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 purpose of this study is to investigate how schools integrate character education into their curriculum and culture to promote holistic student development and ethical values in the 21st century. Additionally, it aims to explore the impact of collaboration among stakeholders on the application of character education programs and students' character development. This study employed mixed methods for data collection and analysis. The principal instruments utilized included a student survey featuring both closed and open-ended questions, and interviews conducted with principals, teachers, and parents of six schools in the Udupi district of Karnataka. These interviews were conducted via convenience sampling, gathering perspectives from principals, teachers, and students regarding their existing character education programs. The study's findings illuminate the intricate processes by which character education is interwoven into both the curriculum and the broader school culture, with the aim of nurturing holistic student development and fostering ethical values in the dynamic landscape of the 21st century. Furthermore, the research delves into the crucial role of collaboration among stakeholders in influencing the successful implementation of character education initiatives. The research represents an original contribution to the knowledge of these research constructs based on a case study of a school from Udupi District in Karnataka, India. This case study combines descriptive and analytical research elements, providing an in-depth examination of ethical school culture and character education practices in India.
This study seeks to explore and understand Bhutanese secondary school teachers' perceptions of increased weightings in Continuous Formative Assessment (CFA), along with the associated opportunities and challenges. Grounded in pragmatism, the study employed an explanatory sequential mixed methods design. Quantitative and qualitative data were collected through a survey of 370 randomly sampled secondary teachers and 16 participants for 4 FGDs. Descriptive statistics were conducted using Statistical Package for the Social Sciences (SPSS) version 25 to determine teachers' perceptions of new CFA weightings, opportunities related to CFA, and challenges associated with CFA. Qualitative data were analyzed through coding and identifying emerging themes. Findings from qualitative and quantitative data were triangulated. The results of the study revealed that teachers have a positive perception of the increased CFA weightings.
