Creative Teaching: A Conceptual Framework
Examining Measurement Invariance of Different SWLS Measurement Models According to Gender
Sources of Geography Class Enjoyment and Boredom among Bhutanese Secondary School Students
The Emergence of a Large Disadvantaged Group after the Earthquake Disaster in Turkey on February 6, 2023, and Investigation of Inclusive Education Policy
Academic Stress among Higher Secondary School Adolescents during the Covid-19 Pandemic Context
Development and Validation of Emotional Competence Scale (ECS) for Upper Primary School Students
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
This article explores the creativity processes involved in designing and analyzing innovative qualitative research projects and evaluates examples of recent models and typologies that illustrate a variety of ways to approach qualitative inquiry. Using Gardner’s Five Minds (2006) typology, Boyer’s Model of Scholarship (1997) and Bloom’s Taxonomy of Educational Objectives (1956;1973) the authors will provide new ideas for ways to foster creative thinking within graduate programs designed to prepare educators. Visual thinking/writing activities (Grady, 2001;Deaver and McAuliffe,2009;Sanders-Bustle,2008), arts-based qualitative research ( Lawrence-Lightfoot and Davis,1997;Leavy, 2009; Eisner, 2008; Springgay, Irwin, Leggo, and Gouzouasis, 2008), as well as graduate-level pedagogies aimed at strengthening metacognition, all hold promise for evoking interdisciplinary understandings. These interdisciplinary understandings will hopefully lead graduate students to the kinds of multi-modal displays of knowledge needed for exemplary 21st century teaching and learning. The authors contend that describing and defining Creative Inquiry Practices (CIPs), that can be used for pedagogy and research, receive little attention in the already relatively small amount of literature dedicated to pedagogical practices for graduate students. Exploring the conditions and pedagogical prompts that help establish an environment for creativity and innovation will be discussed by two university faculty members engaged in preparing graduate student teacher-scholars at two different US institutions of higher education. The authors are interested in designing and describing innovative pedagogies aimed at helping graduate students build and use their Research Imagination(RI) as an essential part of the qualitative inquiry process.
Learning is the acquisition and storage of information as a consequence of experience. The human brain is designed in such a way that thousands of bits of sensory data are processed each minute. The brain pays attention to what is relevant to daily life, always asking: “What’s going on?” and “How is it important relevant to me?” The senses pass on 40,000 bits of information every second. The Neuro-science is to yet explore thoroughly about how a new memory is formed. The sensory stimuli hit the neurons in the appropriate sensory cortex. These crude sensations are then relayed through the thalamus and sent to the sensory association area of the neo-cortex where they are put together into, objects we recognize. Then the information is sent to amygdala for emotional evaluation and to the frontal cortex for content evaluation. On the basis of its analysis of physical features of the stimuli, the brain begins to construct meaning. Depending on the clarity in sense and its relevance, the new information is either retained or ignored. A thorough knowledge of the different parts of the human brain involved in the process of memory helps the teacher to adopt suitable methodology in the classroom. In this fast moving world, the learners expect the teacher to give everything in a nutshell. Hence the teacher has to organize the subject content in such a way that the students could understand, restore and retrieve the information easily and quickly. In this paper, we went through the meaning and needs of memory, and the categories of memory. Furthermore, We studied and explained eight aspects of memory activation strategies from the view of neurological perspective are suggested for practice in the classroom such as Mnemonic devices are strategies for enhancing memory, Engage in Adequate rehearsal, Schedule distributed practice, Minimize interference, Engage in deep processing, Emphasize Transfer, Enrich Encoding with Verbal Mnemonics, and Enrich encoding with visual imagery.
Currently in Malaysia, schools that conduct the Dyslexia Special Program for dyslexic pupils have to rely on a manual screening instrument, which is cumbersome and slow in diagnosing dyslexic traits in pupils. Thus, this study was carried out to examine prevailing problems that helped in formulating an appropriate solution to overcome existing problems. A qualitative approach based on semi-structured interviews was used involving two teachers and a school principal from a primary school in Malacca, Malaysia. Findings of the research showed that the existing instrument is tedious, time-consuming, and prone to making errors. Moreover, the interviewees professed a strong need for a new instrument that could ease the screening process. More important, these findings underscore the imperative to introduce a new, novel screening application that is both efficient and effective to help schools involved in teaching dyslexic children.
