The Influence of Positive Behavioral Interventions and Supports on African American Students
Authentic Assessment Modalities in Problem-Based Learning
Implementation of a Training Program for the Parents of Preschool Children: The Parent Academy
The Adoption of Observation Technique in Coaching Process
Effect of Perceived Teacher's Sense of Humor on Academic Achievement of University Students about their Demographic Variable
Digital Citizenship Behavior among College Students during the COVID-19 Pandemic
Spiritual Intelligence of Prospective Teachers: A Study
Metacognition and Language Learning: A Psychological Exploration of Learners Awareness and its Role in Language Acquisition
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
Predictors of Academic Resilience among Students: A Meta Analysis
The Standing of Hands-On Learning in Education
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
Positive behavioral interventions and supports (PBIS) Tier 2 interventions are deemed an evidence-based practice that influences student academic and behavioral success. The problem addressed in this study was that there exists an academic and disciplinary disparity between African American students and peers of other races. The purpose of this qualitative descriptive case study was to explore how English language arts teachers in the United States described the influence of implementing Tier 2 PBIS on African American student behavior and academic achievement. PBIS formed the conceptual framework that guided this study. A qualitative methodology and a descriptive case study design were used. Data were collected from 26 English language arts teachers in the United States who had implemented Tier 2 PBIS practices on the high school level, Grades 9–12, with an African American student population. Data was collected and triangulated using 26 responses to a questionnaire, 13 interviews, and two focus groups with a total of nine participants and addressed an overarching question (RQ1) and two sub-questions. Data was analyzed using a six-step thematic analysis process. Results revealed behavioral skills training (BST) interventions of modeling and feedback influenced peer and teacher relationships and student learning, and social skills instructions facilitated the building of the social and academic community in the classroom.
Problem-based learning (PBL) is an instructional approach that challenges students to think critically and work cooperatively in groups to seek solutions to real-world problems. These problems serve as cognitive stimulus to arouse students' curiosity and initiate learning of disciplinary subject content matter. Authentic assessment modes play a key role in the efficacious implementation of a PBL curriculum. This paper discusses student learning experiences in a tertiary institution that follows a PBL-based curriculum, involving 25 first year students ranging in age from 17 to 19 and evenly balanced in terms of gender. Qualitative data was collected from students' postings in their reflection journals, and key themes were analyzed and identified. Students found the assessment system to be robust, and the different modalities improved their higher-order thinking skills, communications, and collaboration abilities. Some key issues focusing on the drawbacks of authentic assessment modalities in the PBL environment were raised as including lack of consistent and objective grading, etc.
Parent training assists parents in acquiring the essential skills and knowledge across various developmental areas. This study, grounded in the hypothesis that family education programs, which have demonstrated positive effects on both families and children, can enhance the quality of preschool education, seeks to evaluate and enhance parental skills and attitudes in child-rearing through an institution-based family education program called the Parent Academy Program. The study employed a case study design, a qualitative research approach, to examine the effectiveness of the Parent Academy Program. Fifteen parents, whose children were enrolled in three distinct independent kindergartens, participated in the study after responding to research announcements and completing participation forms. The educational needs of the parents were identified through various methods, including a Parent Academy Needs Assessment Pre-Interview Form administered by the investigators, interviews with school personnel, and a review of relevant literature. Drawing from the needs analysis and input from school administrators, preschool teachers, and counselors, a ten-week training program was developed. The data collected throughout the study were analyzed using the MAXQDA program. The findings of the study revealed significant shifts in parental attitudes and knowledge following the training. Parents reported improvements in their skills and knowledge, indicating the positive impact of the Parent Academy Program.
This research paper studies the impact of observation techniques in coaching processes in sports, business, and educational settings. In a mixed-methods design, qualitative data through interviews and quantitative data through surveys were collected from a sample of 50 coaches and 100 coachees to conduct both textual and talking analysis along with statistical quantification of the results. The paper illustrates that observation technique contributes considerably to the optimization of feedback mechanisms in the forms of objective, specific, and actionable insights that positively impact coachees' performance and self-awareness at the same time. From another perspective, the technique also strongly promotes the coach-coachee relationship. More specifically, the challenges of building relationship trust, empathy, and open communication can be greatly facilitated by coachability in observation. Although time and resource constraints and coachees' initial resistance to observation can be seen as the regular barriers to coaching effectiveness, relevant case studies are embedded into the paper to convey practical strategies to tackle those barriers. The research paper finally concludes that while the observation technique in coaching is powerful in nature, a careful plan and allocation of resources and environmental phenomena are required to successfully sustain and leverage the benefits. Implications for practice and further research directions are then presented to help optimize the impact of observation techniques in the coaching context.
