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
Early adolescence is the period where the transition from child to adult takes place gradually. A major physical and cognitive change during this period is accompanied by social and emotional development. The growth spurt in this period makes them stronger and plays an important role in developing self identities. The journey through this crucial period becomes easier when the entire school community is concerned with adolescents' lives. School climate has a deep and marked impact on the behaviour development of early adolescents. Positive school climate can be viewed as foundation of safety, pride, respect, trust and motivation on which a school can build the structure of real success. Creating a positive school climate takes the work and commitment of the entire school community. Physical, social and academic dimension of school climate influence early adolescent behaviour to a great extent. A suitable positive learning environment fosters youth for a productive, contributive and satisfying life in a democratic society. Researches show that school climate influences adolescent behavioural and emotional problems. Behavioural problems can be externalizing and observable such as aggression, bullying and fighting; and internalizing problems like anxiety, withdrawal and loneliness. Safe, caring, supportive, participatory and responsive school climate tends to promote greater attachment to school as well as provide optimal foundation for social and emotional development. When every school aims at creating such a congenial climate, its impact in early adolescents will manifest in their better learning and responsible behaviour which finally makes them accomplished human beings.
Divergent thinking is an integral process in creativity. Openness to experience is a personality trait that relates to divergent thinking and, therefore, is hypothesized to be related to creative performance among the students. The effects of openness to experience are likely to be partially mediated by an individual's attitude toward divergent thinking. Schools being miniature of society can chalk out programmes to nourish the Divergent thinking of the students. It is within their reach because it has been found that creativity is more developable than intelligence. Today's student will be the future nation builder therefore it is important to develop Divergent thinking among them. This study presents and tests divergent thinking of individual creativity among the High School students. The methodology selected is the survey method. The sample selected for the study consists of 400 students comprising of boys and girls of English and Marathi medium IX standard students of high schools situated in Aurangabad city.
The result showed that:
The study was conducted on a sample of 500 B.Ed. teacher trainees from School of Education, Lovely Professional University, Phagwara. Spiritual Intelligence and its dimensions of Transcendence, Interconnectedness, Expansion of Self, Extrasensory Perception and Existential Enquiry were taken up as dependent variables and whereas Self Esteem and Emotional Maturity were taken as independent variables. Each independent variable was varied at two levels- Low and High. The results of ANOVA showed that Low and High Self Esteem groups exhibited significant differences on the variables of Transcendence, Interconnectedness, Expansion of Self, Extrasensory Perception and Total Spiritual Intelligence in favour of High Self Esteem group, whereas no differences were exhibited between two groups of Low and High Self Esteem on the variable of Existential Enquiry. In case of Emotional Maturity groups-Low and High, the differences were found significant on the variables of Transcendence, Expansion of Self, Extrasensory Perception and Total Spiritual Intelligence in favour of Low Emotional Maturity and no significant differences were found on the variables of Interconnectedness and Existential Enquiry. The double interaction effects of the variables of Self Esteem and Emotional Maturity were not significant on Spiritual Intelligence and all its dimensions.
The study was designed to investigate the NOUN students' non adherence to their time management strategies (TMS) during the course of their studies. The researcher also wanted to find out whether their gender, age, marital and employment statuses have influence on their adherence/non-adherence to the plan or not. The researcher also examined the academic stress implications for not adhering to study time management strategies. Self designed 30 item questionnaire was used for the research. Five null hypotheses were formulated and tested via SPSS platform. Sample of 2,160 students were selected from 18 study centres across six geopolitical zone of Nigeria for the study using simple random stratified sampling techniques (3 study centres per a zone and 120 students per a centre). The findings of this research indicated that there was no significant difference between the NOUN students who did not adhere to their study time management strategies and those who did adhere. Gender, age, marital and employment statuses had significant influence on NOUN students' non-adherence to their study time management strategies. The possible implications of the findings are that majority of NOUN students may be experiencing academic stress and if not properly counselled, would has profound impact on their wellbeing as well as their academic programmes completion rate
The main objective of the study was to identify the instructional methods and techniques used by the secondary school teachers to transfer the instructions to the students and to explore the basic considerations of the teachers about the selection of these instructional methods and techniques. Participants of the study included were 442 teachers (155 Science teachers, 287 Arts/Humanities teachers). Data was collected by a self developed five point Likert Scale. Data was analyzed by using SPSS version 15. The findings of the study revealed that the use of Lecture Method and the Question-Answering technique is common among the teachers of both Science and Arts groups. Basic considerations of the teachers of both Science and Arts groups during selecting the instructional methodology for the students included Subject matter, Number of students in class, Environment of the classroom, School policy, Assessment criteria and Grade level of the students.
The researcher is stimulated to work on the growing trends of women leadership. The problem has been designed to investigate the factors influencing the emergence of women leadership at higher education level in Pakistan. On the basis of the studies conducted by Oplatka (2006) and Cubillo, Brown, 2003, it was assumed that specific factors influence the emergence of the women success in the society.
The researcher used a mechanism of interacting with ten successful women leaders through in-depth semi-structured interviews to find out the secret of attaining their positions as leaders. The study led to the findings that women in leading positions were highly motivated and ambitious. Their elevated positions were attributed to their supportive families (particularly the father and husband), who valued education, and their equal treatment with their male siblings. They were challenged by the incongruence of their roles as female leaders relative to the prevailing social values and expectations towards women and their traditional role in society.
The present study focused on the relationship between personality adjustment and job satisfaction among junior college Lecturers in Vizianagaram District of Andhra Pradesh, India. The successfulness of any educational program basically depends on the right performance and acceptance of teacher community. This mainly depends on their satisfaction in their profession. The teacher in their present situation is facing various academic and administrative issues. The teachers' personality adjustment is related to various professional, administrative, personal and societal aspects that are involved in the teacher profession. The aspects of teachers' personality adjustment and job satisfaction are conceptually independent and practically interdependent.
The data were collected from the 112 Lecturers working in 11 Junior college in Vizianagaram District by way of two standardized questionnaires namely personality adjustment inventory developed by Sharma (1972) and job satisfaction scale constructed by Rao (1986). The data were analyzed by way of means, standard deviations, critical ratios and Coefficient of correlations. The results were discussed and the conclusions were drawn. On over all observation of the study some educational implications were given.