform still point to other aspects of the average social

and school relationship:

build on the extent to which the curriculum reform leads to the achievement of sustainable

education, leading to an improvement in the human condition;

the extent to which changes in curricula contribute to sustainable social development, a

development in which human resources act as a key driver, acting both on their own condition

and on changing society.

From the projection of a reform to its implementation, it is a long way to go, and educational

transposition involves various institutions that interact with each other.

The expression ,, teaching translation” is introduced and explained in work, because it means the

shift from the knowledge learned to the knowledge taught. By comparing these two terms, by the

distance that separates them, we can be understand the specificity of the teaching process. If the

external teaching transposition refers to the changes between the program and the manual, the

internal teaching transposition refers to the teacher’s adaptation to the program and the manual at

the level of the class.

Teaching translation – understood as a process of crystallization and deepening of the curriculum

– concerns both the relationship between the content of education and the content of the sciences

and theories that have become apparent at a given time, and the social dimensions of education,

as highlighted by the vision of education, the mission of the school, the purpose and objectives of

education, the social aims of education. As the teaching translation is thoroughly analyzed by

putting it in conjunction with the curriculum reform, I also say that at school level the content

must be made understandable by restructuring, simplification and reorganization operations,

without weakening neither the social dimensions of the education nor the scientific consistency

of the curriculum.

The analysis of the teaching translation in conjunction with the curriculum reform harmonizes

the scientific consistency of the curriculum with the social dimensions of education.

In Chapter II – historical benchmarks in the evolution of curricula and curricula in Romania. In

the case of a curriculum reform, I presented a review of the Romanian legislation on pre-

university education, referring to the evolution of the content of education.

I referred to the common elements that can be found throughout the history of our education on

its contents, dominated by the link between these content and real life.

In this chapter we have made a reasoned analysis of the dimensions taken by the teachers of

Romanian education in terms of defining the educational ideal and the correspondence between

this ideal and the realities of the Romanian society subject to modernization, the correspondence

mediated by the contents of the education process.

The first organic law drawn up to regulate the Romanian education system after the January

1859 Union and the implementation of the Great Union as of January 1, 1918, coinciding with

the start and partial implementation of the modernization of the public education system in

Romania, is the starting point of our investigation. The state secretary was appointed under the

authority of Mr Alexandru Ioan Cuza and under the signature of the Minister of State Secretary

in the Justice, religious Affairs and public instruction Department N. Cretulescu, on 24

November 1864, the Law on training public has unitary character for the entire territory of the

new state, resulting after the unification of the principalities Romanian country and Moldova.

The regulations contained in the first organic law applied in the Romanian education contain

precise provisions regarding the organization and administration of the instruction under the

authority of the state to the teaching staff in the entire education system, the activity of the

students and pupils, the structuring of the levels of instruction, the sharing of responsibilities

regarding training - public and private, and so on

Due to the importance and influence of this law on Romanian education, I will insist on a few

points specified in the law:

Provisions relating to the content of the education process are either explicit – such as those

relating to "subjects" of study (subjects of education), curricula, manuals, organization of

examinations at all levels, etc., derived from the rules of organization and conduct of the

teaching – learning and evaluation process or from those relating to extracurricular activities. Of

course, as it is about the first law on instruction, there is no way to reform the curriculum (as I

said, the deadline enters us in the pedagogical language after 1990), But it can be said that the

law itself is part of the normative system elaborated and implemented for the reform of the entire

Romanian society in the middle of the 19th century It sets the mission of the Romanian school --

to educate in the spirit of common sense, to form “good Romanians” and “good housewives”, the

purpose and objectives of public and private instruction, the relations between school and

community, the rights and duties of the teaching staff, and so on

In Chapter III - aspects relating to the management of curriculum reform in pre-university

education, I highlighted the role of curriculum management in improving and effectively

implementing curricula, providing a balanced, articulated and easily assessable curriculum that

provides a solid basis for achieving educational performance, in a changing and dynamic world.

We considered it necessary to examine possible models for managing curriculum development in

education systems and factors such as the location of curricula in specific contexts, the

management of school curricula, as well as decentralization processes, adapting them to local

specificities. We also looked at some opportunities and challenges involving the wide

participation of various stakeholders (local administration, civil society, parents and local

Community) in the curriculum design and implementation.

Curriculum management is the primary function of school leaders and to whom they must devote

a large part of the time.

Thus, I have paid attention to curriculum managers who have to play because it is about

improving curricula and the personal development of students. The leader must have the

organizational vision needed to guide the school in the future and a capacity to articulate this

vision. Therefore, the director should not be clear where he goes with school and have

knowledge and skills to ensure that the vision becomes a reality.

The quality of the headmaster-teacher relationship is the most important factor in determining

the leader's influence on the members of the group.

In Chapter IV - trends in changing the curriculum internationally toward further curricula

reforms and their social impact, we took stock of the need to change curricula and a detailed

overview of the achievements in the field of curricula in a few countries with a high-performance

education system.

Improving the quality and relevance of education is the common justification for changing

curricula. Better access to education can be achieved through the sound administration of

education; access to quality education depends to a large extent on the quality of curricula, and

the change of curricula is usually driven by the need or desire of nations to affirm their identity

or cultural heritage and to pursue their own socio-political and economic goals and aspirations,

as their curriculum models derive, on the one hand, from their traditions and, on the other, from

the possibilities of context (economic, human resources, etc.). I have expressed my conviction in

this chapter that what has been learned in the past can no longer prepare young people for future

life and that this requires improving the quality and relevance of the curriculum. In this chapter,

we also presented some models of curriculum reforms from countries such as the US, France, the

United Kingdom, Japan, Canada and Finland.

The relevance of a curriculum reform is determined by the context (global, national and local

circumstances in which the curriculum is developed) and meets the needs of pupils, teachers and

other stakeholders involved in the education process.

In Chapter V - curriculum reform in pre-university education and its social character, we dealt

with issues on the premises for completion of curriculum reform, the deideologization of

curricula, the foundation of curriculum reform, the diagnosis of the current system and the

requirements for a new curriculum reform, curriculum products, teaching, learning and learning

activities and assessment in curriculum reform, the teleological dimension of curricula and

sustainable school development to promote learning and well-being. The whole issue has been

addressed in the context of the analysis of the social consequences created.