This study examines the effect of a teacher's sense of humor on the academic achievement of university students. A total of 180 university students, 90 from arts and 90 from science, were asked to rate their teacher's sense of humor in the classroom. An investigator measures the effect of teachers' sense of humor on their academic achievement. Where the investigator used stratified random sampling for sample selection, an ex post facto research method was used as the study's design. The findings showed a significant difference between the perceived teacher's sense of humor and university students' academic achievement concerning their stream. The study also revealed that teachers who use humor in the classroom are more approachable and likable, which may increase engagement and motivation to learn. The implications of these findings suggest that incorporating humor in the classroom can be an effective strategy for improving students' performance.
Digital citizenship behavior is the appropriate behavior when engaging with digital technology ethically, responsibly, and safely by individuals. This study intends to investigate college students' digital citizenship behavior based on background variables during the COVID-19 pandemic in Tamil Nadu among the college students who chose different programs from diploma to doctoral degree level. The digital citizenship questionnaire was used to collect data on the digital citizenship behavior of college students (Nordin et al. 2016). With the help of convenience sampling techniques, 304 online survey responses were obtained. The data was examined using percentages, mean, standard deviation, t-tests, and F-tests, and at 5% significance for table values, the hypotheses were tested. Findings show that college students in Tamil Nadu have a moderately high level of digital citizenship. Gender, marital status, mode of study, type of college, and internet use hours significantly affect digital citizenship behavior. In contrast, location, age group, level of study program, and nature of college do not significantly affect the digital citizenship behavior of the college students.
This study focused on the investigation of the spiritual intelligence of prospective teachers with respect to their gender, locality, and stream. A descriptive survey method was used along with the sample of 105 prospective teachers through multistage sampling techniques. A standardized Sixfold Spiritual Intelligence Scale was used for data collection. Data were analyzed through SPSS software using statistical analysis, percentage analysis, mean, SD, and t-test. The study revealed that prospective teachers had a high level of spiritual intelligence in relation to their gender, locality, and stream, and there is no statistically significant difference in spiritual intelligence of prospective teachers between male and female, urban and rural, and arts and science. The investigator suggested that, for the development of spiritual intelligence among the students, the educational institutions, starting from pre-primary to higher education, should organize various seminars, conferences, workshops, yoga, and meditation programs. Besides this, parents should emphasize it and create such a conducive environment for the development of spiritual intelligence of the whole family at their home.
This paper delves into the theoretical dimensions of metacognition, exploring how learners' awareness of their learning strategies and thought processes impacts language acquisition. Metacognition, or the awareness and regulation of one's own cognitive processes, plays a pivotal role in language learning by empowering learners to navigate the complexities of acquiring new linguistic skills. As an essential component of effective learning, metacognition enables students to plan, monitor, and evaluate their progress, fostering deeper engagement and adaptability in their educational journey. The study underscores the intricate interplay between teaching methodologies and learners' psychological dispositions, highlighting how designed instructional approaches can harness metacognitive skills to address diverse student interests and capabilities. Drawing from cognitive and educational theories, the paper examines strategies that promote metacognitive awareness, such as reflective practices, self-regulated learning, and collaborative activities, situating them within the broader psychological landscape of learner motivation, self-efficacy, and emotional intelligence. By adopting a psychological lens, the research bridges the gap between theoretical understanding and practical implications, offering educators insights into fostering a metacognitive culture in language classrooms. This exploration is particularly relevant in today's educational climate, where equipping the younger generation with cognitive and reflective skills is critical for their academic and personal growth. By addressing the dynamic relationship between metacognition, teaching-learning processes, and psychological factors, the study contributes to the ongoing quest to enhance the quality of education and paves the way for innovative practices that can transform language learning outcomes.
