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
Adolescence is a period of profound physiological and psychological transformations. It is a life stage in which the adolescent is greatly influenced by the stresses that they encounter. Adolescence is a difficult stage of life in which every individual's experience changes physically, psychologically, and emotionally. Resilience is a popular concept that focuses on research that exerts influences in several fields, particularly psychology. "Resilience is a process, capacity, or outcome of successful adaptation despite challenges or threatening circumstances" and "good outcomes despite high-risk status, sustained competence under threat, and recovery from trauma." Psychological well-being is usually defined as the extent to which people live up to their full potential. Resilience is considered a significant component in promoting and sustaining adolescents' psychological well-being. The aim of the paper is to provide an outlook on resilience and how it acts on adolescents' psychological well-being. The author reviewed several articles related to adolescent's resilience and psychological well-being and found that when an adolescent becomes resilient, he is capable of successfully overcoming obstacles and focusing on achieving goals, which can improve their ability to deal with stress and trauma more effectively, and resilience negatively affects mental ill-being, such as depression, anxiety, and negative emotions. It is concluded that an adolescent with the ability to bounce back from adversities will definitely have strong psychological well-being.
Mental health literacy is vital for promoting young people's mental well-being. This paper explores how mental wellbeing is conceptualised and experienced by frontline educators in China and Thailand and investigates their role in promoting students' mental well-being. The China study recruited a convenience sample of six frontline educators (five female, one male) from three secondary schools in the Tianjin Municipality and Zhejiang Province. The Thailand study recruited seven secondary school teachers (six female, one male) in urban areas using convenience and snowball sampling. This cross-cultural research shows that although China and Thailand have made significant progress in tackling mental health issues, many problems remain unaddressed. Treatment gaps in both areas reflect a historical neglect of mental illness owing to limited insurance coverage, individual financial difficulties, lack of trained personnel, and limited understanding of mental illness.
The purpose of the research designed in the relational survey model, one of the quantitative research methods, is to analyze the relationship between teachers' participation in decision-making, job satisfaction, and organizational justice perceptions. The target population of the research consists of 3400 teachers working in secondary schools in the Esenyurt district of Istanbul, but 341 teachers were chosen by simple random sampling to represent the target population as it would be too difficult to get all of the teachers there. Participation in decision-making, job satisfaction, and organizational justice scales are used to collect data for the research. Parametric tests are preferred since the data display a normal distribution. According to the research results, teachers' participation in decision-making is high in total score, group decision, student affairs, academic decision dimensions, and medium in school administration dimension. It is an important and remarkable result for policy makers and practitioners that teachers' level of participation in decision-making and job satisfaction in the dimension of school management are at a moderate level. There is a low level of positive and significant relationship between the overall and all dimensions of the decision participation scale and job satisfaction; There is a moderately significant positive relationship between organizational justice. Teachers' participation in decision making is a significant predictor of both their job satisfaction and their perception of justice. Since teachers' participation in decision-making predicts both their job satisfaction and perceptions of justice, school administrations should care about participation in decision-making and contribute to their job satisfaction and perception of justice by ensuring teachers' participation in decision-making in practice.
In most countries, Autism Spectrum Disorder (ASD) is rarely understood by a number of individuals including educational stakeholders particularly teachers as they are the ones to handle children with autism in school context particularly in mainstream classrooms. While the number of children diagnosed with autism continues to grow worldwide, it is exceedingly important that teachers have the foundation of knowledge necessary to identify and teach these children in mainstream schools. The study aimed to assess the knowledge regarding Autism Spectrum Disorder (ASD) among mainstream primary teachers in Masvingo Urban Schools in Zimbabwe. It employed the qualitative research method and structured interviews were used in gathering primary data. The study utilized a sample of 50 participants. The participants were primary school teachers who taught mainstream classrooms in Masvingo Urban schools in Zimbabwe. The findings of this study revealed that primary teachers lack knowledge regarding causes, identification and management of autism. The study recommends that teachers should be offered training in special education to avoid having many teachers who do not have knowledge regarding autism and learners with autism needs to be taught in mainstream classrooms to increase their learning and social skills.
The aim of this study was to investigate the academic dishonesty among university students. For this the researcher has formulated two types of objectives i.e., 1. To study the predictive power of gender and streams of education in relation to academic dishonesty of university students, 2. To study the direct effect of gender, streams of education, and interaction effect of both on academic dishonesty of university students. In this regard, descriptive survey method was used, and 120 university students were selected by using stratified purposive sampling. For data collection, academic dishonesty scale was adopted which was developed by Bashir and Bala in 2018. Finally, the results of this study shown that gender and stream of education are significant predictors of academic dishonesty and there is significant direct effect of gender, streams of education and interaction of both on academic dishonesty of university students.
Gifted students with learning disabilities have exceptional capabilities and can perform well, but their disability may impede their academic success. Being gifted and learning disabled seems paradoxical. The most misjudged, misunderstood and ignored students and community members are gifted students with learning disabilities. Research about disability started a long ago, yet there is no specific classification of gifted students with learning problems. These students struggle to reach their full potential in the school system because they are hard to recognize. It is vital to remember that teachers and parents frequently identify gifted children with learning disabilities (GSLD). Because they know the child's weaknesses and strengths best and facilitate them with appropriate measures and strategies to enrich their talent. They may feel helpless and unmotivated due to confusion over their remarkable gifts and sharp inadequacies. Their talents and strength should be developed to assist in participating in school activities, but interventions are also needed to reduce their limitations. This paper addresses a specific group of children: gifted students with learning disabilities. Characteristics of this population are discussed along with strategies for identifying such students in the classroom. It also discussed the differentiated teaching approaches, theoretical implications, and arguments about gifted disabled students to address their strengths and weaknesses.