In a curriculum reform, teacher teaching in the classroom is essential and is ultimately the crucial

step from which the success of a curriculum reform can be measured. The development of the

skills of teaching staff is essential in a reform situation and represents a significant investment in

the responsible human capital to carry out this operational reform.

In Chapter VI, Chapter VI – sociological research: Computer-assisted training in teaching and

learning - alternative method in primary education in Romania and social consequences, we have

conducted a series of large-scale surveys for the testing of the opinions of the teaching staff in

primary education in Romania, and of the appreciation of parents with children enrolled as pupils

in primary education, of the influence of computer use on primary school pupils and of the

ability to use computer-aided learning as one of innovative alternative methods in teaching and

learning. The study primarily provides information for decision-makers on the introduction of

tablets as curriculum support for elvies from the primary cycle in Romania, as well as the social

consequences of the ecstal approach.

Through the objectives of the research we pursued: Investigation of the motivation, attitude and

behavior of pupils in primary school for computer use as an important means of spending leisure

time and training time, calculation of the time spent in front of computer, on average, in one day,

investigating the effects of computer-based spending on personal development.knowledge of

parents' involvement in supporting/overseeing children in internet and computer use, highlight

the appreciation of primary school teachers on computer use as a possible viable alternative to

learning along with action to assess real-life classroom experiences, etc.

In Chapter VII - Chapter VII - case study: the social dimension of the curriculum reform, we

have conducted a survey among pre-university teachers on the social impact of designing and

implementing a curriculum reform. Research the aim of the work was primarily to highlight the

specific ways of interpreting and adapting curricula and the impact of its implementation of the

social environment.

Specific objectives of the research were: Analysis of the changes in the Romanian social

environment following the implementation of the curriculum reform; improvement of the quality

of the education process through the implementation of the new curriculum reform; identify how

school teachers interpret their role in developing and implementing curriculum reform, their

beliefs and expectations; identify and compare teachers' perceptions of the extent to which

certain factors influence the practices of curriculum design and application in the

classroom; knowledge of the correlation between the characteristics of schools and the dominant

aspects of curriculum development and implementation.

In Chapter VIII - a model for the modification of curricula according to social impact, i started

from the idea that to develop a model for the preparation of actual changes in the curriculum in

view of social impact a prior analysis of the possible effects of curriculum change on teaching

and learning, of the factors affecting changes in the curriculum, as well as monitoring and

support for new curriculum changes.

From the experience of other educational countries, but also from previous reforms in our

country, the effects of curricula have always been experienced by teachers and learners well

before new changes start.

A study was aimed at investigating the impact of curriculum change in teaching and learning

science in low-resource schools. Based on the results of this study, a model for planning new

changes to the curriculum has been proposed.

The proposed model indicates the information on the factors and elements that need to be taken

into account before and during the implementation of new changes in the curriculum in order to

influence teaching and learning in a positive way. It is important to take into account the socio-

economic environments of schools when there is a need to provide resources for schools.

The model also indicates what kind of resources should match the needs of new developments in

curricula.

The eight chapters of the thesis are followed by the main conclusions that have emerged from the

research carried out, both of a documentary nature and, above all, of an empirical nature.

Some main conclusions can be drawn from the analyzes presented in the work, as follows:

(1) any modification of the school curriculum should also involve changes in teaching and

learning methods to cope with newly introduced or transformed content.

(2) teachers should have sufficient knowledge of the subject required by changes in the

curriculum, in particular those who start implementing changes for the first time and should also

have adequate skills to implement the content for learners.

(3) changes in school curricula, in particular in scientific disciplines, should first implement

teaching and learning materials that go hand in hand with the changes made to facilitate

implementation.

(4) teachers should be well prepared to implement a newly introduced curriculum before being

allowed to implement it to pupils, so that they are well informed of the related knowledge that

needs to be taught to pupils.

Problems with curriculum implementation affect most countries around the world.

A detailed analysis of national education systems in Europe shows that each country is

developing its own original ways of meeting the challenges.

This paper presented the problems related to the curriculum reform and its impact on teaching,

learning and evaluation at school, as well as the social consequences that the reform produces in

a number of areas of society.

Experience from other countries has shown that the lack of involvement or modest involvement

of teachers in curriculum reforms has led to the lack of proper application of curriculum

changes. Based on these findings, further research is needed to determine the best practices

involved in the change and implementation of a curriculum.

Among the factors hindering the success of curriculum change, the focus of literature was mainly

on the lack of learning and teaching resources and on the disparities between schools in rural and

urban areas.

The curriculum reform in Romania intends to be designed out of the desire to meet the needs of

society, while respecting the principles: consistency with current developments and tends in

social, national and European standards in the field of education, with the decentralization of

curricula – that is, the shift from general education to individualized education with equal

opportunities, ensuring quality education.

In relation to the three studies carried out, conclusions can be drawn which can be used by

educational decision-makers as a precondition and a real justification of the need to develop a

long-term and sustainable curriculum reform.

The teaching staff's answers to the agreement to introduce computer-assisted training methods

instead of traditional teaching methods reached the highest and 43,31% respectively. It should be

noted that 51,95% of respondents consider that computer-assisted training will take the place of

traditional teaching methods. By correlating all the previous arrangements, it can be concluded

that teaching staff in primary education are waiting for new teaching methods, based on

computer-assisted training.

The impact of computer-assisted training as a new method in primary school education.

The majority responses to the specification of when computer-assisted training could be used as

an alternative method in education were in favor of the introduction of educational platforms

(teaching - computer-based learning): 56,05%.

The responses from all teachers concerned show that it is necessary and useful (even beneficial

by improving the performance of pupils and their influence on them) to introduce the new

method, provided that they provide facilities and logistics, and to ensure adequate training in

computer knowledge (and educational applications/software). for all primary education staff.

Parents trust 88% of them, 59% of whom say they trust very much, the teaching staff who teach

their child/children and the school regulations on computer use in school; this means that parents

consider school to be reliable for the training of children and the teacher is regarded as the most

important "actor" in the whole education system.

