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
Adolescent clinical and subclinical depression has a significant negative impact on adolescents well being, school performance and consequently produces maladaptive outcomes in terms of subsequent education and occupational functioning. This research is a part of a larger research project with a focus on clinical and subclinical depression during adolescence. So far there has been no other study conducted with adolescents in Macedonia, whose research subject was subclinical depression and its screening in schools. This was an additional motivation for this research. The objective of this research was to introduce a procedure for selecting and grouping of the research sample and the screening of subclinical depression in adolescents ranging from 13 to 17 years of age in primary and secondary schools that was carried out in the Eastern, Central and Western part of Macedonia in the period of two and a half years. The final sample consisted of the clinical group, 139 (33.7%) respondents; the subclinical group, 133 (32.3%) respondents, and 140 (34.0%) respondents in the control group, and a total of 412 respondents. We believe that the first step in preventing clinical depression development in adolescents, including school context, is screening and facing the existence of subclinical depression, on the continuum of the psychological model of depression. The data obtained should have a practical implication for designing preventive and intervention programs in schools.
Research studies indicate that, the rate of burnout among professional counselors is a continued concern. The nature of the work that counselors do make them susceptible to stress and poor self-care leading to possible burnout. Counselors and counselors in training need to develop awareness about the possibility of burnout when entering the world of professional counseling. Developing a self-care awareness component in counseling programs is advocated by the American Counseling Association as part of counselor training to help prepare future counselors against burnout that leads to counseling impairment. The aim of this study was to examine a group of counseling student participants to obtain measurable data regarding the presence of indicators of burnout. The purpose of the study was to determine the presence of burnout among this student population. This research was conducted using a two-part survey that included demographic data, and a burnout assessment tool, based on the Freudenberger Burnout Scale, (2007), which examined what they were presently experiencing that could lead to burnout. Over 85% of the participants in this study have some degree of indication that burnout is either something they should be aware of and paying attention to, or they are overtly demonstrating indication that they are burned out, with a situation that may be threatening to their physical and mental well-being.
The purpose of this descriptive qualitative investigation was to explore elementary students' (N = 867) perceptions of the feedback they receive on their writing. After responding to the closed-ended question, “Do you like to receive feedback about your writing?” students were branched to the appropriate follow-up open-ended question, “Why do/don't you like to receive feedback about your writing from your teacher?” The majority of students reported liking writing feedback and provided reasons related to mastery and positive affective responses to feedback. A sizeable number of students reported not liking feedback and provided reasons related to avoidance of receiving feedback and negative affective responses associated with feedback. Qualitative findings highlight the range of both positive and negative views about writing feedback, as well as the power of listening to student voices.
The present study aims to investigate whether there is any significant relationship between adjustment and academic achievement of higher secondary school students. In this survey study, the investigators used stratified random sampling technique for selecting the sample from the population. The stratification was done on the basis of gender and locality of students. The sample consists of 350 higher secondary school students from ten schools in Thanjavur District, TamilNadu, India. The tools used for the present study were Adjustment Inventory developed by A.K.P. Sinha and R.P. Singh (2007) and academic achievement constructed by the investigator. The statistical techniques used for analyzing the data for the present study was Karl Pearson's product moment co-efficient of correlation. The finding shows that, there is a significant relationship between emotional, social, educational adjustment of higher secondary school students in relation to academic achievement.
Problems can be the cause of stress, tension, emotional instability and physical strain. Especially, adolescents should have the skill of solving a problem in order to reach his/her desired ambitions in life. The problem solving skill requires some abstract thinking to arrive at a clear solution. Problem solving ability helps them to meet their challenges in their real life situations. This study aims at investigating the problem solving skill of early adolescents. The major objectives of the study is to find out the problem solving skill of early adolescents based on their gender and type of family and the problem solving skill of early adolescents who belong to aided, matriculation, and government schools located in the rural areas of Kanyakumari District, Tamil Nadu, India. The sample of 100 early adolescents was randomly selected for the study. Survey method was employed for the study. A questionnaire, which consisted of 26 items on problem solving skills was developed by the investigators and used as an instrument for the purpose of study. Reliability was established and the tool was validated by the experts in the field of Education. The analysis of data was computed and it revealed that (i) female students are better than the male students, nuclear family students are better than the joint family students in their problem solving skills and (ii) type of school does not influence the problem solving skill of early adolescents.