Preventing Teacher and Counselor Burnout: Self-Care in Training Programs
A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School
Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting
Brief Report: Targeting the Social Communication Skills of an Autistic Adolescent with a Co-Occurring ADHD Diagnosis using Two Formats of a Social Story
The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Edification Of Multimedia Resources: Aligning Technology For Student Empowerment
Continuous Classroom Assessment At Primary Level
An Empirical Consideration Of The Use Of R In Actively Constructing Sampling Distributions
Improving Quality In Teaching Statistics Concepts Using Modern Visualization: The Design And Use Of The Flash Application On Pocket PCs
The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects
The Role of Web-Based Simulations In Technology Education
Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning
Fishing For Learning With A Podcast Net
An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education
Leadership in Educational Technology is a relatively new field that is changing as fast as technology itself. Success for an educational leader includes maintaining a firm grasp of how to diagnose the needs of a district, a school, or a classroom while aligning policies, procedures, and protocols into a format that will empower the individual teacher efficacy and student learning outcomes. Being a leader in educational technology includes more than incorporating new technologies into the classroom. Leadership in educational technology requires an outlook that views technology not as a tool for every occasion, but as a tool that when used, will enhance the learning process. An approach of best practices is essential to maintain effectiveness as an educational leader, and yet there is very little research that includes a synthesis of the best practices or approaches that are certain to increase an educational leader's effectiveness. A best practices approach that relies on the use of constructivist teaching method, that strives for continuous improvement through the use of professional learning networks and communities, and that utilizes online professional development will produce the kind of effectiveness in teachers that is associated with positive student learning outcomes.
This paper presents a new method to improve the quality in technical education in order to meet the industry expectations. The quality of education and training being imparted in the technical education institutions varies from excellent to poor, with some institutions comparing favourably with the best in the world. Few others are suffering from different degrees of faculty shortages infrastructure deficiencies, curricula obsolescence, lack of autonomy in academic, financial, administrative, and managerial matters poor involvement in knowledge creation and dissemination. Skillful manpower of high quality can play a major role in economic development and in export of technology and services, and observing the growing demand for Indian professionals particularly in the area of software and core engineering in all parts of the globe including the highly developed countries. It is necessary to give very high priority in providing quality technical education for Engineering and Technology. In order for the students to succeed, its necessary to prepare themselves for the ever changing world of work, which means not only college readiness, but also career readiness.
This study was designed to analyze the continuous classroom assessment at primary level in Pakistan. Findings of the study revealed that the students' achievement of single class teacher in the subject of English, General science, Urdu and mathematics were almost on average and rubric observation during continuous classroom assessment ranked single class teacher performance asn fair. Overall, subject teacher students’ achievement in English, General science, Urdu and Mathematics was better as compared to single class teacher. In addition to this, rubric observation during continuous classroom assessment ranked as subject teacher performance was reported very good in the area of students' instruction, writing test items on the writing board, time management, class environment, use of instructional recourses and student record keeping during and after assessment. It was recommended that at primary level, there is need of subject wise teacher to teach students more effectively. It is also recommended that primary teachers should be familiar with the new curricular terms such as Student Learning Outcomes (SLOs) used in curriculum 2006 and they can be trained to develop and use the new assessment tools that is, rubric in the classroom.
This monograph provides an epistemological rational for the design of a novel post hoc statistical measure called “Tri–Center Analysis”. This new statistic is designed to analyze the post hoc outcomes of the Tri–Squared Test. In Tri–Center Analysis trichotomous parametric inferential parametric statistical measures are calculated from statistically significant Tri–Squared Test data. The Tri–Squared Test was first introduced in i-manager’s Journal on Mathematics as a qualitative to quantitative transformative mixed methods data analysis procedure. Tri–Center Analysis is an advanced statistical post hoc holomorphic that rigorously examines trichotomous investigative inquiry outcomes as in–depth parametric relations.
In India usage of internet in education is not an innovation, but it is still considered to be in initial stages. Government of India has taken lot of initiatives for the implementation of e-learning at all the levels of education from past many years, but still teacher education programme around the nation continue to be challenged to prepare prospective teachers for using technology meaningfully in their instruction, as they are not yet prepared to do so. National Curriculum Framework for Teacher Education (2009) has also embedded the part of ICT (Information and Communication Technology) in the curricula of teacher education but there is disinclination for the usage by both teacher educators and trainee teachers. In order to explore deeper in the realm of it, the researchers had conducted a study to identify the status of e-learning in curricula of teacher education, infrastructural facilities, and usage of e- learning tools for instruction by teacher educators and trainee teachers. The findings of the study have revealed that though the curricula related to e- learning was ample in the selected university but the infrastructural facilities were not accomplished in many terms like internet connection and time provided to use it. The trainee teachers were skilled with the basic computer applications but they are lacking the skill of using various special skills required for e- learning. Also the usage of e-learning tools by teacher educators like email, chat, discussion groups, downloading the content was average but they are not involved in preparing online courses, taking online classes, video conferencing and uploading the educational content. Similar results were found in case of trainee teacher for which they are motivated to use the elearning tools.