82% of parents is respondents consider that the correct use of the computer is a good and

beneficial learning method for the future of their child(s), i.e. parents are very high in percentage

for computer-aided training, which they consider to be a very good new method for increasing

the performance of their children in the act of learning.

The following conclusions can be drawn on the existence of good conditions for the introduction

of computer-aided training as a teaching and learning method in primary education: The social

impact of this change in curricula is on a large scale: family life is changing, children are

changing behavior, teachers replace traditional teaching methods, evaluation change their

reference points, education will enter a new path with major consequences for the future of

children.

The study on the curriculum reform and its social dimension highlighted some particularly

important aspects:

As for the educational ideal, 91% of respondents consider that it is the link between the

development of society and curriculum reform.

90,9% of respondents confirmed that the integration of curriculum reform in global societal

reforms is driving changes in key social areas.

With regard to increasing the quality of education by breaking down the congestion of school

curricula and their content, respondents gave a clear verdict: Over 90% consider school curricula

to be too heavy and negatively affecting the quality of school learning.

All respondents believe that the implementation of the new curriculum reform creates new

interactions between the school and social environments that would help underpin sustainable

social change.

The need for better and more efficient adoption of digital technologies in the new curry has been

confirmed by all respondents.

The dismantling of schools in rural areas was considered a big mistake.

Recommendations

1 Recommendations for action

(A) Education professionals and authorities should not be attracted to changes in curricula

before investigating the types of teaching and learning methods to be used and the

ways in which they are to be applied by both teachers and learnears.

Pilot studies should be applied to verify the effectiveness of the newly introduced

curriculum before being implemented across the country.

(B) It is important for planners and developers of learning programs to learn from the

mistakes or success of curriculum changes in previous disciplines. It shows that there

is limited knowledge and expertise from teachers in newly introduced curricula, that

resources are scarce and inadequate, and that not enough time is given for

implementation, which affects the effectiveness of new changes. It is advisable that

those who plan the curriculum learn from the success and mistakes made by previous

changes to the curriculum and from other countries.

(C) Curriculum support forums should be set up at school and county level.

The functional cohesion of curriculum support forums would help to reveal

information on how well new changes influence discipline teaching and

learning; what changes should be made to improve teaching and learning; the

resources to be provided for the positive effect of new changes to the curriculum and

evaluation plan to analyze the effectiveness of the pilot project. All of this could help

predict curriculum failures before and during implementation of curriculum changes.

It is therefore recommended that the development and reform of the proposed

curriculum be piloted before they are implemented, as proposed in the model for the

preparation of actual curriculum changes. It is also important to have forums for

functional support of curricula at school, local and county level. The provision of

scientific centers with well-equipped laboratories on each circuit will play a greater

role in effective teaching and learning in schools.

2 Recommendations for further studies

(1) It is necessary to carry out studies involving as many secondary schools as

possible in order to ascertain the full state of play of the effects of changes in

curricula in secondary education on teaching and learning throughout the country.

(2) Future research should further examine the effects of changes in secondary school

curricula of teaching and learning on a single specified subject, such a

Physis,Chemistry, Biology or Mathematics.

The results of this type of research could help program planners independantly correct the

effects on each discipline.

The involvement of local communities, professional associations, including

representatives of the teachers' trade unions and the business sector, is needed to share

practices supporting pupils' learning and the creation of appropriate learning

environments.

The introduction of the alternative method, i.e. the use of computer-aided training, is

beneficial for the development of pupils' performance and has a positive impact on the

personal development of educable people.

The implementation of the computer-aided training medtey requires the prior training of

primary school teachers for increasing digital skills and using computer-based teaching

applications.

The equipment and logistics needed to implement the alternative method must also be

made available in all pre-university education establishments in Romania (urban as well

as rural as remote schools).

It is becoming imperative to use educational platforms for teaching/learning, using

computer to apply this alternative method.

Real involvement of the relevant ministries is needed to provide support for the good

training and specialization of teachers, to involve parents in the need to implement the

new method and to build parents' confidence, as well as to involve the stakeholders in

implementing this new method.

Social reasons are not the most important motivational factor in any country, but it is also

clear that there is a complex interaction between social factors and other basic societal

factors.

The implementation of a curriculum reform without taking into account the social

consequences it entails in various social areas, as anticipated by pilot experiments and

impact assessments, would be artificial reform without public and unsustainable support.

BIBLIOGRAPHY

1. Adams, C. M., & Miskell, R. C. Teacher trust în district administration. A promising line of

inquiry. Educational Administration Quarterly,52(4), 2016

2. Aho, E., Pitkänen, K., & Sahlberg, P., Policy development and reform principles of basic and

secondary education în Finland since 1968. Washington: The World Bank, 2006

3. Alkahtani, A. Curriculum change management and workload. Improving, 2017

4. Anghel, Gabriela Alina, The education policy and the curriculum reform în Romania, în Annals

of the "Constantin Brâncuși" University of Târgu Jiu, Letter and Social Science Series, 4/2016,

22–28. Târgu-Jiu: Academica Brâncuși”Publisher, 2016

5. Aspinwall, L. G., & Taylor, S. E. (A stitch în time. Psychological Bulletin,121(3), 1997

6. Austin, V., Shah, S., & Muncer, S. Teacher stress and coping strategies used to reduce

stress. Occupational Therapy International,12(2), 2005

7. Baba Cătălin, Adrian Gorun, Tanul Ciprian, Anii reformei 1997-2000 în reglementări,

UNESCO, 2002

8. Bakker, A. B., & Demerouti, E. The job demands-resources model: State of the art. Journal of

Managerial Psychology,22(3), 2207

9. Barton, L. & Walker, S. A. Race, class and education, Oxford, United Kingdom: Routledge,

2012

10. Bentler, P. M., & Bonett, D. G. Significance tests and goodness-of-fit în the analysis of

covariance structures. Psychological Bulletin,88, 1980, https://doi.org/10.1037/0033-

