Gender Differences in Professional and Digital Competencies among Secondary School Teachers in Jammu and Kashmir: A Descriptive and Correlational Analysis
Technology and Identity Enactment among Muslim Immigrant Families
Education for All: Addressing the Digital Divide and Socioeconomic Disparities in Modern Schools
Overcoming Misconceptions on 'Gravity and Force' of Ninth Standard Students
A Study to Assess the Effectiveness of Behavior Change Techniques on Screen Time Duration among Preschoolers and Parent Satisfaction Levels at a Selected School in Kanniyakumari District, Tamil Nadu
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
A Study Of Health Education And Its Needs For Elementary School Students
Time Management and Academic Achievement of Higher Secondary Students
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
The COVID-19 pandemic had significant impacts on every facet of society, and its implicit effects on education were felt most by younger learners. In this instrumental case study, the online remote teaching experiences of early childhood and early elementary teachers in a school district located in the Northeastern U.S. were surveyed. The results revealed that the teachers initially struggled to adapt to a multitude of technological tools and software offered, all the while trying to maintain a human connection with their students. The teachers encountered several issues during online remote learning, such as the availability of reliable internet and technology, students' home environment conditions, and a lack of knowledge regarding the pedagogical use of technology. The administrative and peer support helped them cope with the difficulties they experienced. The information from the study could be used to build a better alternative teaching infrastructure.
It has been observed that nature and science school programs have become popular in the educational environment in Turkey, and these programs are seen as a way to improve students' attitudes towards science. The general aim of these programs is to demonstrate how scientific facts and concepts in various fields are related to daily life and to make the study enjoyable. The aim of the research is to enable mathematics teachers to increase both their mathematics selfefficacy and their awareness of the sustainability of ecosystems by effectively using learning materials associated with nature. The method of the research is a pre-test-post-test design without a control group. Data collection tools were determined to be a mathematics self-efficacy scale and an ecosystem sustainability awareness scale. Data analysis was carried out using the Wilcoxon Signed Ranks test and descriptive statistics, which are non-parametric analysis methods. The findings of the study showed a positive and significant increase in the mathematics self-efficacy and awareness levels of 25 secondary school teachers working in different schools throughout Mersin who participated in the "Digital Approaches to the Mathematics of the Ecosystem" project supported by TÜBİTAK, due to nature-related activities. It is believed that the use of nature-related learning materials in mathematics teaching will make mathematics lessons more comprehensible and enjoyable, and will help students develop a more positive attitude towards mathematics lessons.
This paper examines the effect of job anxiety, self-efficacy, self-control, and self-esteem on job performance in school teachers. Through literature review and analysis, the research highlights the significance of understanding and addressing these variables. The study confirms that job anxiety negatively influences job performance among school teachers. Furthermore, the research reveals the importance of self-efficacy, self-control, and self-esteem in shaping teachers' performance positively. The data collected from 200 school teachers shows distinct patterns in male and female teachers regarding job anxiety and job performance. Male teachers demonstrate higher levels of job anxiety compared to female teachers, while female teachers exhibit higher job performance. Additionally, the study explores the mediating and moderating roles of self-esteem in the relationships between job anxiety, self-efficacy, and job performance.
This research focuses on investigating the gender-wise difference in the home environment among senior secondary school students in Bhutan. The objective of this study is to examine whether there are any notable differences in the home environment of senior secondary school students based on their gender. The study employs a descriptive survey method to gather data from a total sample of 200 students, consisting of 105 boys and 95 girls. Mean values and standard deviations are used to assess the home environment, categorized by gender, and t-tests for equality of means are conducted to examine potential differences between boys and girls. The results indicate that girls perceive a more positive home environment compared to boys, with a higher mean value. The significance of these gender differences is supported by the t-test results and associated p-values. The findings emphasize the importance of considering gender in understanding the variations in home environments among senior secondary school students in Bhutan and call for further investigation into the factors contributing to these distinctions. Overall, this study sheds light on the importance of the home environment in shaping students' development and provides insights for creating a nurturing and supportive environment for their growth.
Government Upper Primary School Puracherry is situated in the Madayi educational district within the Kannur district of Kerala. The school comprises 322 students and 18 teachers, offering classes from 1st to 7th standard. During the Covid- 19 pandemic, the government declared lockdown measures, resulting in the closure of schools. During this period, "First Bell," an initiative of the General Education Department of Kerala, was launched on June 1, 2020, serving as an interim solution while state public schools remained closed. Throughout the academic year 2020-21, Government Upper Primary School Puracherry implemented numerous innovative programs aimed at ensuring that no student missed classes during the pandemic, all while monitoring the safe stay of children at home. The investigator intends to study the educational, economic, technological, and social aspects of the quality-sustaining practices of Government Upper Primary School Puracherry. The study sample includes 4 teachers, 4 parents, and 4 students from Government Upper Primary School Puracherry. The findings revealed that the majority of students and parents favored these qualitysustaining practices, with approximately 80% of children ensuring their access to classes. This study is limited to one school in Kerala, but its findings can benefit educationalists, curriculum developers, teachers, parents, and students in other schools across India.
