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
This study examines the professional and digital competence of secondary school teachers, focusing on the influence of gender on these competencies in Jammu and Kashmir, India, and the relationship between them. The population comprised secondary school teachers from the Ganderbal educational zone, which includes 29 secondary schools (14 government, 15 private). Six schools were selected through stratified random sampling, with 10 teachers from each school ensuring gender representation. Data was collected using the Professional Competency Scale and the Teachers' Digital Competence Scale. Percentage statistics, mean, S.D., T-test, and correlation analysis were employed to analyze the results and test the hypotheses. Findings revealed that male secondary school teachers exhibit high professional and digital competencies, with significant differences between male and female teachers across various dimensions. The study also identifies a significant positive correlation between professional and digital competence among the teachers. It highlights the importance of teachers adapting to changing educational paradigms to effectively discharge their duties and prepare students for the demands of the modern workforce.
Grounded in sociocultural theory and informed by Bakhtinian's notions of dialogism, utterance, heteroglossia, and addressivity, this paper presents findings from a collective case study of the identity enactments and negotiations by way of their literacy practices of three children in the three families of Muslim immigrants (i.e., Muslim-Moroccan, Muslim- Somali, and Muslim-Indonesian) living in an American Midwestern town. Three types of data were collected: observations, spoken data, and artifacts. Data were analyzed at two tiers, first as individual cases and then as part of a cross-case analysis. This study revealed that there are co-occurring and mutually affirming processes that took place among the study participants identified as “eMersion,” “acquiring Qur'anic literacy,” “forging nostalgic alignments,” and “bilateral nostalgia.” This paper specifically highlights the complex process of literacy practices called “Acquiring Qur'anic Literacy” and “eMersion” and identity enactments called “Forging Nostalgic Alignment,” and their relationships to a phenomenon called “bi-lateral nostalgia” among these three Muslim immigrant families.
This study examines the digital divide and socioeconomic disparities that hinder equitable access to quality education in modern schools. This study highlights how unequal access to technology and the internet disproportionately affects students from low-income families, exacerbating existing educational inequalities. This paper defines the digital divide in a historical context, supported by statistics demonstrating significant gaps in technology access among various socioeconomic groups. It further analyzes the implications of income inequality on educational opportunities and academic performance. The COVID-19 pandemic has intensified these disparities, forcing many students into remote learning environments without adequate resources. Through a mixed-methods approach, this study combines quantitative surveys and qualitative interviews to explore students' experiences and engagement levels in remote learning, revealing that 70% of low-income students reported disengagement due to a lack of motivation and inadequate support. The findings indicate that students with consistent access to technology scored, on average, 15% higher in standardized assessments, underscoring the critical role of technology in academic achievement. This study concludes with actionable recommendations for schools and policymakers, including increased funding for low-income schools, the development of digital literacy training programs, and fostering community partnerships.
Misconceptions hinder and challenge the learning of physics and science subjects in general. This study aimed to identify misconceptions in physics topics, namely gravity and force, and to overcome them through timely and appropriate interventions among ninth-grade students at Khuruthang Middle Secondary School in Punakha district, Bhutan. This study employed a quantitative method using two-tier diagnostic tests as a research tool, with a sample of 40 ninth-grade students. The key findings revealed the existence of common misconceptions among ninth-grade students in the school, which contribute to poor performance in these topics. Furthermore, this study showed that timely and appropriate interventions (such as a flipped classroom approach infused with cooperative learning) led to significant improvement. This approach helped students address misconceptions effectively and perform better in the topics. Therefore, this study recommends that physics or science teachers consider using flipped classroom techniques combined with cooperative learning or other alternative teaching strategies to overcome misconceptions and benefit students.
The digital landscape is evolving rapidly, with people spending an average of 7 hours per day on internet-connected screens. For children under five, screen time ranges from 0.9 to 3.5 hours per day, with potential negative effects on health and development. The World Health Organization recommends that children under five should not spend more than one hour per day on digital devices. This study aims to evaluate the effectiveness of behavior-changing techniques on the duration of screen time among preschoolers and the level of satisfaction. Among their parents at a selected school in Kanniyakumari District, Tamil Nadu, India. A quasi-experimental one-group pre-test post-test design was used, involving 60 preschool children and their parents recruited through convenience sampling. This study found the pretest mean screen time score was 32.31 (± 3.63), indicating 2 hours of screen time per day, while the post-test mean score was 23.73 (± 2.82), reflecting 1 hour per day. This demonstrates a significant reduction in screen time among preschoolers following the intervention (P < 0.01). The behavior-changing techniques effectively reduced preschoolers' screen time by approximately 1 hour. Therefore, limiting screen time for young children and actively promoting offline experiences is imperative.