2909.88.3.588Article Google Scholar

11. Baker, E., and Popham W.J., Expanding Dimensions of Instructional Objectives. Englewood

Cliffs, N.J.: Prentice-Hall, 1973

12. Bantock, G.A. Dilemmas of the Curriculum. Oxford: Martin Robertson, 1980

13. Beauchamp, G.A. Curriculum Theory. Itasca, Ill.: F.E. Peacock. (Previous editions: 1975, 1968,

1961 by Kagg Press, Wilmette, Ill.) , 1981

14. Beyer, L.E., and M.W. Apple, eds. The Curriculum: Problems, Politics and Possibilities. Albany:

State University of New York Press, 1988

15. Bocoș Mușata, Chiș Vasile, Management curricular, vol.I Reper teoretice și aplicative, Editura

Paralela 45, Pitești, 2013

16. Boia Lucian, De ce este România altfel?, Editura Humanitas, 2013

17. Bollen, K. A. Structural equation with latent variables. New York, 1999

18. Bernstein Wiley B., À propos du curriculum ». în J.-C. Forquin, Les sociologues de l’éducation

américains et britanniques : présentation et choix de textes. Paris, Bruxelles : De Boeck, 1997

19. Bernstein B. Pédagogie, contrôle symbolique et identité : Théorie, recherche, critique. Laval :

Presses universitaires de Laval, 2007

20. Cawelti, G.,Great Events of the Twentieth Century (a wall chart), Alexandria, Va, Author, 1985

21. Charlot B. & Beillerot J., La construction des politiques d’éducation et de formation. Paris :

PUF, 1995

22. Chiappetta E.L., Fillman D.A., et al.. A Method to Quantify Major Themes of Scientific Literacy

în Science Textbooks. Journal of Research în Science Teaching, 28(8), 1991,

23. Chiș Vasile,capitol, Noul curriculum - curriculum pentru competente, Didactica universitara -

Discipline socio-umane, ARGONAUT , CLUJ-NAPOCA, Editor, 2006,

24. Chiș Vasile, Pedagogia învăţării eficiente şi pedagogia pentru competenţe, Conferinta

Internaţională „Tradiţii, valori și perspective în ştiinţele educaţiei", CASA CĂRŢII DE

ŞTIINŢĂ, Editor: Muşata Bocoş, Ion Albulescu, Vasile Chiş, Cristian Stan, 2008

25. Collin L. Le robot comme outil pédagogique dans la formation scientifique des ingénieurs, în

Actes du quatrième colloque Questions de pédagogie dans l’enseignement supérieur. Louvain-

la-neuve : Presses universitaires de Louvain, 2007

26. Coşeriu, Eugen, Lecţii de lingvistică generală, traducere din spaniolă de Eugenia Bojoga,

Cuvânt înainte de Mircea Borcilă, Editura ARC, 2000

27. Crișan Alexandru, Dezvoltarea curriculară: strategie și metodă, în Revista de pedagogie, nr. 3-

4, 1994,

28. Crișan Alexandru, Învățământul românesc la intrarea în Uniunea Europeană, în: Cinci exerciții

de politică educațională în România, Editura Vanemonde, București, 2008

29. Crișan Alexandru, Mândruț Octavian, Mihaela Singer, Institutul de Științe ale Educației -

Calendar, 1991

30. Crișan Alexandru (coord.), Curriculum școlar-ghid metodologic, Institutul de Științe ale

Educației, București,1995

31. Crișan Alexandru (coord.), Curriculum național pentru învățământul obligatoriu. Cadru de

referință, Consiliul Național pentru Curriculum, 1998

32. Crișan Alexandru, Curriculum și dezvoltarea curriculară, Revista de Pedagogie nr. 3–4, 1994.

33. Cuban L., Why so many structural changes în schools and so little reform în teaching

practice? Journal of Educational Administration,51(2), 109–125., 2013,

https://doi.org/10.1108/09578231311304661,

34. Cucoș Constantin, Pedagogie, Ediția a II-a revăzută și adăugită, Collegium, Editura Polirom, 2006

35. DeBoer G.E. , A History of Ideas în Science Education-Implications for Practice. New York and

London: Teachers College Press, 1991.

36. Détrie C., Siblot P. & Verine B. Termes et concepts pour l’analyse du discours. Une approche

praxématique. Paris : Honoré Champion,2001

37. D' Hainaut L., Elaborarea noilor conținuturi, în Programe de învățământ și educație

permanentă, Editura Didactică și Pedagogică, București, 1981,

38. D’ Hainaut Luis, Programe de învățământ și educație permanentă, Ed. Didactică și Pedagogică,

București, 1979,

39. Donmoyer, R.& Wagstaff J.G., Principals can be effective managers and instructional leaders.

NASSP Bulletin, 74(525 1990

40. Doran R.L. , Sheard D.M., , Analyzing Science Textbooks, School Science and Mathematics,

74(1),1994,

41. Eisner, E. Five basic orientations to the curriculum. în the educational imagination: on the

design and evaluation of school programs, New York, NY: Macmillan, 1985,

42. Ekanem, S. A. & Ekefre, E. N. Philosophical foundation of curriculum development The

essencist mode l. Journal of Educational and Social Research, 4(3), 2018

43. Ellis, A. K. Exemplars of curriculum theory, New York, NY: Routledge, 2014

44. Flinders D. J., Noddings N. & Thornton S. J. The null curriculum: Its theoretical basis and

practical implications. Curriculum Inquiry, 16(1),1986

45. Everard K.B., Morris G., Effective school management, London, 1996, p 216

46. Fisichella Domenico, Știința politică. Probleme, concepte, teorii, Editura Polirom, 2007

47. Fleit J. D., & Wallace J., Change dilemmas for curriculum leaders: Dealing with mandated

change în school. Johannesburg: Kagiso Education Publishers, 2005.

48. Forquin J.C. École et culture. Le point de vue des sociologues britanniques. Paris, Bruxelles,

1996

49. Fullan M., The new meaning of education change. London: Cassell Educational Limited, 2000

50. Gaffiot F., Dictionnaire illustré latin français. Paris : Librairie Hachette, 1934

51. Garric N. & Calas F. Introduction à la pragmatique. Paris : Hachette, 2007

52. Gatawa B.M. , The politics of the school curriculum: An introduction. Harare:Harare College

Press, 1999.

