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
Mindfulness training has been attributed to a wide array of psychological benefits; however, there is still much to be learned about trait mindfulness. This study examined relationships between boredom proneness, dispositional mindfulness and time perception within three experimental conditions: Waiting, Social Media and Lecture. Our sample (N = 194; M age = 19.27 years) included university students who were randomly assigned to a condition after completing relevant self-report measures. Participants then documented how much time they perceived to have passed during the seven-and-a-half-minute experiment. Correlational, regression and ANCOVA analyses were conducted to explore the major hypotheses. Correlation analyses indicated that boredom proneness and dispositional mindfulness were negatively correlated (r(194) = -0.49, p < 0.001). ANCOVA analyses suggest that individuals in the Lecture condition perceived more time as passing than those in the other conditions, F(2,153) = 3.15, p< 0.05. Finally, regression findings indicated that dispositional mindfulness (b = 1.99, t(58) = 2.75, p< 0.01) and boredom proneness (b = -0.09, t(58) = -2.26, p< 0.05) predicted time perception, but only within the lecture condition. Based on these findings, we suggest that mindfulness training may be useful for emerging adults in academic settings to improve mindful attending to lectures.
COVID-19 has affected people across the globe in psychosocial and economic aspects. This process has been difficult for most people, even more for some others including (teachers, administrators at educational settings) working in educational settings. The purpose of this study was to understand the predictive effect of psychosocial factors (gender, age, marital status, Additional Time Spent (ATS) on social media, ATS internet compared to the pre-COVID-19 pandemic and expert programs), and psychological inflexibility on depression and anxiety for teachers employed in the Ministry of Education during the pandemic. Participants included 514 adults (49% women). The findings of the study revealed that psychological factors and psychological inflexibility together explained 47% of the variance in depression and 42% of the variance in anxiety. Specifically, gender, social media and psychological inflexibility were significant predictors of both depression and anxiety during the pandemic. In addition to the predictive effect of psychosocial factors, these results indicated that psychological flexibility was important to develop further evidence based mental health services to address psychopathology and enhanced wellbeing. The findings of the study were discussed in the light of literature, and some suggestions were provided for future research and practice.
This study investigated what difficulties school administrators experienced in making decisions, planning, organizing, communicating, influencing, coordinating and budgeting during the COVID-19 pandemic. The sample consisted of 32 school administrators in the first semester of the academic year 2020-2021. Participants were recruited from seven cities (representing the seven geographical regions of Turkey) using purposive maximum variation sampling. Phenomenology, a qualitative research method, was the design of the study. Data were collected online using a semi-structured interview form based on a literature review. The data were analyzed using content analysis. Participants focused mostly on “uncertainty” under the theme of “decision-making”; “excessive change” under the theme of “planning”; “physical distance” under the themes of “organizing” and “influencing”; “lack of technological infrastructure and materials” under the theme of “communication”; “little participation in online activities” under the theme of “coordination” and “fewer cash donations” under the theme of “budgeting”.
The present study aims to identify the effect of curricula on developing national values in King Abdulaziz University students in relation to some variables, gender (male, female), specialization (arts vs. science), level of education (diploma, B.A./B.Sc., graduate studies). For the purpose of the current study, a questionnaire with 25 items divided into three subscales (academic curricula; students' activities and faculty members) was used. The research sample consisted of 319 students. The study found that the effect of curricula on values was high in general. As to the variable of gender, there were no significant differences in all subscales. With respect to the variable of specialization (arts vs. science), statistically significant differences were found in the Curricula and Faculty Members subscales in favor of the arts specializations. Finally, in terms of level of education (diploma, B.A./B.Sc., M.A./M.Sc.) there were no significant differences in all subscales.
Objective Structured Teaching Exercises (OSTEs) are used to evaluate feedback skills. OSTEs are simulated teaching scenarios using standardized learners and trained facilitators to deliver immediate feedback to participants. As per researchers' limited knowledge, there is no published assessment tool to assess the feedback skills using OSTE in Pakistan. Therefore, appropriate consideration is required to develop an assessment tool. In the developed tool comprising of 10 criteria, each criterion has been evaluated by using five marks holistic rubric. The rubric has been adopted from University of Colorado at Denver. Content Validity Index (CVI) of the tool was 0.87 including 0.84 on clarity and 0.91 on relevance. As far as the feasibility is concerned, it is presumed that no cost will be required (either financial or time cost) to use this particular tool. The tool may impose an impact on students' learning, as well as promote learning of curricular objectives and goals in multiple ways. Since, the tool designed is for providing constructive, efficient and timely feedback, it will enhance the feedback skills of the masters' students as well as the faculty.
This research investigates how a supportive relationship between teacher behaviour and lexical competence in the English language classroom can improve the learning process. Having a good relationship with students can offer students chances to be motivated and feel engaged in the learning process. The theory behind this study reiterates the predictions that successful teacher-student interaction in the classroom is essential to students' educational and social development and that teachers' understanding of their behaviour is therefore of supreme importance. Lexical competence is the ability to practice a dictionary and how they know the grammar and vocabulary items. For the teachers in teaching, the English language can be improved by using different teaching techniques. Lexical competence and teacher behaviour includes the various aspects that deal with communicating approach with the students. These concepts also help the teacher in acquiring knowledge about how to use vocabulary and presentation skills. The study was conducted to investigate the relationship between teacher behaviour and lexical competence in the English language classroom among secondary level teachers. A standardised scale on teacher behaviour was adapted by the investigator. A lexical competence inventory is developed by the investigator. Suitable objectives were framed, and the null hypotheses was set to test the objectives. A normative survey method was adopted, and a total of 1046 teachers were selected randomly from secondary schools in six districts of Tamil Nadu. The collected data were statistically analysed by using a simple correlation technique and multiple regression analysis. The study revealed a significant positive correlation between the lexical competence and teacher behaviour of secondary level language teachers. Results also showed a significant prediction by the teacher behaviour on lexical competence.
