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
The brain, being the organ of learning, must be understood if classrooms are to be places of meaningful learning. Understanding the brain has the potential to alter the foundation of education, transform traditional classrooms to interactive learning environments and promote better instructional approaches amongst teachers. Brain-based education is the application of strategies based on principles derived from an understanding of the functionalities of the brain. Brain-based education informs an educator on the modalities of the brain to be able to effectively leverage upon a particular instructional strategy that is aligned with the learning conditions. In this paper, the affordances of brain-based education in enhancing educational processes and the research potential of brain-linked education are explored.
The discussion will describe how rubrics can help provide effective assessment criteria for evaluating written assignments in college undergraduate classes. A student-centered theory focus will highlight how valuable teacher/student communication can help lead to improving student writing. Rubrics can be a practical way to improve feedback, reduce student grade issues and provide accurate and timely information on student writing skills.
Teaching can be a daunting endeavor- for both experts and novice teachers. It is a profession that requires the ability to be responsive to new demands and changing needs. In recent years, school reform promoting high-stakes testing in the name of improving academic achievement has dominated the list of problems demanding consideration. The ability of teachers to organize classrooms and manage the behavior of their students is critical to achieving positive educational outcomes. This paper begins with a discussion of research related to the importance of effective classroom management. Next, it provides a conceptual framework of Classroom Management, the categories of troublesome behaviors, preventive measures and some practical advice for dealing with the kinds of troublesome situations that commonly arise. Finally, it outlines the recommendations for improving professional development efforts.
The current study aimed to diagnose the probable significant differences in the use of language learning strategies among medical-text readers of opposite sex from different levels of proficiency. 120 (N=120) participants were randomly selected from Azad Medical University of Mashhad: 60 medical students (age range 23-25; 30=male and 30=female) and 60 professors (age range 45-55; 30=male and 30=female). They took the Strategy Inventory for Language Learning (SILL) questionnaire. Their responses to the 50 items on the questionnaire were totaled and sets of scores were obtained for overall, direct, indirect, memory, cognitive, compensative, metacognitive, social, and affective strategies. Independent samples t-tests were performed for the analysis of the data. Results after analysis of the data showed that male and female respondents in each proficiency group used the same learning strategies. However, as far as individual direct and indirect sub-strategies are concerned, two significant differences were found: (1) male and female proficient readers used compensative strategies differentially, with females using these strategies more frequently; The same also held for less proficient readers, but in this case, it was the male group that used these strategies more frequently; and (2) only in the case of proficient readers did male readers use affective strategies more frequently.
The study was conducted on high achievers of senior secondary school. Main objectives were to identify the self regulated learners among the high achievers, to find out dominant components and Characteristics operative in self regulated learners and to compare self regulated learning of learners with respect to their subject (science and non science) and gender (girls and boys). To achieve these objectives 480 high achievers of senior secondary classes were selected conveniently as a sample. Check list of self regulated learning was administered on them, like this the self regulated learners were identified. Further, the study was conducted on identified self- regulated learners. Descriptive and comparative study methods were used .Data were analysed through mean percentage score, and t-test. The analysis revealed that sustained motivation is the most dominating dimension operative in self regulated learners. These learners are deficient in use of strategies. They feel their own responsibility for learning. They share and discuss difficult points with their learned friends. They are internally motivated for success and keen to get higher success. They select appropriate goals for learning. Science girls are most self-regulated among the entire group.
The Self Concept Is The Sum Of All Your Thoughts, Feelings And Belief About Yourself. The Self-Concept May Be Positive Or Negative. This Paper Focuses On Self Concepts Of Secondary School Teachers And Its Relationship With Their Adjustment. The Research Was Carried Out In Aurangabad, Maharashtra On A Sample Of 50 Teachers. Self Concept Of Teachers Was Assessed With The Help Of Personality Differential (PD) Scale By Agarwal And The Teacher’s Adjustment Was Measured With The Help Of Teacher Adjustment Inventory By Mangal. The Result Revealed That Secondary School Teachers Have Negative Self Concept And The Level Of Their Adjustment Is Also Poor. The Coefficient Of Correlation Between Positive Self Concept And Teacher’s Adjustment Of Secondary School Teachers Of Aurangabad City Is Negative And Negligible.
The study illuminates the effectiveness of Co-operative Learning Strategies in learning English Grammar for the learners at secondary level. Cooperative Learning is particularly beneficial for any student learning a second language. It promotes peer interaction, which helps the development of language and the learning of concepts with content. It is important to assign ELL (English Language Learners) to different teams so that they can benefit from English language role models. ELL learn to express themselves with greater confidence when working in small teams. Jacobs, G. M., & Gallo, P. (1999 February) recommends the co-operative learning in enhancing extensive reading in second-language instruction. Objectives of the study: 1.To diagnose the problems of the learners in learning English Grammar through conventional methods.2.To find out the significant difference in achievement mean score between the pre test of control group and post test of control group.3.To find out the significant difference in achievement mean score between the pre test of Experimental group and post test of Experimental group. 4.To find out the significant difference in achievement mean score between the post test of controlled group and the second post test of treatment given controlled group.5.To find out the impact of Co-operative Learning Strategies in learning English Grammar. Methodology: Rotational group Experimental method was adopted in the study. Participants: Eighty students of studying in standard X from Maruthamalai Higher Secondary school,Vadavalli were selected as sample for the study. Instrumentation: Researcher’s self-made achievement test was used as instrumentation for the study. Procedure of the study: The following activities were designed 1.Positive interdependence.2.Round-Table.3.Face—to-Faceinteraction.4.Write around.5.Jigsaw Team.6.Team pair solo and 7.Think—Pair Share Findings: Co-operative Learning Strategies is more effective than traditional methods in learning English Grammar for the learners at secondary level. Educational implications: It can be implemented in other levels and all other the languages learning.