53. Georgakopoulou, Alexandra, Postscript: Computer-mediated communication în sociolinguistics.

Journal of Sociolinguistics, 10(4), 2006

54. Georgakopoulou, Alexandra, Small stories, interaction, and identities. Amsterdam: John

Benjami, 2007

55. Gebauer G. & Wulf C., L’école, une organisation rituelle ». Jeux, rituels, gestes : les fondements

mimétiques de l’action sociale. Paris : Anthropos, 2004

56. Georgescu Dakmara, Reforma învățământului – o șansă pentru schimbarea de mentalitate,

Ministerul Educației Naționale, Editura Trei, București, 1999

57. Giroux Henry A., Literacy and the Pedagogy of Voice and Political Empowerment, 1988

58. Goraş-Postică Viorica, Curriculumul în contextul reformei învăţământului, Revistă de teorie și

practică educaţională a Centrului Educaţional Pro Didactica Nr.3-4(13-14), 2002

59. Gorman Nicole, Survey Finds Teachers Spend 7 Hours Per Week Searching for Instructional

Materials, Education World, 2017at http://www.educationworld.com/a _news/survey-finds-

teachers-spend-7-hours-week-searching-instructional-materials-490526015.

60. Gorun Adrian,Învăţământul gorjean, un spaţiu în curs de tranziţie, CLUSIUM, 2000,

61. Gorun Adrian, Gorun Horațiu Tiberiu, CompendiuSociologia Istoriei Legislației Învățământului

Românesc (de la 1964 până azi), Editura Universitaria Craiova, 2019,

62. Gorun Adrian, Gorun Horațiu Tiberiu, O perspectivă istorico-sociologică asupra legislației din

învățământul românesc (De la Marea Unire, la decretul nr. 175/2 august 1948), Editura

ProUniversitaria, București, 2014

63. Gorun Adrian, Gorun Horațiu Tiberiu Regimul comunist din România și legiferările din

educație, Editura ProUniversitaria, București, 2014

64. Gorun Adrian, Contribuții la reconstrucția identității educației naționale. Sinteze, Editura Academica

Brâncuși, 2015,

65. Gorun Adrian, Perspectivele Învățământului Românesc (Cu Propunere de Lege Ferenda),

Editura Universitaria Craiova, 2019,

66. Gorun Gorun (coord.), Legea Educației Naționale Proiect, Editura Academica Brâncuși, Tg. Jiu,

2015

67. Gorun Adrian, Gorun Horațiu Tiberiu, (coordonatori), Teoria procesului de învățământ

(Didactica) Manual, Editura Universitaria, 2019,

68. Gorun Adrian, (coord.) Pedagogie și Doctrine Pedagogice, Manual, Editura Universitaria

Craiova, 2018,

69. Gorun Adrian, Gorun Horațiu Tiberiu, Al doilea tratat despre educație (Virușii culturali și

virușii proiectați), Editura Universitaria Craiova, 2017,

70. Gorun Adrian, Horațiu Tiberiu Gorun,Un scurt tratat despre educație (Teoria generală și

sociologia educației. Elemente de memetică), Editura Universitaria, Craiova, 2016,

71. Gorun Adrian,Contribuții la reconstrucția identității educației naționale. Sinteze, Editura

Academica Brâncuși, Tg-Jiu, 2015,

72. Gorun Tiberiu Horațiu, Gorun Adrian, Fundamente normative ale modernizării învățământului

românesc (1864-1918), Editura ProUniversitaria, 2013

73. Green R.K., Infusing gerontological content into curricula effective change strategies. New

York: Taylor and Francis Press, 2005

74. Halinen I. & Järvinen R., Towards inclusive education: the case of Finland. Prospects 145, Vol

38, n° 1, mars, UNESCO, 2008

75. Hargreaves A., Changing teachers, changing times. London: Redwood Books, 1005

76. Hyun E., Teachable moments: Re-conceptualizing curricula understandings, Studies în the

Postmodern Theory of Education. New York: Peter Lang ,2006

77. Iosifescu C. Ș. (coord.) Analiza mediului școlar în raport cu implementarea reformei

curriculare. Centrul Naţional de Evaluare și Examinare, Editura Didactică și Pedagogică,

București, 2012

78. Isambert-Jamati V. Les savoirs scolaires. Enjeux sociaux des contenus d’enseignement et de

leurs réformes. Paris : L’Harmattan, 1995

79. Jackson P., Life în classrooms. New York: Holt, Rinehart, and Winston Publishers, 2006

80. Jacobs M, Teaching-learning Dynamics: A participative Approach for OBE. Sandown, South

Africa: Heinemann, 2004.

81. Jansen D. & Christie P., Changing curriculum: Studies on outcomes based education în South

Africa. Cape Town: Juta Publishers, 2004

82. John S., Workman J.L., Just the facts of chromatin transcription. Science 282(5395), 1998,

83. 1 E. Eisner, Five basic orientations to the curriculum. în the educational imagination: on the

design and evaluation of school programs’. New York, NY: Macmillan, 1985

84. Johnston I.A., A Curriculum Audit of the Baltimore City Public Schools, Curriculum

Management Systems Inc., 2015, at http://www.baltimorecityschools.

org/cms/lib/MD01001351/Centricity/Domain/8052/Baltimore%20FINAL.pdf.,

85. Jones, E. A. Transforming the curriculum: Preparing students for a changing world. ASHE-

ERIC Higher Education Report, 29(3). San Francisco: Jossey-Bass, 2002

86. Kahl S, and Harms N., Project Synthesis: Purpose, Organization and Procedures, în Harms,

2001

87. Kaneet Thomas J. al., Teaching Higher: Educators’ Perspectives on Common Core

Implementation (Cambridge, MA: Harvard University Center for Education Policy Research,

2016

88. Kartovaara E. Perusopetuksen vuoden opetussuunnitelmauudistus (Reform of the 2004 core

curriculum for basic education). Helsinki: Opetushallitus, 2007.

