Browsing by Author "Roman, Alina Felicia"
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- Parental values and children’s attitude towards readingPublication . Roman, Alina Felicia; Castanheira, LuisThe conflict of values is one of the complex values of current educational practice; it promotes the idea that resonance and axiological coherence are desirable in all educating factors. We consider extremely important the manner a child or trainee relates to this exterior scenery of values, which is constantly facing dilemmas and conflicts. Parents` influence and the way the handle in different situations are the premises for the children`s future adult behaviours. Family is the most important factor of primary social interaction and it is responsible for developing the habitus (Bourdieu, 1999). Family does not only transfer information which is vital for cognitive or affective autonomy and functionality but also information on social statuses, beliefs and values that guide parents` and children`s behaviour. Shaping has an important role in the transfer process. Children, as observers of adult behaviour will include in their relationships similar behaviour to the one they imitate from their parents. Imitation refers to sets of values taken up by parents, to the manner they try to transfer these values to children through various activities and also to the manner parents themselves behave in this system of values. The study tries to link parental values, regarded as parents` beliefs on what is desirable in their children to peculiarities of cultural consumption seen as an attempt to shape them as reflexive readers. Education for reading facilitates autonomous orientation in understanding culture and reflexive relating to polymorphic and open values.
- Relationship between teachers metacognitive awareness and instruction of metacognitive reading strategiesPublication . Castanheira, Luis; Roman, Alina Felicia; Hossu, RucsandraAccording to international studies one of the challenges faced by the Romanian educational system is functional illiteracy which means that students have difficulties in understanding first view long dimension texts and cannot use the knowledge like a resource in their life. A key factor related to reading comprehension is metacognition, or the ability to regulate and control their own reading process. It has been demonstrated that metacognitive reading is what makes the difference between good and poor readers. Although metacognitive reading strategies like planning, monitoring and evaluating can be learned in the classroom, traditional curricula and instructional approaches are deficient in supporting them. The aim of this study is to investigate if conscious metacognitive teachers are more likely to teach strategies that promote students self-monitoring during reading. Participants included 68 primary schools teachers from Romania. The Metacognitive Awareness Inventory for Teachers (Balcikanli, 2011) was utilized to measure teachers` metacognitive awareness in educational settings. Subjects also filled in a questionnaire designed to determine the level of explicit teaching of metacognitive reading strategies in pre-, during- and after reading a text. Results showed a direct positive relation between teachers` metacognitive awareness and direct instruction of metacognitive reading strategies in the classroom. The findings of this study highlight the need for teacher training and support in metacognitive awareness-promoting practices, a link to autonomy in life-long learning.