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
Positive thinking, in conjunction with a robust attitude, can affect one's well-being and coping strategies under stressful events. This study sought to identify the role of Emotional Quotient (EQ) to Work Attitude Behaviour (WAB) of selected faculty members from three higher educational institutions in the Philippines. Using a non-experimental research design, participants were asked to complete questionnaires to obtain their EQ and WAB scores. EQ was gauged using the Emotional Quotient Test while WAB was measured using a self-made survey questionnaire. A chi-square test revealed that there was no significant relationship between EQ and WAB, F (1,24) = 2.469, p>0.05. Although no significant relationship has been observed, it is argued that findings from this study will highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified teaching staff.
The aim of this study was to predict psychological resilience by psychological well-being and its components. The research sample consisted of 216 girl students who were selected through multistage random sampling. The data were collected by implementing psychological resilience and psychological well- being questionnaire and analyzed by using Pearson correlation coefficient and multiple regressions. A significant correlation coefficient was found between psychological resilience and overall psychological well – being (0.62, p<0.01). Resilience was also found to be positively and significantly related to all six dimensions of psychological well- being. The calculated determination coefficient (0.39) indicated that psychological well- being has the ability to predict psychological resilience. Results confirmed the impact of dimensions of psychological well- being on resilience among college students. It is likely that resilience and the psychological well- being reinforce one another in a cyclic manner. Individuals' psychological well- being maintained higher levels of resilient.
The main purpose of this study was to evaluate the effectiveness of the prewriting and handwriting curriculum Handwriting Without Tears® (HWT) in a preschool setting with a single student who has developmental delays and a suspected Autism Spectrum Disorder (ASD) diagnosis. Data were collected during the regular preschool day. The behavior measured was the student's ability to independently and accurately write his name given by the visual prompt “Name: ______” and verbal instructional cue “write your name”. A modified imitate, trace, copy, and memory procedure was used with the student with the instructional support and curriculum from the Handwriting Without Tears® Get Set for School (Olsen, 2003) curriculum. In addition to this curriculum, first author created materials were also used. The overall outcomes indicated that the Handwriting Without Tears® programs was successful in teaching that student who has severe developmental delays, tactile defensiveness, and sensory processing deficits to write his name.
The purpose of the present study is to explore how parents are encouraging towards health care of their wards. A ‘Survey Method’ was used in the present study. A standardized ‘Agarwal Parental Encouragement Scale (APES)’ was used to collect information from the students. The sample consists of thousand and ninety five higher secondary students from Tirunelveli, Tuticorin and Kanyakumari districts. Percentage analysis and 't' test were used for data analysis. Findings of the study indicate that, the male and female higher secondary students, significantly differed from their parental encouragement on health care. Similarly, the higher secondary students studying in Tamil and English medium, significantly differed from their parental encouragement on health care.
The study aims to examine the relationship between parameters affecting the quality of Education in affiliated Under Graduate Engineering institution from the faculty members' and students' perspective. It is a descriptive research. The data has been collected with the help of ‘Questionnaire Based Survey’. The sample size for the study is 110 comprising of the faculty respondents and 500 comprising of student respondents. The sample has been taken on the random (Probability) basis and the questionnaire was filled by the faculty members (teaching B.Tech) and students (pursuing B.Tech) chosen on the random basis from an affiliated undergraduate engineering institution in NCR, Haryana. For data analysis and conclusion of the results of the survey, statistical tool like correlation was performed in MS Excel. It can be inferred that for the faculty members' perspective “selection process” is negligibly impactive factor on “academic excellence”, “infrastructure”, “personality development & industry exposure” and “management & administration”. For the students' perspective “selection process” is negligibly impactive factor on “academic excellence”, “infrastructure”, “personality development & industry exposure”, “placements” and “management & administration”. And “academic excellence” is poorly impactive factor on “infrastructure”.
The aim of the Delphi Survey was to elucidate Bruneian Education experts' responses to five questions regarding their knowledge and understanding of the charateristics of citizenship education viz. Environment, Coexistence, Culture, Social Justice and Equity, Democracy, Sustainable Development, Interdependence, Foreign Language, Social Welfare, Human Rights, ASEAN History and Culture, and Common Social Problems of ASEAN (Association of Southeast Asian Nations ) Countries. A Delphi Survey questionnaire was given to the education experts at two different times. The education experts were primary and secondary teachers, University lecturers and other education experts. There were 386 participants in the first round survey, and 101 participants in the second round survey. The results shows that in the first part of the survey, most of the education experts' thought about their achievements of the characteristics for knowledge and understanding, skills and understanding, and values and attitudes at local, national, regional, global level and universal levels, at present, and in ten years later, are stable during the two rounds of the Delphi survey. For the second part of the survey, regarding their knowledge and understanding of the twelve characteristics of citizenship education, it was shown that there were consensus on their knowledge and understanding on different culture, social justice and equity, democracy, interdependence, foreign language, social welfare, ASEAN history and culture, and common social problems of ASEAN countries.