89. Killen R., Teaching strategies for outcomes-based education. Onsdowne: Juta Publishers, 2000.

90. Kirabo C. et al. Can Online Off-The-Shelf Lessons Improve Student Outcomes? Evidence from A

Field Experiment, Working Paper 22398 (National Bureau of Economic Research, 2017

91. Koedel Coryet al., Mathematics Curriculum Effects on Student Achievement în California

(Columbia, MO: University of Missouri, 2016), available

at https://economics.missouri.edu/sites/default/files/wp-files/cacur_wporig_v1.pdf,

92. Landsheree Vivianne , L' Education et la formation, P.U.F; Paris, 1992;

93. Letzotte Lawrence W., Website Downloads, Revolutionary and Evolutionary: The Effective

Schools Movement”, 2001.

94. Lawton D. , The politics of the school curriculum. London: Hodder and Stoughton, 2001

95. Lemaître D. Entre savoirs et identités : le phénomène de mimesis dans la formation des

ingénieurs ». Les Sciences de l’éducation pour l’ère nouvelle, vol. 40, n° 3. Université de Caen :

Cerse, 2007

96. Lenoir Y. Introduction. Entre tous savoirs et tous savoir-faire în Y. Lenoir & M.-H. Bouillier-

Oudot, Savoirs professionnels et curriculum de formation. Laval : Presses universitaires de

Laval, 2006

97. Lewis, Cynthia & Tierney, Jessica D. Mobilizing emotion în an urban classroom: Producing

identities and transforming signs în a race-related discussion, Linguistics and Education,2013

98. Lin, Angel, Critical discourse analysis în applied linguistics: a methodological review. Annual

Review of Applied Linguistics, 2014

99. Liston D., Borko H., & Whitomb J.. The teacher educators’ role în enhancing teachers’ quality.

Journal of Teachers Education, 59(2), 2008,

100. Locke, Terry, Critical discourse analysis. London: Continuum, 2004

101. Luehman L.L., & Barab A.S., Building sustainable science curriculum: Acknowledging and

accommodating local adaptation. Miami: Willey Periodicals, 2003

102. Maingueneau D. Ethos, scénographie, interprétation ». în R. Amossy (dir.), Images de soi

dans le discours. La construction de l’éthos. Lausanne : Delachaux et Niestlé, 1999

103. Maingueneau D. Analyser les textes de communication. Paris : Armand Colin,2005

104. Manoliu, Narcis. Educational discourse analysis. Cultural And Linguistic Communication,

Volume 5 (3), July / September 2015

105. Manoliu, Narcis. An approach to discourse classification. Cultural And Linguistic

Communication, Volume 5 (3), July / September 2015.

106. Marga Andrei, Educația responsabilă, O viziune asupra învățământului românesc. Editura

Niculescu, București, 2019

107. Marga Andrei, Reforma învățământului acum!, Editura "Școala Românească",1998

108. Marga Andrei, Profilul și reforma Universităţii clujene, Presa Universitară Clujeană, (a treia

ediţie), 2011,

109. Marga Andrei, Educaţia în tranziţie, Editura Dacia, Cluj, 1999,

110. Marga Andrei. Reconstrucţia pragmatică a filosofiei, Editura Polirom, Iași, 1998,

111. Marga Andrei, Academic Reform. A Case Study, Presa Universitară Clujeană, 1997,

112. Marga Andrei, Universitatea în tranziţie, Editura Apostrof, Cluj, 1996,

113. Marga Andrei, Competitiveness, Values, Vision (European Aspects)”, în Il Caleidoscopio

delle identità. Contributi per l’Europa, a cura di Giuliana Parotto, EUT – Edizioni Università di

Trieste, Trieste, 2009

114. Marga Andrei, Reform of Education în Romania în the 1990s: A Retrospective, în Higher

Education în Europe, Vol. XXVII, Nos. 1-2, 2002

115. Marga Andrei, Changes în the Education for Roma, în International Expert Symposium on

Roma Questions, Ambasada Finlandei, București, 2000

116. Marsh, Colin J. Key concepts for understanding curriculum. 4th ed. Abingdon: Routledge,

2009

117. Mazano R., What works în schools: Translating research into action. Alexandria, VA:

ASCD, 2012

118. May, Stephen. Language policy and political theory. în Hult, Francis & Johnson, David

Cassels (eds.), Research methods în language policy and planning, 45-55. Hoboken, NJ: Wiley

Blackwell., 2015

119. McAuley Edward , CourneyaKerry S., Self‐Efficacy Relationships With Affective and

Exertion Responses to Exercise, 1992

120. Mitchell J.A., et al. A guide to citation. E-book library [online].2017 Available

at: https://www.mendeley.com/reference-management/reference-manager

121. Mândruţ, Octavian, Curriculum și didactică. Arad: "Vasile Goldiş" University Press, 2013

122. Mohamed H., Challenges în curriculum transformation. Dar es Salaam: Dar es Salaam

University Press 2004.

123. Mons N. Les nouvelles politiques éducatives. La France fait-elle les bons choix ? Paris :

PUF,2007

124. Morphet E., John R.T., & Reller, Educational organisation administration, London

Prentice-Hall International, Inc.,1082,

125. Murgescu Luminița Mihaela, Între «bunul creștin» și «bunul român». Rolul școlii primare în

constituirea identității naționale românești (1831-1887), Editura A'92, Iași, 1999

126. Murphy J. et al.Instructional leadership: a conceptual framework. Planning and Changing,

Musaazi, J.C.S. 14(3), 1983

127. Nicola, Ioan, Tratat de pedagogie şcolară, EDP, Bucureşti, 2006

128. Nyirenda D.M., Involvement of stakeholders în curriculum changes. Oxford: Macmillan

Publishers Limited, 2012

129. Ornstein, A. C., & Hunkins, F. P. Curriculum foundations, principles and issues (6th ed.).

Boston, MA: Pearson Education, 2008

130. Ornstein, A. C., P , Pajak, E. F. & Ornstein S. B. Contemporary issues în curriculum (5th

ed.). Boston: MA: Allyn & Bacon, 2011

131. Otovescu Dumitru (coord), Tratat de sociologie generală, Craiova, Editura Beladi, 2010

132. Palade Eugen, Reforma curriculară din România în context internațional. Premise pentru o

schimbare durabilă, Teză de doctorat, Universitatea din București - Facultatea de Psihologie și

Științele Educației, 2015

133. Palade Eugen, Reforma curriculară din România în context internațional. Premise pentru o

schimbare durabilă, Teză de doctorat, Universitatea din București - Facultatea de Psihologie și

