@article {460,
	title = {THE ROLE OF THE SCHOOL SOCIAL WORKER IN IMPROVING PUPIL{\textquoteright}S ACHIEVEMENT THROUGH A SYNERGISTIC PARENT-PUPIL-TEACHER CONTEXTUAL COMMUNICATION},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {122-137},
	abstract = {Pupil{\textquoteright}s level of achievement is enhanced by bridging the gap between learning spaces and facilitating the transfer of knowledge, behaviours, skills, values, preferences and understandings from one context to another. An important part in this process is the exchange of information between home and school through an improved parent-pupil-teacher communication assisted by the school{\textquoteright}s social worker. The research focus of this paper is to identify the challenges pupils face in relation to their learning spaces and to establish the role of the school social worker in improving pupil{\textquoteright}s achievement through a contextual communication model of maintaining the collaboration between family, school and community. The research methodology included (1) a questionnaire applied to 110 pupils from one Romanian high-school with ages between 12-15 years; (2) semi-structured interviews with social workers, school teachers, a school psychologist, educational experts and parents and (3) synthesis and comparisons of the psychological and didactical relations between pupils and the context studied. Using the results of the survey and the interviews, this research identified the areas of discrepancy between pupils and their learning spaces, and mapped the role of the social worker in improving pupils{\textquoteright} level of achievement and school adaptation. This mediator role is exemplified through an innovative synergistic model of parent-pupil-teacher contextual communication. },
	keywords = {contextual communication model, learning spaces, school achievement, school social work},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924388},
	author = {Salomea A.  Popoviciu and Ioan  Popoviciu and Ioan  G. Pop and Daria  Sass}
}
@article {400,
	title = {TRANSDISCIPLINARY APPROACH ON KNOWLEDGE PRODUCTION IN FAMILY AS COMMUNITY OF PRACTICE},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {141-152},
	abstract = {This paper presents a new perspective on family as a possible community of practice using a transdisciplinary approach and the search window methodology with top-down and bottom up levels of knowledge. In a family as community of practice communication is facilitated by a flexible accessible structure (mutual engagement) between parents to children (top-down perspective) and children to parents (bottom-up perspective). In this mutual inform-action process parents through the mechanism of authority and collaborative relationships encourage learning as a central aspect of children{\textquoteright}s identity shaped by family participation. The children, through the mechanism of apprenticeship learn through sharing information and experiences. This process of mutual engagement leads to a shared understanding (joint enterprise) and new resources (shared repertoire) which are the building blocks of a community of practice. },
	keywords = {community of practice, mutual engagement, shared repertoire},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400136084.pdf},
	author = {Ioan  G. Pop and Salomea A.  Popoviciu and Ioan  Popoviciu}
}
