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
Assessment of measurement invariance is an essential component of construct validity in psychological measurement. However, the procedure for assessing measurement invariance with dichotomous items partially differs from that of invariance testing with continuous items. However, many studies have focused on invariance testing with continuous items or ordered polytomous items. Hence, this study assessed the measurement invariance with dichotomous items using Confirmatory Factor Analysis. The study was conducted with data from primary school students who participated in the Early Grade Mathematics Assessment Survey (EGMA) from different provinces of Zambia in 2018. The study determined measurement invariance for three subtests of EGMA according to gender. The total sample consisted of 4698 individuals (49% male, n = 2305 and 51% female, n = 2393). The method used was a Confirmatory Factor Analysis with three highly correlated factors, number identification, number discrimination, and recognition of number patterns. The findings revealed measurement invariance of the EGMA model as defined by three subtests (number identification, number discrimination, and recognition of number patterns) across gender subgroups. However, individual analysis of each subtest revealed that the test scores have the same unit of measurement for both male and female on two factors, excluding those of number identification that lack measurement invariance. Finally, these results contribute to evidence of validity for EGMA scores in terms of their internal structure from the perspective of equality of measurement.
Parenting is regarded as the most amazing experience a person can have, and it is true to say that parents are essential in assisting children in growing and developing to the fullest extent possible. However, the most beautiful phase may become challenging if the child deviates from normalcy. Speaking of children with disabilities, parents of children with disabilities experience such social, psychological, emotional, and physical disturbances in life as their children strongly rely on them for their fundamental needs such as food, life skills, special education, safety, and care, etc. Worry, anxiety, despair, overprotection, rejection, and self-blame are all typical feelings for parents when they discover their child's condition. They are found to be frequently struggling with social situations as well. In such a condition, how can a parent be expected to have both balanced psychological well-being and a healthy parenting style? In order to highlight the importance of the delivery of appropriate interventions at the right moment to support parents in need, the researchers felt the need to conduct a study related to the dimensions and mental health status of parents of children with disabilities. For this study, a sample of 50 parents having children with disabilities (CwDs) and 50 parents having children without any disability (Cw/oDs) was prepared. The Mithila Mental Health Status Inventory was used to gather the data from the sample taken from Delhi, India. The hypothesis was framed and tested through descriptive and inferential statistical tools. In the end, the findings revealed that there was emotional instability, alienation, and egocentrism among parents of CwDs, and it was ultimately determined that the mental health of the parents of CwDs was poor. The mental health of parents of Cw/oDs was estimated to be average, with low levels of social alienation, emotional instability, and emotional nonconformity. Additionally, there was a statistically significant difference between the mental health of CwD parents and Cw/oD parents. The study proposes that since a parent's mental health directly affects how they parent their child, practitioners who work with families of CwDs must inquire about the mental strength of the parents and offer advice on coping mechanisms in order to reduce the stress levels of the parents. The good mental health of the parent is directly related to the quality of life of the entire family.
Just like every system, distance education also has disadvantages as well as advantages. The aim of the study is to examine the experiences of the teacher trainers about the difficulties or problems that demotivate them in synchronous distance education applications from a hermeneutic phenomenological point of view and to explain in detail their justifications. In this study, attention was paid to the fact that the teacher trainers had synchronous distance education experience of at least two years. The research participants were chosen in accordance with the purposive maximum variation sampling strategy. Eleven teacher trainers consented to participate. As a result of the research, it was concluded that the teacher trainers were partly demotivated in the synchorous distance education process. Different sources of this demotivation were obtained from the findings of the trainers based on their experiences. Accordingly, it has been concluded that the factors that demotivate the trainers are, technological and physical infrastructure problems, hardware inadequacies, problems arising from the characteristics of the platforms used, the inadequacies and inexperience of the trainers themselves in synchronized distance education, the unwillingness of the students in this process, the technological inadequacies and problems students experience in synchronized distance education, the inability to effectively measure and evaluate pedagogically, the inability to implement different teaching methods in the classroom, the inadequacies of the instructional programmes and course materials, the inability to create a studentteacher and student-student interaction.
Virtue ethics has been considered to be of utmost relevance in every aspect of education in terms of cultivating virtuous character in individuals. Moral education aims at the development of worthy moral character through the cultivation of virtues, values, attitudes, ethical conduct and habits. Eudemonic well-being suggests engaging in behaviours that people perceive to be morally right and derive a sense of personal meaning from righteous actions. Modern education has neglected concern for human virtues, which has led to the erosion of moral virtues in society at large. With this backdrop, a study which could investigate what virtues could be inculcated that are most essential to students and those that would improve their psychological sustainability seems relevant. This study aimed to practice virtue ethics as a means to learn virtues based on an Aristotelian perspective. Virtue-based lessons were prepared and taught to students based on set objectives. A Situational Judgment Test was administered as pre and post tests to analyze the effectiveness of these lessons in the treatment group. The results reveal that virtue-ethics based lessons are effective for developing the psychological sustainability of students.
The study aims to determine teachers' perceptions of shared instructional leadership and innovative schools. The correlational research design, one of the types of quantitative research, was used for the study. The universe of the research consisted of teachers working in public secondary schools in the center of Bolu, Turkey in the second semester of the academic year 2021–2022. The research data were collected from 281 teachers working in these secondary schools and the data were collected with shared instructional leadership and innovative school scales. From the results, it was found that teachers rated shared instructional leadership as "I agree" and innovative schooling as "Sometimes." It was found that there was a positive relationship between shared instructional leadership and the sum of the subdimensions of innovative schools, management support, and innovative atmosphere, and a negative relationship between the sub-dimensions of organizational barriers. In addition, shared instructional leadership was found to be a significant predictor of innovative schools. In light of these results, suggestions can be made such as conducting inservice training courses for principals and teachers to develop shared instructional leadership in schools, emphasizing cooperation and participation by removing barriers to innovation and change in schools, and taking necessary measures to promote innovation and development in schools, especially in administration.
