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
We see them every day, staring fervently at their phones, oblivious to other people and sometimes cars. Today's college student is constantly bombarded with interruptions and distractions from a variety of sources, and presumably is unable to focus on any task for any length of time. The purpose of this study was to explore the work habits of college students in a naturalistic education setting. The data indicated that college students had longer periods of uninterrupted work compared to studies of the knowledge workforce. We already know current knowledge workers, a generation raised almost without electronic interruptions, can hardly cope with a harried environment. This study found college students also seem to manage interruptions by delaying responses and batching them, and they did not seem to experience significant stress from interruptions.
The aim of this study was to examine the relation between burnout syndrome and ways of coping with stress in teachers. It is a population screening study. Data were collected with Maslach Burnout Inventory – Educators Survey and Stress Coping Styles Scale. The study included 210 teachers working in state schools in Izmir, Turkey. Obtained data were analyzed with Spearmanrank correlation. The results showed significant relations between subscales of burnout and coping styles. There were significant negative correlations between all subscales of burnout and receiving social support, acceptance of stress, loss of interest in work, considering stress as something positive and planning skills. In addition, there were significant positive correlations between all subscales of burnout and substance use.
This monograph provides an epistemological rational for the innovative and novel use of repetitive psychometrics in the “4A Metric Algorithm” first introduced in the 2016 Journal of Educational Technology. It is grounded in the seminal work on “Mastery Testing” conducted by pioneering researcher John A. Emrick while at the University of Massachusetts at Amherst and detailed in his groundbreaking article entitled, “An Evaluation Model for Mastery Testing” published in the NCME (National Council on Measurement in Education) Journal of Educational Measurement. The 4A Metric Algorithm© Repetitive Mastery Test (4A [RMT] or simply “[RMT]”) is an innovative testing methodology that is embedded in the 4A Metric architecture as an infrastructural method of psychometric assessment. It is the pivotal point around which the student is able to demonstrate and illustrate their complete mastery of subject matter at multiple levels. The methodology of the RMT is provided via a set of robust and rigorous calculations, a sequence of precise geometric models, and a series of sequential computational formulae. The use of the RMT within the 4A Metric Algorithm sequentially provides the rational and evidence that the Metric is ideal for the verification and validation of meta-competency-based mastery learning.
This research determined the perception of Code of ethics guiding online counselling among NOUN student counsellors. Also, the research investigated whether there was significant difference between the female and male counsellors in their perceptions of code of ethics guiding online counselling. The purpose was to create awareness about code of ethics guiding online counselling among counsellors who wish to engage in online therapeutic approach and the need to abide by them. A self-developed Distance Counselling, Technology and Social Media Scale questionnaire (DCTSM) derived from 2014 American Counselling Association Code of Ethics (section H) was used for the research. Descriptive survey of Ex-post facto design and simple random sampling technique were used to draw a sample of seventy- two out of student counsellors' population of seventy–six. The highest mean score of 3.604 was obtained in client verification variable while the lowest mean of .857 was obtained in informed consent variable. Six hypotheses on gender differences were tested via t-test and the results obtained showed no significant differences among all the variables. In conclusion therefore, despite NOUN student counsellors having high positive perceptions of the 2014 ACA Code of Ethics guiding the use of online counselling resources, there is a need of continuous sensitisation especially in the area of obtaining client informed consent.