Impact of Multimedia Technology Integrated Instruction on Students’ Learning Satisfaction in Bhutanese Classroom
Virtual Laboratory to Conduct Slip Test of Synchronous Machine
The Flipped Classroom Model: Effects on Students’ Reading Comprehension in English
The Effect of Gaining the Unit of Systems in Our Body by Using Virtual Reality Technology on Student Success
Confronting Challenges of School-Based Management in a Developing Country
A Study Of Health Education And Its Needs For Elementary School 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
Locus of Control in School Students and its Relationship with Academic Achievement
Spatial Distribution of Government Primary and Secondary Schools and the Free and Compulsory Education Policy in Akwa Ibom State, Nigeria
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 article will provide an outline for counselor educators and their students on how to develop and maintain solid supervisory relationships in the online classroom. Counselors-in-training are required to complete practicum and internship experiences during their graduate academic preparation. These field experience courses typically involve 100 to 300 hours of on-site practice in school or mental health settings, under the supervision of certified or licensed counseling practitioners. In addition to the experiential learning, counseling interns participate in a weekly seminar of two to three hours in duration with a counseling faculty instructor serving as the faculty supervisor. These seminar courses allow for interns to examine their skill and technique development, review specific cases, and engage in self- and peerevaluation of their overall on-site performance. The faculty supervisor plays an important role in providing ongoing guidance, mentoring, and constructive feedback for interns to facilitate their professional growth during the course (Sweitzer & King, 2014). As more and more traditional seminar courses are offered in the online classroom, the development of effective online supervisory relationships, a crucial aspect of counseling trainee success, must be considered. The responsibilities of the counselor educator and counseling student in the online internship course will be discussed to ensure that the supervisory relationship supports, rather than hindering the growth and development of the future professional counselor (Hollins-Alexander, 2013). Successful communication and evaluation practices will be emphasized.
Problem based approaches to learning have a long history of advocating experience based education. Psychological research and theory suggests that, by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem Based Learning (PBL) is an Instructional method in which students learn through facilitated problem solving. In PBL, student learning centres on a complex problem, that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in Self Directed Learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The aim of this paper is to demonstrate that, PBL has the potential to prepare students more effectively for future learning because it is based on four modern insights into learning such as Constructive, Self-Directed, Collaborative and Contextual. In addition, available research is reviewed and solutions for educational practices are described.
The purpose of this study is to study how race, gender, values, attitudes and power perceptions of leaders contribute to the recruitment, retention, and training of African American female superintendents. This study is focused on African American female superintendents and their experiences that led to the acquisition of the position. The overarching question in this study is: how do race, gender, values, attitudes and power perceptions influence the success of African American female superintendents?. The data collection tools for this qualitative study include observations, focus group with African American women from the same state who are in the Education field but not superintendents, and interviews with current and former African American female superintendents and those who report directly to them. Through the lenses of critical race and social power theories, the researcher seeks to identify commonalities amongst the experiences of the participants to extract key elements that affect their success. With these key elements to success identified, they can be incorporated into the journeys of future leaders and increase the number of African American females who can successfully attain this position of power in the Southern State in this study. The implications of this study show that there is a need for a change in the way and timing of the way African American women are trained to lead.
Education shapes the destiny of a nation, and is the principal instrument for developing human capabilities. Educational quality is highly influenced by the learning experiences gained during the teaching-learning process. The concern for improving quality of teaching-learning process is significant, since this is a mechanism through which the content and intent of curriculum is transacted at elementary, secondary as well as higher education level. In order to impart quality education, our education system has to acquire the following qualities such as quality syllabus, quality faculty, quality teaching and evaluation, quality research and quality character. As quality education is need of hour, all the quality issues should be given top most priority with equal attention. Hence the present study was focused in such a way to study the perception of students of teacher education institution towards different quality parameters. A survey was made with the help of the Student's Institutional Perception Scale (SIPS) constructed by Subramonian and Muthaiah (2006). This survey was conducted among 150 student teachers and the results revealed that, in studying the quality management of the institution, the perception of students towards their institution varied with regard to their gender and there was no variation with regard to their educational qualification with their locality.
Worldwide efforts are increasing to infuse thinking skills into the curriculum, which are part of cognitive behavior, and to include them in the instructional strategies, which will make the learner producer of knowledge and help to create a sense of responsibility among them. Meta cognitive learning activities immerse students in challenging tasks and it creates a space for students to discuss, debate new ideas and allows them to introspect, assess and set targets for learning. The objectives of the study is aimed at implementing Meta cognitive practice namely problem solving towards constructing a culture of thinking in classrooms and to capacitate the students to practice self-assessment modalities through the creation of a strategy evaluation proforma on the select classroom practice. 45 Secondary school students from three schools belonging to three districts of Kerala namely Pathanamthitta, Alappuzha and Kottayam were selected for the study. The data was collected through a Strategy Evaluation Proforma. The strudy reveals that highly participative and interactive instructional climate inculcated in the problem solving practice allowed the students to strengthen their motivation towards becoming better problem solvers. The study also reveals that this type of assessment technique will enhance creative thoughts of students as well as promote their thinking capabilities in a worthy manner. Such type of enriched environment helps the students to flourish the learning process and engage their brain with intriguing and inviting intellectual challenges.