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 aim of this study is to determine the dropout risk levels of secondary school students and to contribute to the literature by making suggestions to researchers according to the results obtained. For this reason, the research was carried out using the mixed method. For this purpose, the School Dropout Risk Scale was prepared by quantitative methods, and the sample was determined by simple random sampling method. In the qualitative method, a semi-structured interview form was prepared and the sample was determined with maximum diversity sampling. In quantitative data analysis; gender, class repetition, absenteeism status, t-test for the student's work status variable and Anova were used for the school achievement variable. According to the results of the research, it has been determined that the risk levels of secondary school students leaving school are at an intermediate level across the scale and in the lower dimensions of the scale. It was found that all the variables included in the study caused a change in the risk of dropping out of school. According to the students' opinions, peer bullying, low socioeconomic status of the family, lack of interest in school, family pressure for the student to drop out of school, the administration giving unfounded punishments to students, insufficient school resources lead to reasons for dropping out.
Metacognitive awareness is an important condition that affects many important skills such as academic success, critical thinking, creative thinking, and classroom engagement in classes. Classroom engagement is a situation that increases the success of students, who actively participates in the lessons, contributes to the lessons, and contributes to active listening cognitively, emotionally and behaviorally. This research is designed in correlational research model and aims to reveal the relationship between metacognitive awareness and classroom engagement. The research was carried out by cluster sampling method in Gaziantep University Education Faculties and BESYO colleges. 289 university students participated in the study. As a result of the research, it was revealed that there is a moderate to high relationship between university students' participation in classes and their metacognitive awareness. Regression analysis revealed that metacognitive awareness explained 44% of the variance in classroom engagement scores. Monitoring skill, one of the sub-dimensions of metacognitive awareness, was one of the factors that best explained students' engagement in the classroom.
In many societies, women are assigned missions such as being a good mother, a good wife, an unpaid domestic worker, a child caregiver and an emotional person. These missions attributed to women may prevent them from revealing their potential and talent in the workplace. Undoubtedly, though these roles, assigned to women by society, are attempted to be explained with glass ceiling and gender stereotypes, these inequalities against women could be related to many more complex historical, social, political, and cultural factors. This study aims to reveal and discuss the career barriers experienced by female education administrators. A qualitative meta-synthesis method was employed in this study through a systematic review of 21 studies included in the analysis. ENTREQ-PRISMA statements and CASP protocol were used to improve the reporting of systematic review and qualitative meta-synthesis. As a result of this systematic review, the career barriers experienced by female education administrators clustered under four themes, including family-related barriers, organizational structure-related barriers, women's self-imposed psychological barriers, and social structure- related barriers.
College life is often considered a vibrant and unforgettable experience for adolescents, providing them with a rich environment, the companionship of friends, and diverse academic and co-curricular activities that contribute to personal growth and preparation for adulthood. Despite the excitement, the reality of college life involves numerous challenges that students face in their daily lives, potentially leading to stress. Un managed stress can negatively impact academic performance. Additionally, the ability to adjust is a crucial aspect of social beings, and individuals develop unique strategies to navigate societal and natural challenges based on their distinct needs. This particular study aimed to explore the adjustment and emotional competence of B.Ed. trainees, examining the relationship between these two factors. The sample for the study included 340 B.Ed. trainees. Overall, the study's findings indicated a significant and positive correlation between the adjustment levels and emotional competence of B.Ed. trainees.
The ability of a person to plan, monitor, assess, and modify their own behavioural patterns in order to more skillfully address challenges is known as metacognition. Although it is only described as "thinking about thinking," active thought monitoring and modification make it much more than that. The ability to think critically, solve problems, and be self- aware are all prerequisites for this type of self-regulation. When it came to meaningful learning, most students mainly relied on rote learning. Despite the significance of metacognitive thinking skills in the process of learning, the acquisition of these abilities is not widely emphasized in classrooms today. The majority of instructors place a lot of emphasis on the subject matter while paying little consideration to how their students are absorbing it. Pupils who possess Metacognitive Skills are able to identify their own cognitive capacities, take charge of their education, evaluate their own progress, understand the reasons behind their achievements and shortcomings, and pick up new techniques. Therefore, it is essential for the teacher to assist the student in growing their Metacognitive abilities. The practice of metacognitive skills in the classroom makes them autonomous learners. The students by learning this skills are able to monitor their own Knowledge, evaluate themselves and are able to take independent decision in the future life. Metacognitive Skills helps the students to develop self efficacy which in turn help the students to excel in their academic achievement.
