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
The NEP 2020 is the chief education policy of the twenty-first century, paving the way for a change from the 34-year-old National Policy on Education that was implemented in 1986. The initial pillars of NEP 2020 are Access, Equity, Quality, Affordability, and Accountability. It aims to transmute India into a flourishing information society and universal knowledge giant by making both school and college education more holistic, flexible, and multidisciplinary that will suit the 21st century and onward needs. It focuses on bringing out the individualistic and excellent capabilities of each child. A cursory glimpse of the policy causes apprehension with its attractive headlines and phrases. There is no doubt that this is an outstanding document with astonishing educational ideas, presented with a range of recommendations; some unique, some reiterated, and others reclaimed from earlier policy declarations. Terminologies and matter-of-fact imagination in the policy document seem to divert the attention of people and institutions away from the actual education world. As an investigator meticulously examines the policy's contents, one becomes more aware of the gap between key policy ideas and the present reality of education in India. This brief doctrine analysis aims to explore and exemplify some of the crucial thoughts of NEP 2020, which attempts to be holistic and multidisciplinary education. The present study has been undertaken keeping the following research questions in mind: Do we find any strong theories related to the multidisciplinary approach? What are the challenges of NEP 2020 with respect to holistic and multidisciplinary education? The present theoretical views are extremely useful for teacher educators, educational policymakers, and teachers.
This article focuses on creating awareness about learning difficulties among teachers, educational administrators, and all those involved in the field of education. Children with learning difficulties are found across all ages, socio-economic levels, and races. Individuals with learning difficulties find it very difficult to learn new skills. Most of them are excluded from the education process due to their presumed inability to learn. Learning to read and write is more of an expectation than an exception in today's society. However, achieving competency with reading and writing skills are challenging for many students, especially for those with learning difficulties who often lack foundation in reading and writing. Teachers who are involved in this area should continue to invest efforts to seek more knowledge about the nature and interventions of learning difficulties to enhance academic success for children with learning problems. Teaching reading and writing is also challenging for many teachers, as they often experience many students who fail to acquire the basic skills. It is a necessity to acquire the basic foundations of academic skills. However, it has been observed over time that individuals with learning difficulties of all ages and types are not able to learn to some degree. Because of their reduced ability to read and write, they find it very difficult to keep up with their academic performance. Hence they need constant support in reading and writing skills. In this article, the authors explain some of the instructional strategies that a regular teacher can use in the classroom to help academically challenged learners. Some joyful activities to make learning easy and more interesting for the students are also emphasized.
The purpose of this qualitative narrative study was to explore how deaf college students tell stories reflecting on their acculturation experiences at a four-year university in California. The problem addressed by this study was the lack of knowledge about the acculturation experiences of deaf college students on campuses. The target population was deaf university students enrolled at a four-year university in California. A purposive sample of 11 deaf students participated in interviews to share acculturation experiences. Data were collected through narrative interviews and analysed using thematic analysis. Results were organised according to research questions, and the participants' experiences were retold through a composite narrative. Results revealed participants had common experiences of integration, rejection, assimilation, and marginalisation relative to interacting with hearing faculty and students on the collegiate campus. Recommendations are for policy and practise to include deaf and hearing students working together to increase knowledge of the deaf culture. The faculties are becoming more knowledgeable of school policy on how to provide accommodations and services for deaf students. Recommendations for future research include conducting additional research on hearing faculty members and students' acculturation experiences interacting with deaf individuals on college campuses and conducting research at colleges and universities without programs for the deaf to explore deaf students' acculturation experiences. Furthermore, recommendations for future research include exploration of deaf students' acculturation experiences in collegiate extracurricular activities and the acculturation experiences of other students with disabilities in a college environment.
The aim of the current study is to analyze the mediating role of unconditional self-acceptance in the relationship between perceived parental attitudes and forgiveness levels among university students. 1179 (753 females, 426 males) university students studying at Mersin University constitute the sample group for the study. Data was collected using the Volunteer Participant Form, the Parental Attitude Scale, the Unconditional Self-Acceptance Scale, and the Heartland Forgiveness Scale. Pearson correlation, descriptive statistics, an ordinary least squares regression-based approach, and the Bootstrap method were used to analyze the data. The results of the study found that there is a partial mediating role for unconditional self-acceptance in the relationship between perceived parental attitudes (authoritative, protective, and authoritarian) and forgiveness among university students. The mediating models tested in the study were also found to be statistically significant (p<.001). It was found that there is a significant mediating role of unconditional selfacceptance in the relationship between perceived authoritative parental attitudes and forgiveness levels of university students (F(2-1176)= 164.45, p<.001). The total variance explained by authoritative parental attitude and unconditional self-acceptance in the study is 47%. Similarly, it was found that there is a statistically significant mediating role of unconditional self-acceptance in the relationship between perceived protective parental attitudes and forgiveness levels of university students (F(2-1176)=163.54, p<.001), explaining 47% of the total variance. Lastly, it was concluded that the authoritarian parental attitude model is significant (F(2-1176)=158.51, p<.001), and that the authoritarian parental attitude and unconditional self-acceptance variables together explain 46% of the total variance in the study. The results were discussed and evaluated within the context of the research, and suggestions were made for further research to examine relevant variables.
Along with the expansion of education and laying the foundations of self-sufficiency for all members of society, the visually impaired students continued their education with other students in various fields of higher education. In this process, the limitations caused by visual impairment and the limitations originating from the shortcomings of the environment other than the visually impaired individuals themselves lead to many difficulties, which must be minimised to receive quality education. The aim of the research is to interpret and evaluate the problems and suggest solutions to visually impaired university students and reveal their similar and different aspects and new inferences through a systematic review of qualitative research findings between the years 2000 and 2021, using a meta-synthesis method. The results suggest that accessing campus from residence, accessing information, using technology and virtual materials on campus, social and educational attitudes, educational conditions, and assessment results cause different difficulties for visually impaired university students. Issuing legal regulations, improving the performance level of the visually impaired individuals in orientation and mobility, providing professional staff training, and procuring trained live readers or screen readers, hearing aids, touching aids, and helpers, as well as providing sufficient time for analysing tactile materials such as Braille and carefully answering the questions, are all recommended to solve the rising difficulties.
Academic resilience can be defined as the capability of students to solve their problems in times of pressure, anxiety, stress, and other setbacks. It is imperative to have insight into academic resilience as students are involved in various obstacles in the field of education. Scientific epistemological views reflect the individual's beliefs pertaining to science, its qualities, methodologies, and the individual's acquisition process. The study was undertaken to determine the relationship between academic resilience and scientific epistemological views among undergraduate students. A sample of 200 undergraduate students, comprising 72 males and 128 females, was selected through simple random sampling from different faculties of Aligarh Muslim University. Two tools were used for data collection, Academic Resilience Scale (2010) and the Scientific Epistemological Views Scale (2005). For data analysis, Pearson's coefficient of correlation and the t-test were calculated. The results revealed that there exists no relationship between the two variables. In the case of academic resilience, a significant difference was found between the male and female groups, with female students coming out as more resilient than male students. However, in scientific epistemological views, no significant difference between male and female groups was found.
