Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
Exploring Need for Enhancing Play Activity Time in School Settings for Holistic Development of Learners
A Survey Study on the Status of Life Skills of Secondary Students of Dakshina Kannada District
Effectiveness of Outdoor Teaching Activities on Basic Science Process Skills of Secondary School Students
Impact on Trainees Growth and Challenges during the Internship in B.Ed. Course
The Impact of the Lecture Approach on Students' Attitudes towards Chemistry: A Comparative Study of Overall, Cognitive, Affective, and Behavioral Dimensions
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
Disasters can strike at any time, at any place. The world is becoming increasingly vulnerable to natural disasters. From earthquakes to floods and famines, mankind is even more threatened by the forces of nature. The Theme of the 2006 to 2007 International Day for Disaster Reduction was “Disaster Risk Reduction begins at schools” and numerous schools in South Africa have participated in 2006 & 2007 disaster risk reduction program conducted under the auspices of the United Nations international strategy for disaster reduction (UNISDR) mechanisms under the theme.”Towards a culture of risk reduction: Disaster Management begins at school”. Disaster Management is best viewed as life skill and has maximum impact when taught through hands-on learning & experimentation, rather than teaching it solely as an academic subject. Therefore it includes carrying out disaster preparedness programmes including mock drills, first aid, search and rescue, swimming and crowd management training. As a rule, hands on, experiential learning is the most effective way to educate life oriented subject like Disaster Management. Therefore , ideally a disaster relevant curriculum would not only teach knowledge of the natural hazards themselves, but also would involve students in a more hands on practical application in identifying hazards and risks and how to deal with them. This could include visits to and by the institutions dealing with various aspects of hazards and disaster risk management. This paper focuses on Disaster Management and experiential learning, Empowering the younger generation on the preventive aspects, the types of services and learning to be rendered in a disastrous situation and the need for humanistic approach in dealing with disasters through experiential learning. Also the role of teacher and learner in experience based learning situation and some educational implications.
Inclusive education is a practice of teaching handicapped children in regular classrooms with nonhandicapped children to the fullest extent possible; such children may have orthopedic, intellectual, emotional, or visual difficulties or handicaps associated with hearing or learning. In India there are constitutional provisions for Inclusive Education. Education is the right of all children, and IE aims to ensure that all children have access to an appropriate, relevant, affordable and effective education within their community. This education starts in the home with the family, and includes formal, non-formal and all types of community-based education initiatives. Article 14, Article 21A, The 86th Constitutional Amendment Act 2002 of the Indian Constitution clarifies that “all” includes children with disabilities as well. This article will discuss Concept of inclusive education, Specific Terms in inclusive education such as Impairment, Disability, Special Educational Needs, Learning Difficulty, Mental Handicap, Indian Constitution about Inclusive Education, Reasons For Inclusion, The inclusive education programmes under Sarva Shiksha Abhian, Provisions for CWSN (Children With Special Needs) under SSA and a case study on inclusive education.
Among the most critical professional characteristics of teacher educators is that of reflectivity. The ability to self-judge our own practice context, capability, and performance against the broader professional contexts of practice by teacher educators has been noted by the National Council for Accreditation of Teacher Education (NCATE). The capacity for teacher educators to demonstrate professional reflection and to inculcate this capacity in pre-licensure candidates in colleges of education is among the standards for accreditation in the NCATE criteria (NCATE, Standard 2). As a consequence, research designed to uncover this reflective capacity, to scale it for comparative study, and to relate it to standard measures of program quality are viewed as critical to a more realistic understanding of the capability of faculty in higher education (teacher educators) to meet the reform goals for K-12 education broadly. The purpose of this study was to determine whether it was possible to distinguish among reflective strategies of teacher educators’ divergent types or levels of reflective practice. The findings indicated that The Reflective Judgment Model (King and Kitchener, 1994) is a reliable and valid conceptual model; therefore it would be appropriate to directly compare reflective scores for teacher educators to other professions which have been studied with this same RJM. It was determined that teacher educators were more typically at the center of the epistemic scale. Given this finding, there is room for professional development work to enhance the evolution of teacher educators with respect to reflective capacity.
The purpose of this study was to determine the elements motivating comprehensive school students to study technology education. The research was carried out as a qualitative case study and the material was collected through individual theme interviews. The study group consisted of two different test groups: novice and technological talents. In each test group there were three test participants, each representing a different case of motivation towards technology education. In choosing individuals for the study the main criteria were gender, negative or positive motivation and competence in the field of technology. This study found that the artifact to be made in school and the student’s freedom of choice had the most significant effect on motivation in the novice test group. Instead, curiosity and intellectual challenge seemed to be the main elements in technological talents group. Although, we must be careful with final conclusions as the research group was relatively small, we can conclude that there were more signs of intrinsic motivation in technological talents test group and extrinsic motivation was emphasized in the novice group.
In the personality of a teacher, his emotional creativity is an important counterpart. In current study, researchers have carried out an investigation of emotional creativity of trainee teachers of pre-service and in-service trainee teachers. The objectives were to compare the emotional creativity of Trainee teachers of Pre-service Courses and in-service Courses and to analyze the major aspects of emotional creativity of Trainee teachers. The findings suggest that Trainee Teachers of in-service training programme are more emotionally creative. On two aspects of emotional creativity i.e. emotional preparedness and effectiveness, trainee teachers of in-service course are much better, whereas on the aspect of novelty, there is no significant difference between trainee teachers of pre-service course and in-service course.
Teachers in higher education are not contrastingly different from the primary and secondary school teachers in terms of their ethical obligations to their stakeholders. However in higher education teachers’ professionalism and their attitude towards ethical obligations are believed to be more important for ensuring quality education services. The present study explored similar attitude and its relationship with teachers’ demographic and professional profile. The investigation was done through a questionnaire survey involving 137 teachers of one selected academy of higher education in Tamil Nadu. The findings do not provide strong evidence that respondents have desirable commitment to their professional obligations. Also it has been revealed that while teachers’ demographic profile has no impact on their attitude but their professional profile has partial impact.
Future world is in the hands of present youth. It is a well known fact that education shapes the future of the youth. The college is the major socialization institution of the youth. College is one of the most important foundation pillars on which the youth’s personality develops. Adolescents learn proficiencies in various abilities like learning process, social communications, handling emotions and the management of day-to-day interaction at home and college. In reality, the growing adolescent is dependent on the immediate environment i.e. the house and the college to meet his growth needs. The young college students face a lot of problems while adjusting with their environment at college, home and society. To find out whether these problems become hurdles in their path of academic achievement, the present study was done. 300 II year UG college students both from the Arts and Science were taken for the study and their adjustment problems were analyzed with the help of an adjustment inventory. The variables taken for the study were sex, community, residence, educational qualification and the annual income of the parents. The conclusion arrived at the study was that the student’s adjustment problems at home, education, society and emotion, remarkably affect their academic achievement. In other words, the students who are better in their adjustment mechanisms are able to score high academic achievement. So to tone up their adjustment ability, it can be suggested that the students can be subjected to (i) Group works and assignments, (ii) Yoga and Meditation, practice and, (iii) Guidance and Counseling.
