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
It is observed that professionals would meet the needs of individual children if they work closely with the child's parents . The growing of a child is a continuous process which requires a coherent, close partnership between home and school, since the house is the first educational environment, and the first community in which a child lives and grows. Education, habits and trends are taken from these very first, essential experiences. Besides, when children begin their school life, they do not break the relationship to their family but remain under various, significant influences from the family members, including parents and siblings. Moreover, schools are considered as a main factor of the development of children's experiences. Therefore, it is not possible to categorise them as being less important than the experiences gained at home. Consequently, it is seen that they should complement each other.
The purpose of the study was to evaluate the effects of the Direct Instruction REWARDS® program on reading complex words of two fifteen-year-old boys in a reading resource room. Both participants had difficulty in reading and were diagnosed as learning disabled. During baseline, both participants had difficulty in syllabication. The results showed that through the REWARDS® program and by promoting generalization in phonemic reading, the program was successful and efficient. The students had stated that they felt more comfortable towards the end of the intervention with the ® REWARDS® program and produced large improvements in reading. The benefits of employing REWARDS were also discussed in this paper.
An objective of this study was to evaluate the effects of employing the SRA Decoding Strategies text on word recognition for a ninth grade male with a learning disability. The student was enrolled in a high school special education resource room in a large urban school district in the Pacific North west in a direct instruction reading resource room. A multiple baseline design across three sets of sight words was used to test the effectiveness of the decoding program. The overall results indicated that the program worked well with the participant. The decoding strategies generalized to novel words for which he had not received any training. The efficacy of employing direct instruction procedures with high school students with learning disabilities was discussed in this paper.
Disturbing sounds are often referred to as noise, and if extreme enough in degree, intensity or frequency, it is referred to as noise pollution. Achievement refers to a change in study behavior in relation to their noise sensitivity and learning in the educational sense by achieving results in changed responses to certain types of stimuli like noise sensitivity.It is the more specialized skills which are taught in school which depends greatly both on the effectiveness of instruction and practised on the students interest. This study is an attempt to explore the relationship between achievement motivation and noise sensitivity of higher secondary students. Data were collected from 200 Higher Secondary students which was selected through stratified random sampling from four schools in Kanyakumari District through questionnaire. Data were collected through survey method and were analyzed with the help of descriptive, correlational and regression analysis. Findings revealed that the achievement motivation of Higher Secondary students are highly related to their noise sensitivity and student with a positive attitude to the noise sensitivity tend to develop a high achievement motivation.
The theory of constructivism states that learning is non-linear, recursive, continuous, complex and relational – Despite the difficulty of deducing constructivist pedagogy from constructivist theories, there are models and common elements to consider in planning new program. Reflective activities are a common feature of all the programs of constructivist Teacher Education .It is used at both Pre-service and In-service level of Teacher Education. Several studies have proved that, critical reflection upon experience continues to be an effective technique for professional development. The paper discussing the nature of constructivist approach to teacher education emphasizes the role of reflective activities in teacher training. Based on the results of the research reviews in the field of constructivist teacher education and reflective teaching, the findings of the study strongly suggests the integration of reflective teaching practice in the preservice teacher education curriculum and suggests a proposed integrative model for reflective teaching. The study investigated the effects of different methods of teaching science on the achievement, basic science process and skills and scientific attitude of standard six pupils with different achievement levels. The study revealed that methods have differential effects on different contexts, that is, different pre-achievement levels. These differences were due to differences in the process variables. The study suggests that to implement any method, the context needs to be considered for its effectiveness and hence student-teachers need to be trained in analyzing their teaching in terms of context variables to establish relationship between presage-context-process-product so that the student teacher can improve his/her teaching as a student and develop transformation learning as a professional. In this study effectiveness of these three methods on achievement, scientific attitude and basic science process skills were found out by establishing fidelity of each method. This could be done effectively through reflective teaching training. Hence the findings imply that student teachers need to be trained in reflective teaching so that they will be familiar with the different approaches of reflective teaching and tools and techniques used for observing and analyzing classroom interaction and improve upon their teaching skills.
This review paper begins by asking what makes few schools outstanding. What makes them successful? What have we learned from last two decades of studying School Effectiveness (SE)? To answer those questions, this paper attempts to identify the patterns and trends of Studying School effectiveness from western perspective. The main purpose of this review study was to understand and fix the criteria of assessing SE. A brief literature review was carried out to bring those factors that contribute SE. The focus is on the substantive findings that emerged from the review. Literature gives an insight that educationists have given more importance to enrolment, retention, and dropout rates, whereas many have viewed SE in terms of classroom pedagogy or teaching and learning, the content aspect etc. The large section of effectiveness studies have focused exclusively on students' cognitive outcomes in the areas such as reading, mathematics or public examination results. However, there is less evidence about the studies on school processes indicators that are important in determining the schools' success. The results from reviewed literature reveals that many SE factors, three broad key process indicators have found to be the most frequent ones, i.e. effective leadership of school heads, positive school culture and environment of teaching and learning. The critical perspective of previous literature are useful in understanding how this set of key variables as a whole defines the quality of schools at all levels. Finally, it provides few recommendations for policy development to bring about improvement.