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
The article reports a research that reviewed the history and content of technical related subjects in order to consider the educational areas that have caused scepticism and the creation of stigma. A literary research was undertaken to identify issues. Subsequently, the authors firstly questioned the general public in order to assess their opinions; and secondly students, to achieve their academic capability and personal experiences of stigma. The stigma was found to be grounded around the achievement of practical skills which, due to the poor or limited interaction people have had during their education at a young age, was believed to encompass
Generally, the behavior patterns concerns a social significance of values. This paper highlights the various behavior patterns like planner behavior, solution oriented behavior, and prescriptive behavior patterns. The main objective of the present study is to identify the behavior patterns that influence on students' achievement in psychological foundations of learning and development: a case of Mekelle University, Ethiopia in general. The one hundred PGDT student teachers were participating in this research. The data were collected by Behavior Pattern Rating Scale created and standardized by Nihat Caliskan (Caliskan et al., 2017) and the investigator developed a self-made questionnaire for students' achievement in psychological foundations of learning and development. The data were analyzed by 't' test and Pearson's product moment correlation. The results of the study revealed that there is no significant difference was found in the relationship between behavior patterns and psychological foundations of learning and development.
This study investigates the library anxiety in Teacher Trainees and found it to be a prevalent phenomenon in students. The five dimensions of library anxiety, namely, barriers with staff, affective barriers, comfort with the library, knowledge of the library, and mechanical barriers have been identified. The sample of the study constituted 58 teacher trainees of B.Ed. college of Rohtak District in Haryana. The sample was selected by stratified random sampling techniques. The data collected was analyzed by using the statistical techniques of t-test and percentage. The result of study shows that 28% of Teacher Trainees had low library anxiety, 57% of teacher trainees had average library anxiety, and 15.4% of teacher trainees had high library anxiety. It was further found that library anxiety was more in teacher trainees from rural background than teacher trainees from urban background
The present study is conducted to understand the relative contributions of planned behavior and social capital on educational continuation decisions of VIII standard students belonging to backward class in India. Scheduled Castes (SC), Scheduled Tribes (ST), and Other Backward Classes (OBC) are the three social groups dealt as backward classes in this study. A socioeconomic and educational status schedule was used to collect the data on the social background of students. The social background factors considered in this study are community, father's education and occupation, and Mother's education and occupation. The planned behaviour of the students were assessed using a scale. Social capital scale was used to assess the social capital possessed by the students. The educational continuation decisions, the dependent variable is assessed with a question of whether they will continue to higher secondary level of education. The answer had to be binary, either yes or no. Data were collected from 498 backward class students of VIII students studying in government schools of Puducherry in India. The results showed that the planned behavior of students predicted their educational continuation decisions. Social capital (family, network, and school) was not a predictor. It is a good sign that social capital factors do not seem influencing the educational continuation decisions of students. Helping students to possess social capital is a complex process and there are limitations for teachers and policymakers to focus on these aspects. Specific recommendations are spelt based on the results of the study. Interestingly since social capital and other social background variables are not found the determinants of decisions, it would be wiser to focus on the planned behaviour components. It would be practical and easier to train the students in possessing better and favourable attitudes towards continuing their education
The study was conducted on self regulated learners of senior secondary school. The main objectives of the study were to find out significant dimensions of emotional intelligence held by self regulated learners. To compare the emotional intelligence dimensions of self regulated learners, in terms of subject and gender. To find out the relationship between the self regulated learning and emotional intelligence of self regulated learners. To achieve these objectives 480 of senior secondary classes were selected purposively as a sample. Checklist of self regulated learning was constructed and administered on them, like this the self regulated learners were identified and selected for further study. The study was conducted on identified 360 self- regulated learners. Descriptive and comparative study methods were used. Data were analyzed with the help of mean percentage score and t-test. The analysis revealed that self regulated learners held all the dimensions of Emotional Intelligence in which self actualization, problem solving, happiness, optimism, and empathy are dominant, but 'self actualization' is the most significant dimension held by self regulated learners as they are very enthusiastic, like to do work with responsibility and feel self satisfaction after doing a quality work. The results show that there is a significant difference between boys and girls in respect to 'self actualization'. It reveals that girls are more self actualized than boys as girls are more enthusiastic, do work with more responsibility, and feel satisfaction after doing quality work. Results reveal that there is a positive correlation between self regulated learning and emotional intelligence of self regulated learners.
To develop confidence and competence, student counselors need opportunities to practice applying their counseling skills. However, practicing on actual clients before counseling students are developmentally prepared not only can provoke anxiety within students but is also unethical. Counselor educators must find ways to help students practice their skills without the possibility of causing harm to potential clients. Some counselor educators utilize fictional characters to enhance student counselors' understanding of case conceptualization and treatment in a non-threatening environment. Most often, counselor educators apply a semester long approach of using fictional characters. Although the benefits of using fictional characters in counseling education are identified, the semester long approach encroaches on valuable instructional time. The concept of using brief counseling scenarios from fictional characters is introduced and examples of possible cases are provided.
