i-manager's Journal on Educational Psychology (JPSY)


Volume 4 Issue 2 August - October 2010

Article

Brain-Based Education: Its Pedagogical Implications And Research Relevance

Kumar Laxman* , Dr. Yap Kueh Chin**
*-** Nanyang Technological University, Singapore.
Kumar Laxman and Yap Kueh Chin (2010). Brain-Based Education: Its Pedagogical Implications And Research Relevance. i-manager’s Journal on Educational Psychology, 4(2), 1-5. https://doi.org/10.26634/jpsy.4.2.1233

Abstract

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.

Article

College Writing Rubrics

Brent Muirhead* , J. Skelton**
*-** Faculty, Doctoral Dissertation Mentor, University of Phoenix.
Brent Muirhead and Jillian Skelton (2010). College Writing Rubrics. i-manager’s Journal on Educational Psychology, 4(2), 6-10. https://doi.org/10.26634/jpsy.4.2.1234

Abstract

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.

Article

Classroom Management: A Challenging Task For The Teachers

Thanga Rajathi Sethurajan* , T. Enok Joel**
*Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore
**Assistant Professor, Department of Educational Technology, Bharathiar University, Coimbatore
S. Thangarajathi and T. Enok Joel (2010). Classroom Management: A Challenging Task For The Teachers. i-manager’s Journal on Educational Psychology, 4(2), 11-18. https://doi.org/10.26634/jpsy.4.2.1235

Abstract

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.

Research Paper

Learning Strategies In Proficient And Less Proficient Readers In Medicine

Majid Nemati* , Mohammad Ali Salmani Nodoushan**, Anis Ashrafzadeh***
* University of Tehran (Kish International Campus), Iran.
** Assistant Professor, The Great Persian Encyclopedia Foundation, Iran.
*** University of Tehran (Kish International Campus), Iran.
Majid Nemati, Mohammad Ali Salmani Nodoushan and Anis Ashrafzadeh (2010). Learning Strategies In Proficient And Less Proficient Readers In Medicine. i-manager’s Journal on Educational Psychology, 4(2), 19-32. https://doi.org/10.26634/jpsy.4.2.1236

Abstract

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.

Research Paper

Self Regulated Learning of high Achievers

Ami Rathore*
Assistant Professor, Lokmanya Tilak Teachers Training College (CTE) Udaipur (Rajasthan).
Ami Rathod (2010). Self Regulated Learning of High Achievers. i-manager’s Journal on Educational Psychology, 4(2), 33-38. https://doi.org/10.26634/jpsy.4.2.1237

Abstract

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.

Research Paper

A Study Of The Relationship Between Self Concept And Adjustment Of Secondary School Teachers Of Aurangabad City

Suhail Ahmed Khan*
Principal Marathwada College of Education, Aurangabad.
Suhail Ahmed Khan (2010). A Study of The Relationship between Self Concept And Adjustment of Secondary School Teachers of Aurangabad City. i-manager’s Journal on Educational Psychology, 4(2), 39-42. https://doi.org/10.26634/jpsy.4.2.1238

Abstract

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.

Research Paper

Impact Of Co-Operative Learning Strategies In English

Singaravelu*
Reader,UGC-Academic Staff College, Bharathiar University, Coimbatore.
G. Singaravelu (2010). Impact of Co-Operative Learning Strategies in English. i-manager’s Journal on Educational Psychology, 4(2), 43-49. https://doi.org/10.26634/jpsy.4.2.1239

Abstract

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.