Științele Educației, 2015

134. Partelow Lisette and Sarah Shapiro, Curriculum Reform în the Nation’s Largest School

Districts, 2018, https://www.americanprogress.org/issues/education-k-

12/reports/2018/08/29/454705/curriculum-reform-nations-largest-school-districts/,

135. Perrenoud Ph. Curriculum : le formel, le réel, le caché ». în J. Houssaye (dir.), La

pédagogie : une encyclopédie pour aujourd’hui. Paris : ESF, 1993

136. Perrenoud Philippe, La fabrication de l’excellence a l’école, Librairie DTO2, Geneva-Paris,

1995

137. Priestley, Mark & Biesta, Gert, Reinventing the curriculum. New trends în curriculum policy

and practice. Bloomsbury Academic, 2014

138. Pyhältö K., et al. Comprehensive school teachers’ professional agency în large-scale

educational change. Journal of Educational Change, 15(3), 303–325., 2014,

https://doi.org/10.1007/s10833-013-9215-8.

139. Ravi, V. Curriculum development. Raleigh, NC: Lulu Publications, 2016

140. Reboul A. & Moeschler J., La pragmatique aujourd’hui. Une nouvelle science de la

communication. Paris : Éd. du Seuil, 1998

141. Reddy, M., The best teachers enable the students to teach themselves. The Age, 2014. e.

Retrieved from http://www.theage.com.au/brand-discover/brighton-

grammar/teachers/index.html#.VG7r_mfedrV

142. Renner J.W. et al. Understandings and Misunderstandings of Eighth Graders of Four

Physics Found în Textbooks. Journal of Research în Science Teaching, 27, 1990,

143. Rey B. Chapitre 3 : Les compétences professionnelles et le curriculum : des réalités

conciliables ? . în Y. Lenoir & M.-H Bouillier-Oudot, Savoirs professionnels et curriculum de

formation. Laval : Presses universitaires de Laval, 2006

144. Richmond, Kenneth, The school curriculum. Taylor & Francis Group: Routledge, 2018

145. Ryan, J., Kang, C., Mitchell, I., & Erickson, G. China's basic education reform: an account

of an international collaborative research and development project. Asia Pacific Journal of

Education, 29(4), 2009

146. Rogan M.J. & Grayson D.J., Towards a theory of curriculum implementation with particular

reference to science education în developing countries. Johannesburg: Kagiso Education

Publishers, 2003.

147. Sandlin, J., Cervero R. Contradictions and Compromise: The Curriculum-in-Use as

Negotiated Ideology în Two Welfare-to-Work Classes, International Journal of Lifelong

Education, 2003

148. Sacalis, Nicolae, Back To Itacka: curriculum studies în Romania, în Pinar, William (ed),

International handbook of curriculum research, 535–541. London:Lawrence Erlbaum Associates

Publishers, 2003

149. Sălăvăstru, Constantin, Logica și limbaj educational, Bucureşti: Didactic and Pedagogical

Publishing House, 1995

150. Schiro, Michael Stephen, Curriculum theory, Los Angeles, London, New Delhi: SAGE

Publications, 2012.

151. Scott, W. R., Institutions and organizations (2nd ed.), Thousand Oaks: Sage Publications,

2001

152. Shapiro, D. F. Facilitating holistic curriculum development. Assessment & Evaluation în

Higher Education, 28(4), 2003

153. Shi, O., & Liu, L. Kecheng gaige zhong de ruogan wenti (Problems în Curriculum Reform).

Guangzhou: Guangdong Educational Press, 2004

154. Slattery, P. Curriculum development în the postmodern era, New York: Routledge, 2006

155. Schmidt W, et al. A Splitered Vision: An Investigation of U.S. Science and Mathematics.

Boston MA: Kluwer Academic Publishers, 1996,

156. Schmitter P., Still the century of corporatism? The review of politics, Vol. 36, No 1, 1974,

157. Schubert, William H., Perspectives on four curriculum traditions. Educational Horizons,

1996

158. Shymanskyand J.A, Kyle W.C. jr., Establishing a Research Agenda: Critical Issues of

Science Curriculum Reform. Journal of Research în Science Teaching, 29(8), 1991, pp.764-765.

159. Shymansky J.A and Jr.Kyle W.C., Establishing a Research Agenda: Critical Issues of

Science Curriculum Reform. Journal of Research în Science Teaching, 29(8), 1991,

160. Smith, David Geoffrey, Curriculum and teaching face globalization, în Pinar, William (ed.),

International handbook of curriculum research, 35–53. London: Lawrence Erlbaum Associates

Publishers, 2003

161. Sims S. J. & Sims R.R. Total quality management în higher education: Is it working? Why or

why not? Westport, CT: Greenwood Publishing Group, 1995

162. Singer Mihaela Reforma curriculară de la concepere la implementare. Bilanț la început de

mileniu, în: Vlăsceanu et al. (coord.) Școala la răscruce. Reformă și continuitate în curriculumul

învățământului obligatoriu, Editura Polirom, Iași, 2002.

163. Sowell, E. Curriculum an integrative introduction (3rd ed.). Upper Saddle River, NJ:

Pearson, 2005

164. Squelch J., & Lemmer E., Eight Keys to Effective School Management în South Africa,

Halfway House: Southem, 1994, p. 1.

165. Srivastava, D.S. & Kumari, S. Curriculum and instruction, New Delhi, India: Gyan

Publishing House, 2005

166. Stabback, Philip, What makes a quality curriculum? în Current and Critical Issues în

Curriculum and Learning, In-Progress Reflection No.2. Paris: UNESCO, IBE, 2016

167. Stake R.E., Easley J., Case Studies în Science Education, Vol. 13. Center for Instructional

Research and Curriculum Evaluation. University of Illinois, Urbana-Champaign, IL., 1978

168. Star, L. Middle school algebra: Ready or not? Retrieved from

http://www.educationworld.com/a_curr/curr147.shtml, 2003

169. Stellar, A. Curriculum development as politics. Educational Leadership, 161-164, 1980

Retrieved from http://www.ascd.org/ascd/pdf/journals/ed_lead/el_198011_steller.pdf

170. Stoll L., & Fink D., Changing our schools: Linking school effectiveness and school

improvement. Buckingham, England: Open University Press.1996

171. Suchman, M. C., Managing Legitimacy: Strategic and Institutional Approaches,. Academy of

Management Review, Vol.20, N°3, 1995

172. Taba, Hilda, Curriculum development: theory and practice, New York:Harcourt Brace.,

1962.

