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
Despite many interventional programmes to improve the well-being of children in different domains, survival, nutrition, health, education, protection and participation of a large number of children in India continue to stay deprived of the opportunities to gain full potential. Who has a major role in the growth and development of a child? Is it a nation or a family? The Ancient Indian and Western Literature had explicitly portrayed a significant role of parents in the appropriate development of a child. Though it is precise to state that the peer group, the school, and the society have equal contributions in making the child's entire personality, the family is considered to be the most influencing one (Convention on the Rights of the Child, 1989). Several aspects of parenting, such as influencing factors, dimensions, styles, approaches, practices, impacts, etc., have been explored and presented in various researches all over the world. No wonder, that parenting is an innate skill, but some parents need information, assistance and guidance to nurture, value and care for the optimum development of their young ones. This paper presents a closer look at parenting and parenting styles by developing a conceptual framework. It discusses policy level work on parenting and present the challenges of parenting in the Indian context. The needs of 21st century children and associated problems with respect to parenting are highlighted in the paper. In conclusion, it is emphasised that the need for balanced interaction and involvement of parents with the kids, guided by various awareness and training sessions delivered at different levels and stages by other organizations is essential. Parenting is directly related to the emotional, physical, intellectual, social and spiritual well-being of the child; therefore, it must be viewed seriously by all the stakeholders. This paper will prompt positive practice among parents and initiate policy level debates on the role of different agencies to promote healthy parenting.
One of the central problems in curriculum design is to find a rational basis for the selection of subject content and the assessment of student progression. Without good reasoning, decisions about the selection of content according to various levels of complexity would be left to personal opinion of the faculty members and a reasoned debate among peers about what to choose and what to omit in a curriculum would not be possible on a logical basis. In 1956, celebrated educationist Benjamin Bloom along with his associates introduced the revolutionary Taxonomy of Educational objectives (popularly known as the Bloom's Taxonomy) as a resolution to the above problem. Since then, the Bloom's taxonomy has become the cornerstone of curriculum design across the world, particularly in the context of outcome-based education. Taxonomy of educational objectives are composed of three parts, Taxonomy of Cognitive domain, Affective domain and Psychomotor domain. However, only taxonomy of cognitive domain (popularly known as the Bloom's taxonomy) was adopted rapidly by educationists across the globe. Several Accreditation agencies require an educational program to align their curriculum to Bloom's taxonomy (cognitive domain) for ranking and grading of curriculum aspects of educational programs at school and university level. However, the graduate attributes which are outlined by educational administrations not only make cognitive aspects as part of learning objectives, but also affective and psychomotor aspects, since cognition, affective and psychomotor development complete all dimensions of a student's development process. While the theoretical basis for Bloom's taxonomy of cognitive domain can be traced to classification of knowledge structures itself, the theoretical basis for Taxonomy of affective domain is still ambiguous. It could be one of the reasons for its meagre adaptability in educational curriculum. This paper is an attempt to research for a theoretical basis for evolving taxonomy of the affective domain by tracing developments in the field of Axiology.
The association between General Mental Ability (GMA) and whole brain size was almost accepted universally. Association between the Performance Intelligence Quotient (PIQ) score with anatomical characteristics such as gender, height, weight, and brain size are also focused on many research articles. However, very little study has been made to establish the association of PIQ with physical characteristics, Full Scale IQ (FSIQ), and Verbal IQ (VIQ). The present paper aims to establish the association of PIQ with physical characteristics, FSIQ and VIQ. It is derived that PIQ is heteroscedastic random variable, and its mean is positively associated with FSIQ (P < 0.0001) and brain size (P< 0.0001), while it is negatively associated with VIQ (P = 0.0001). Variance of PIQ is negatively associated with FSIQ (P = 0.0634), brain size (P = 0.0240), and gender (P = 0.0992). PIQ is also independent of height, weight, and body mass index. PIQ is higher for the individuals who are having higher FSIQ, larger brain size and lower VIQ.
Restorative justice is a non-punitive form of discipline and is applied in educational settings to address discipline disparities. This qualitative descriptive single case study explored how high school teachers describe restorative justice practices as an influence on the behavior of Hispanic students in an urban high school in Iowa. Data were collected from high school teachers, triangulated using questionnaires, interviews, and a focus group, and analyzed using Braun and Clarke's (2006) six-step thematic data analysis process. With restorative justice as the theoretical framework, the research questions focused on how high school teachers described the restorative justice practices of engagement, accountability, and restoration as an influence on the behavior of Hispanic students. The findings were consistent with existing research, particularly the impact on relationships. Teachers reported that Hispanic students generally followed the classroom expectations, responded to re-teaching when needed, and were willing to engage in addressing conflict and repair or restore a relationship. Additionally, teachers reported few behavioral concerns or conflicts with Hispanic students and utilized different methods to bridge the communication gap with students whose native language was something other than English. Issues related to color blindness and a lack of cultural competence were revealed. Recommendations for future practice include placing a stronger emphasis on the implementation of restorative practices and considering race or ethnicity and equity when implementing restorative practices. Recommendations were made to extend this study to include other perspectives from other populations and other geographic regions.
This study aims to investigate the trust of pre-service elementary mathematics teachers in students and parents and their burnout levels. The correlations between the trust in students and parents, exhaustion, cynicism, efficacy and the differences between these variables based on gender and year-level were investigated. One-hundred and seventy-six participants who were pursuing their degrees in elementary mathematics education participated in the study. There was a negative correlation between trust and exhaustion as well as trust and cynicism. In contrast, the correlation was positive between trust and efficacy. Results showed that males' level of cynicism is higher than that of their female counterparts. There was also a statistically significant difference between year-levels in favor of exhaustion.
Teachers play a significant role in fulfilling the objectives of inclusive education where every child, including children with special needs (CWSN) are admitted to regular school. In the present study, which is confined to special education teachers of Delhi government schools, the researcher made an attempt to have an insight into their autonomy at the workplace. For this qualitative study, the researcher took a sample of 32 special educators who were rendering their services in various government schools of Delhi. In order to collect data from the research participants, the researcher framed a questionnaire as well as a semi-structured interview. Major findings of the study revealed that special educators, who were recruited to deal with CWSN, were frequently assigned by school principals to teach normal students in classrooms due to a shortage of general classroom teachers. Under the present educational system, the participants reported that they did not have the autonomy to stick to their primary roles and responsibilities (i.e., working with CWSN for their mainstreaming). Moreover, they were found to be laden with non-academic works. The study recommended that school administration/government authority must pay immediate attention to this and make an environment where special education teachers could exercise their autonomy for the betterment of CWSN, the marginalized section of society.
