Nanotechnology Learning Innovation: “The Quantum Tripositive Biosmart Nanobiotechnology Model” that Supports a Healthy, Caring,and Nurturing Learning Environment
Effect of Job Stress (Job Itself, Role Management) Work Overload Work Family Conflict Job Embeddedness and Job Satisfaction on Job Performance of School Educators
Exploring Teachers’ Perceptions of Professional Development: A Report of a Research Study undertaken in Thimphu District schools.
NHT: A Potential Intervention to Improve Students’ Cognition and Performance in Bio-Sciences
The Analysis of High School Students’ Attitudes towards Physical Education and Sports Class
Effect of Academic Stress on Achievement Motivation among College Students
The Standing of Hands-On Learning in Education
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
Predictors of Academic Resilience among Students: A Meta Analysis
Impact of Divorce on Students’ Life
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
In this narrativea detailed model for trichotomously positive [or “Tripositive”] “Nanobiogenic Technology™” (as “dynamic nanobiotechnology”) is presented via research-based case studies. The author implemented the BiosmartNanobiogenic Technology™(or “Biosmart Nanobiotechnology”) designed to create a biotrichotomous positive learning environment to accentuate further trichotomous learning models in an Early College High School, a University Undergraduate Course, and in an immersive Homeschool environment. The usage of the nanobiotechnology (measured as “biotrichotomy”) enabled the author to observe sustainable tripositive outcomes that consisted of lowered “EMF” (“Electromagnetic Fields”), lowered microsurge electric charge (from wall outlets), and quantum harmonic atmospheric frequency increase which terminated incursive static electric pressurefrom both EMF and microsurge. The reduction in the aforementioned areas enabled a more positive holistic change in the learning environment in which ongoing nurturing, healthy digital learning metric implementation, and systemic positive reinforcement/feedback could be cultivated and thereby increase and enhance student learning. Thus, the implementation of the Nanobiogenic Technology™ as a solution to Electromagnetic Field (or “EMF”), Microsurge (intense static discharge from technology such as wall outlets), and High Static Atmospheric Pressure (or “HSAP” –an atmosphere of extraordinarily high static charge) creates a caring learning environment conducive to constructive, beneficial, and dynamic learning.
Every organization is looking for multidisciplinary employees, and this creates a predicament in people's dialogue about which challenge to prioritize and which undertaking to complete later. Businesses are rational and end result orientated, and those have productivity is influenced through various bodily, monetary, social, religious and mental factors. The Pakistani society is man foremost society. The current study was conduct to evaluate the effect of job stress (job itself, role management) work overload, work family conflict, job embeddedness and job satisfaction on job performance of school teachers. This study was cross sectional study and data was collected through purposive sampling technique from 115 male and 115 female school teachers of district Jhang. Job stress scale, work overload scale, work family conflict scale, job embeddedness scale, job satisfaction scale and job performance scale were used to collect the data. Regression analysis and independent sample t test was used to analyze the results. The results of current study revealed that job stress (job itself, role management) work overload; work family conflict has negative effect on job performance, whereas job embeddedness and job satisfaction has positive effect on job performance. Further study result found that there is significant difference between male and female on the basis of work overload, role management; work family conflict job satisfaction, job embeddedness and job performance. Moreover study results found significant difference between married and unmarried school teachers on the basis of work overload, job embeddedness, work family conflict and job satisfaction But no significant on the basis of job stress( job itself , role management) and job performance.
Teacher Professional development is one of the key aspects of teachers’ development. The study aims to explore teacher perceptions about the professional development in relation to Teacher Human Resource Policy (2014) in four schools of Thimphu district. Using the purposive sampling technique, a total of 23 participants comprising of 12 male and 11 female teachers were interviewed using semi-structured questions. Within the qualitative research framework, the data obtained was analyzed using thematic and descriptive analysis. The study generated rich in-depth information from the respondents on the current PD programs, challenges and expectations. Findings from the study suggest that School Based In-service program is widely used as a form of teacher professional development in Thimphu district schools. The study concludes that the 80-hour professional development requirement is not achievable in Thimphu schools. Furthermore, the school based professional development program were not an effective way to impart continuous learning platform for Bhutanese teachers. The effects of the interviews are that the number, accessibility and quality of the in- service trainings should be enhanced.
The modern education system instilled with freedom of thoughts and actions provides an ambitious platter of intellection and emotion where a participatory mode of learning ensures meaningful and quality education. Pedagogical innovations offer an interactive platform to develop the cognitive, affective, and psychomotor domains in the learning process. Various novel pedagogical strategies are nowadays employed in the classroom to drift expository teaching towards a learner-centric constructivist approach of learning. Numbered-Heads-Together (NHT) is one of the well-known and widely accepted cooperative learning strategies applied by educators where students under group category are assigned the task to explore, discourse and learn together. This empirical inquiry aims to investigate the effectiveness of NHT as an intervention in augmenting cognition and performance level of the bioscience students. Experimental design with Pre-Test and Post-Test Control Group was applied for 04 weeks with a sample of 70 secondary level students. The Control group was taught without any intervention, while the experimental group was instructed through NHT. Data was collected through the Bioscience Achievement Test (BAT) whose reliability and validity were established scientifically and the coefficient value obtained for reliability is 0.823. Mann-Whitney-U and Wilcoxon-Signed-Rank tests were administered for data analysis at (α=0.05) level of significance. The results documented that NHT implementation for learning bioscience proves its efficacy and potential over conventional teaching method and further accentuate the learning of students along with development in all cognitive dimensions.
The present study aims to analyze high school students’ attitudes towards physical education and sports class. “Attitude Scale of High School First Graders’ towards Physical Education and Sports” developed by Demirhan and Altay (2001) was used in order to measure the participants’ attitudes towards physical education and sports class at high school. The scale consists of 12 positive and 12 negative items. The population of the present study includes Menteşe district of Muğla province in Turkey. The sample of the study includes a total of 219 students, i.e. 90 female and 129 male students, studying at a high school in the same district. Non-parametric tests were used to determine whether the obtained data displayed a normal distribution. Cronbach alpha reliability co-efficient of the present study was calculated as .934, which can be considered as an excellent value for the study. Mann-Whitney-U test results related to the participants’ attitudes towards physical education and sports in terms of gender demonstrated that female students displayed a significantly more positive attitude towards the class compared to male students. Kruskal-Wallis test results related to the participants’ attitudes towards physical education and sports in terms of gender demonstrated that first-graders displayed a significantly more positive attitude towards the class compared to the third-graders. In addition, Mann-Whitney-U test results demonstrated that the participants who did regular sports displayed a significantly more positive attitude compared to those who did not do any sports. Finally, it was found that the students who did not do any sports and third-graders displayed a negative attitude towards physical education and sports class.