173. Tanner, Daniel & Tanner, Laurel. Curriculum development: theory into practice. 4th ed.

Upper Saddle River, NJ: Pearson-Merrill Prentice Hall, 2007

174. Thoonen E. E. J.,, et al. Building school-wide capacity for improvement: The role of

leadership, school organizational conditions, and teacher factors. School Effectiveness and

School Improvement,23(4), 2012

175. Turner, Summer, Secondary curriculum and assessment Design. Bloomsbury Education,

2016

176. Unruh, G. G., & Unruh, A. Curriculum development problems, processes, and progress,

Berkley, CA: McCutchan Publishing Company, 1984

177. Walker, Decker, Curriculum theory is many things to many people. în Theory into Practice,

1982

178. Villegas-Reimers E., Teacher Professional Development: an International Review of

Literature [Le développement professionnel des enseignants: une revue de la littérature

internationale] (en anglais). Paris : UNESCO, Institut international de plannification de

l’éducation (IIPE). 2003. En ligne

http://www.iiep.unesco.org/fileadmin/user_upload/Research_Challenges_and_Trends/133010e.p

df

179. Vitale P., The teaching of sociology: towards an European comparison of curricula, în

A. Morais, I. Neves, B. Davies & H. Daniels, Towards a sociology of pedagogy: The

contribution of Basil Bernstein to research. New York : Peter Lang, 2001

180. Vlăsceanu Lazăr et al. (coord.), Școala la răscruce. Reformă și continuitate în curriculumul

învățământului obligatoriu, Editura Polirom Iași, 2002

181. Wandersee J. , Ways Students Read Texts. Journal of Research în Science Teaching, 25(1),

1984,

182. Weber E., Education change în South Africa: Reflections on local realities, practices, and

reforms. Johannesburg: University of Witwatersrand, 2007.

183. Wiles, J., & Bondi, J. C. Curriculum development a guide to practice (7th ed.). New Jersey,

NJ: Pearson Merrill Prentice Hall, 2007

184. Wilson, L. O. The second principal. Retrieved from http://thesecondprinciple.com, 2015

185. Winterton J., Social dialogue over vocational training în market-led systems. International

journal of training and development, Vol. 4, No 1, 2000

186. Wiseman, A. W., Alromi, N. H., & Alshumrani, S. (Eds.). Education for a knowledge society

în Arabian Gulf countries, International perspectives on education and society series. Bingley,

United Kingdom, 2014

187. Yarbrough E. V., Bruce W. C. & Hubright R. L. (Ed), Readings în curriculum and

supervision, New York, NY: Irvington Publishers, 1974

188. Yager R.E., Viewpoint: What We Did Not Learn from the 60’s about Science Curriculum

Reform. Journal of Research în Science Teaching, 29(8), 1992

189. Yager, R.E., (Eds.) What Research Says to the Science Teacher: Vol. 3. Washington, D.C.:

National Science Teachers Association, 2001

190. Yip D.Y., Promoting the development of a conceptual change model of science instructions

în prospective secondary biology teachers. Journal of Curriculum Education, 23(7), 2001

191. Yuen T. W. W., et al. A study of the impact of the first phase of the curriculum reform on

student learning în Hong Kong. The International Journal of Educational Management,26(7),

2012, https://doi.org/10.1108/09513541211263782,

192. Zinth Kyle, State Textbook Adoption, Denver, Education Commission of the States, 2005),

available at https://www.ecs.org/clearinghouse/57/75/5775.pdf

193. Antologia legilor învățământului din România

194. Enciclopedia de filozofie și științe umane, Editura All Educational, București, 2007

195. Legea educației și învățământului nr. 28 din 21 decembrie 1978

196. xxx MOE. Ministry of Education and Culture (2010): Perusopetus 2020 – yleiset

valtakunnalliset tavoitteet ja tuntijako. (Basic Education 2020 – the national general objectives

and distribution of lesson hours; a committee proposal). Opetus- ja kulttuuriministeriön

työryhmämuistioita ja selvityksiä 2010 :1. Helsinki : Yliopistopaino.

197. OECD, The future of education and skills Education 2030. Eduction we want., 2018,

https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf

198. Organisation for Economic Co-operation and Development, Centre for Co-operation with

Non-Members, Centre pour CoopÈration avec les Non-Membres, Analiza politicii naționale în

domeniul Educației: România, 2000

199. xxx Proiectul Curriculum Relevant, Educație Deschisă pentru Toți (CRED) - Repere pentru

proiectarea și actualizarea Curriculumului național, 2019

200. xxx Raportul Consiliului de Cercetări în Științe Umane, 1984

201. UNESCO Cadrul de acțiune Dakar - Educația pentru toți: îndeplinirea angajamentelor

noastre colective. Adoptat de Forumul Mondial al Educației, Dakar, 26-28 aprilie 2000. Paris,

Online http://unesdoc.unesco.org/images/0012/001211/121147f.pdf,

202. UNESCO Raport de monitorizare globală EFA 2005. Educație pentru toți: cerința de calitate.

Paris: UNESCO, 2005,Online http://unesdoc.unesco.org/images/ 0013/001374/137403f.pdf

203. UNESCO (Raportul de monitorizare globală al EFA 2012. Tineret și abilități: educație pentru

muncă. Paris, 2012 Online http: // unesdoc. unesco.org/images/0021/002180/218015f.pdf

204. United Nations Educational, Scientific and Cultural Organization, Education, 2015 Retrieved

from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-

framework/coreresources/curriculum/

The doctoral thesis ’’ The social dimensions of the curriculum reform in pre-university

education” ends by presenting the bibliographic sources that were used to substantiate the work,

repressive for the specialized literature in the country and abroad, and by attaching annexs that

have become necessary to support the elements presented in the sentence.