This conceptual and practical paper is integrating the work of Viktor Frankl (1985) and Steven Reiss (2000, 2008) into a model of Existential and Motivational Analysis (EMotiAn). This integrated model and approach may provide scholars, educators, consultants and practitioners alike with an innovative and meaningful framework for leadership and leadership development. First, it will be discussed how the two approaches to motivation presented by Frankl and Reiss may serve as a basis for leadership and leadership development. In particular, the paper will show how the Sources of Meaning Profile (SOMP; Reker, 1996), a scientifically developed instrument based on Frankl’s work, allows individuals to identify and prioritize areas of meaningful engagement and value actualization. Furthermore, it will demonstrate how the Reiss Motivational Profile (RMP) and the respective strivings and values of an individual may allow for a ‘balanced’ evaluation and coaching process. Both, the SOMP and the RMP-strivings and values, are integrated into a coherent leadership and (self-) leadership development model based on an Existential and Motivational Analysis (EMotiAn). Finally, the application of the EMotiAn will be described presenting the case of the coaching client Sam Someone.
The current study aimed to investigate emotional intelligence as a predictor of adolescent risk participation and risk perception. While research has suggested that certain personality traits relate to adolescent risk behavior and perception, the extent to which emotional intelligence relates to risk behavior participation and perception is unknown. In addition, it is unknown to what extent emotional intelligence provides incremental validity over personality traits in the explanation of adolescent risk behavior participation and perception. The study included 171 students between the ages of 15 and 24 from Midwestern educational settings. Students reported risk behavior on the Adolescent Risk Behaviour Questionnaire. Emotional intelligence was measured using the Mayer-Salovey-Caruso Emotional Intelligence Test, and personality traits were measured using the NEO-PI R. The results showed that the predictive validity of emotional intelligence differs in relation to age and the incremental validity of emotional intelligence over personality traits also differs across the age range. The relationship of emotional intelligence with risk behavior participation and risk perception revealed that despite higher levels of emotional intelligence and similar endorsement of risk perception, college-aged students reported higher levels of risk behavior participation. Implications for educational intervention and future study are discussed.
Co-operative learning is defined as students working together to “attain groups goals that cannot be obtained by working alone or competitively”. The main purpose of co-operative learning is to actively involve students in the learning process, a level of student empowerment which is not possible in a lecture format. The present study found out the effectiveness of co-operative learning in mathematics learning among the eighth standard students of Tirunelveli district. Two equivalent group experimental-designs are employed for this study. The investigator has selected 40 students studying VIII standard in High School, Tirunelveli Educational District. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group in a cluster sampling techniques. Finally the investigator concludes that; (a) There was significant difference between control and experimental group students in their gain scores. That is the experimental group student is better than control group students in their gain scores. (b)There was significant difference between control and experimental group students in their gain scores for attainment of the knowledge, understanding, and application objectives.
Interest in Emotional Intelligence can, in part, be gauged by the amount of research activity it has stimulated since first making an appearance in the psychological literature about 20 years ago. Everyone can profit from enhancing his or her emotional intelligence, because this important construct has a positive impact on human performance, leading to personal effectiveness and eventually to overall well-being. Conventionally, a teacher brings two things to the classroom that are of value to the learners, one is expertise in the subject and the other is knowledge of teaching - learning methods. Emotional Intelligence is the unrecognized third component what a teacher possess and also delivers to her learners indirectly. From the last two decades educational professionals understood the importance of feelings in the overall development of their pupils and in their own daily tasks. Teachers are aware of the role played by emotions in their daily effort. Emotions and skills for coping with them affect learning processes, mental and physical health, the quality of social relationships and academic and work performance (Brackett &Caruso, 2007). Teaching is considered to be one of the most stressful occupations, especially because it involves daily work based on social interactions where the teacher must make great effort to regulate not only his or her own emotions, but also those of students, parents, colleagues etc., (Brotheridge & Grandey, 2002). As emotional intelligence is playing vital role in teaching the present study is attempted to adopt emotional intelligence based teaching strategies to enhance emotional intelligence which in turn influence teaching competence. The objective of this study is to develop knowledge among student teachers about their strengths and development of opportunities related to the emotional intelligence competencies. In the present study the researcher identified Self awareness, Managing Emotions, Motivating Oneself, Empathy and Handling Relationship (Goleman 1998) from the different models proposed by Bar-On, Goleman & Boyatzis, Mayor, Salovey & Caruso, Orioli & Cooper. The investigator developed an emotional intelligence package with activities for each component. Pre — Post Two group experimental design was adopted in study with a sample of 25 each in experimental and control group. The result showed that the emotional intelligence package was successful as it evinced an increased Emotional intelligence on the sample. Further, the study revealed that the student teachers are able to understand their innate potentials and the ability to tackle stressful situations. They also expressed their emotions openly and also read the minds of colleagues. The present study is a lime light for the student teachers to prepare them in a holistic approach to uphold their emotional intelligence and promote better emotional intelligence among their students by designing their classroom activities in a more refined manner.
