Nanotechnology Learning Innovation: “The Quantum Tripositive Biosmart Nanobiotechnology Model” that Supports a Healthy, Caring,and Nurturing Learning Environment
Effect of Job Stress (Job Itself, Role Management) Work Overload Work Family Conflict Job Embeddedness and Job Satisfaction on Job Performance of School Educators
Exploring Teachers’ Perceptions of Professional Development: A Report of a Research Study undertaken in Thimphu District schools.
NHT: A Potential Intervention to Improve Students’ Cognition and Performance in Bio-Sciences
The Analysis of High School Students’ Attitudes towards Physical Education and Sports Class
Effect of Academic Stress on Achievement Motivation among College Students
The Standing of Hands-On Learning in Education
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
Predictors of Academic Resilience among Students: A Meta Analysis
Impact of Divorce on Students’ Life
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
This Paper Outlines A Theoretical Paradigm For Distinguishing Thinking, Knowing And Believing. A New Taxonomy Is Presented For Categorizing Levels Of Knowing And Outlines A Structure Of Justification For Each Level. The Paper Discusses And Explains The Importance Of Such Distinctions In Decision Making And Thinking In General.
The Purpose Of This Study Was To Examine The Relationship Between The Collective Efficacy Of Teachers And Student Achievement At Economically Disadvantaged Middle School Campuses. The Population Of The Study Consisted Of Texas Campuses That Served Economically Disadvantaged Students And Received A Campus Rating Of Exemplary Or Academically Unacceptable For Two Consecutive Years, According To The Texas Education Agency (TEA). The Data Shows That Significant Differences Exist Between The Collective Efficacy Of Teachers From Exemplary And Academically Unacceptable Campuses. It Was Also Discovered That The Assessment Of Teaching Competence (GC) And Analysis Of Teaching Task (TA) Is Higher For Teachers From Exemplary Campuses Versus That Of Teachers From Academically Unacceptable Campuses. The Quantitative Findings Presented In The Study Provide Further Knowledge On The Relationship Between Collective Efficacy And Student Achievement. This Study Has Found That The Collective Efficacy Of A Campus Can Influence Student Achievement At The Middle School Level.
This Paper Investigates The Relationship Of Academic Stress With Aggression, Depression And Academic Performance Of College Students. Using A Random Sampling Technique, 60 Students Consist Of Boys And Girls Were Selected As Students Having Academic Stress. The Scale For Assessing Academic Stress (Sinha, Sharma And Mahendra, 2001); The Buss-Perry Aggression Questionnaire (1992); And Beck Depression Inventory Were Used For Collecting The Data. The Pearson’s Coefficient Of Correlation Showed That Academic Stress Has A Simple Significant Correlation With Aggression (R=.54), Depression (R=.49) And Academic Performance (R=-44) (P<. /..1). Further, The Analysis Of The Study Shows That Academic Stress, Aggression And Depression Are Able To Explain 68% Of The Variance Of Academic Performance. Also, Results Show That Boys And Girls Are Different In Terms Of Aggression And Depression.
The Present Investigation Was An Attempt To Explore The Underlying Construct Of Cognitive Processing And Self-Perception Of Learning Disabilities In Elementary Inclusive School Children. A Cognitive Assessment Test Battery And Self-Perception Of Disabilities Inventory Was Developed By The Investigator And Administered To 100 Elementarysixth And Seventh Graders Of Kerala, India. Varimax Rotated Exploratory Factor Analysis Yielded Four Factors In Cognitive Processing And Self-Perception. It Was Concluded That These Four Dimensions Could Explain The Empirical Evidence To Support The Multidimensionality Of Cognitive Processing As Suggested By Das And His Colleagues (1994b) In PASS Theory Of Cognitive Processing. Further There Emerged Four Factors In Self-Perception Of Learning Disabilities Among The Elementary Inclusive School Children, Which Resembled The Factors In Cognitive Processing.
Recently researchers have begun to study empirically the role of the personal attributes of students and psychological processes underlying their learning and academic performance. One such aspect is known as Self-Regulation in Learning (SRL). Self-regulated learning (SRL) is a cognitively inherent aspect of learning. SRL is a deliberate, judgmental and adaptive process. Active family involvement helps the child to grow in a healthy manner and hence it is accepted by the researchers that healthy development of personality is promoted only by providing suitable atmosphere in the family. An attempt is made in this study to assess the impact of family environment on the students’ use of self-regulated learning strategies. The results of this study reveal that students differ significantly in self-regulated learning with respect to their gender, type of school they have studied and their parents’ education. The various dimensions of the family environment have a significant impact on the students’ self-regulated learning. The findings are discussed in this article.