Creative Teaching: A Conceptual Framework
Examining Measurement Invariance of Different SWLS Measurement Models According to Gender
Sources of Geography Class Enjoyment and Boredom among Bhutanese Secondary School Students
The Emergence of a Large Disadvantaged Group after the Earthquake Disaster in Turkey on February 6, 2023, and Investigation of Inclusive Education Policy
Academic Stress among Higher Secondary School Adolescents during the Covid-19 Pandemic Context
Development and Validation of Emotional Competence Scale (ECS) for Upper Primary School Students
Role of Teacher as Classroom Manager
Effect of Academic Stress on Achievement Motivation among College Students
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
The Standing of Hands-On Learning in Education
Predictors of Academic Resilience among Students: A Meta Analysis
Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships
Observing Emotional Experiences in Online Education
The intelligence of the hands: studying the origin of pedagogical craft education
Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility
Over the past decade, a variety of social skills programs have been developed to help Social skills training programs are frequently used with students who are at risk for or who have emotional and behavioral disorders. These students often experience social skills deficiencies, antisocial behavior, and negative peer relationships. Because the media is an important factor in the socialization and interaction of students, there appears to be promise in using multimedia technology to provide students with social skills deficits social skills training. This training may include several modalities such as television, virtual reality, computers, and videos. Though these interventions primarily have been used with individuals with developmental disabilities, this article examines the potential of using such technology with students who are emotionally or behaviorally disturbed to assess, train, and rehabilitate social skills deficits.
For many years, most scientists believed that the physical structure of our brains, and by definition the people we had become, was set after the initial developmental period of early childhood and adolescence. New research in the area of neurology and neuropsychology is revealing that our brain is a much more open system than ever thought possible, and that the physical structure of our brain can be changed through the experiences that we have throughout our lives. This article highlights some of the current research which has led to these conclusions, explains how the neuropsychological research affects our views of learning, and provides some concrete recommendations for how we can intentionally pursue and affect long-term in our thoughts, attitudes, and behaviors.
It is important as we look at the educational environment to understand that it is a complex system that calls for analyses at multiple levels. One who enters from a single theoretical orientation is at a distinct disadvantage. Particularly when unique students arrive with various emotional and behavioral difficulties, being restricted to a narrow behavioral position, a humanistic position, a cognitive/systems position or whatever position chosen, severely limits the possibility of positive outcomes. The multiple levels of the situation include the behaviors displayed, the personality/characteristics of the children, the environment in which events are occurring, overall systemic functioning, and the personality/characteristics of the teacher. As teachers of these multiple levels, who would we expect best able to effect a positive outcome in this classroom/ environment? Over which of these multiple levels do we, as teachers, have the most control? Hopefully, we would expect the teachers and administrators to be better skilled than the students in effecting change. This article explores the need for a variety of theoretical applications to effectively meet the demands of the diverse students and situations in public schools. Specifically, the utility of humanistic applications, behavioral applications, and social learning/cognitive applications in the classroom are examined.
This article discusses why teachers, clinicians, consultants, and psychologists prepare behavioral objectives when they work with individuals and groups. The reasons include planning instruction and intervention to meet state standards and guidelines, evaluating the outcomes of instruction, data collection for research purposes, and reporting results to stakeholders. Additionally, the authors discuss the components of sound behavioral objectives for multiple purposes.
The article discusses about the importance of ethics, values and character integration in the teaching and learning process particularly on the part of the teacher. In the teaching of Social Studies as a subject, the teacher has also the responsibility of imparting and implying values and ethics particularly in the secondary schools education. In the paper, the experiences of the Polytechnic University of the Philippines Laboratory High School in teaching Social Studies, its curriculum and how ethics and values are integrated in the subject are discussed.
This study purports to document, analyze, and interpret the learning that occurred across two university literacy courses in which faculty implemented a constructivist, critical literacy pedagogy. Findings explore what it means to share power in the classroom and the relationships between critical teaching and developing a literacy theory of practice.
The study enlightens the impact of Activity Oriented Learning in learning Health Education at primary level. Health Education was taught in various methods which were not fruitful to achieve expected level. Activity oriented method encouraged the young children to learn the health awareness quickly.The purpose of the research is to simplify the learning about Health Education in younger mind through activities. Experimental method was espoused for the study. Eighty students of standard V were selected for the study. Forty students were taken as Experimental group another forty as Control group. Researcher self-made-Achievement test was used for the pretest and posttest. The validity and reliability were well established. Finding: The post-test scores of control group have a mean 50.80 and that of experimental group students have a mean 79.05. It shows that the performance of experimental group students is better than the performance of control group students and that the application of Activity Oriented Learning to the students of standard V is more effective than conventional method in enhancing their achievement in Health Education in science.
Humanistic Psychology emphasizes five key principles: belief in the wholeness of human nature and experience; focus on free will and the individual power to create; realization that the human person lives "nested" in biology, culture and history; conscious intention is important to human development and action; and human life involves existential and spiritual questions. The humanistic educational process treats the child or the adult learner in accord with these principles. Some approaches for doing that are discussed in this paper.
