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i-manager's Journal on School Educational Technology (JSCH)

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Volume 10 Issue 3 December - February 2015

Article

Implications of the School Leadership for Handling Practical Administrative Problems

Ismail Thamarasseri*

Assistant Professor, Department of Education, Central University of Kashmir, Sonwar, Srinagar, Jammu & Kashmir, India.

Thamarasseri ,I. (2015). Implications of the School Leadership for Handling Practical Administrative Problems.i-manager’s Journal on School Educational Technology, 10(3), 1-6. https://doi.org/10.26634/jsch.10.3.3125

Abstract

Leadership is the process of influencing others to get the work done. It involves motivating, influencing, and directing individuals towards the attainment of long term organizational goals. A leader remains in the limelight. The success or failure of an organizational endeavour is attributed upon its leader. School leadership includes any individual in the school who has a decision-making role. These roles typically require an advanced degree, experience and some skills. These positions are the top paid positions in a school, but they also come with the most responsibility. These people are ultimately responsible for the successes and failures within their realm of administration. This paper helps you to define the term leader and leadership and it discusses about leadership in Educational administration. The main purpose of the study is to describe the nature and ways of leadership with special reference to the implications of school leadership for handling day to day practical administrative problems.

References

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[2]. Cuban, M. (1988). Links leadership with change. New York: Mc Graw Hill.

[3]. Dunn, R., & Brasco, R. (2006). Researchers find a range, from collaborative to despotic, in use in schools. The School Administrator, Vol. 8(63), pp. 1-16.

[4]. Fiedler, P.E. (1967). A Theory of Leadership Effectiveness. New York: Mc Graw Hill.

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[9]. Phenix, M. (1971). Transcendence in Educational Leadership and Management. Amherst: University of Massachusetts.

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Article

Setting Objectives of Value Education in Constructivist Approach in the Light of Revised Blooms Taxonomy (RBT)

Sankaranarayanan Paleeri*

Assistant Professor, NSS Training College, Ottappalam, Palakkad, Kerala, India.

Paleeri,S. (2015). Setting Objectives of Value Education in Constructivist Approach in the Light of Revised Blooms Taxonomy (RBT). i-manager’s Journal on School Educational Technology, 10(3), 7-12. https://doi.org/10.26634/jsch.10.3.3126

Abstract

Transaction methods and approaches of value education have to change from lecturing to process based methods according to the development of constructivist approach. The process based methods provide creative interpretation and active participation from student side. Teachers have to organize suitable activities to transact values through process based teaching. This paper deals with the ideas of preparing Educational objectives and organizing student centered or process based classes on value education in accordance with the Process Dimensions proposed in Revised Blooms Taxonomy (RBT). RBT suggests Remember, Understand, Apply, Analyze, Evaluate and Create as the process dimensions. Teachers can organize the objectives of value education classes according to these process dimensions. It will promote effective transaction of values in modern methods.

References

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[2]. Anderson. L W and Krathwohl, D R. (2001). Taxonomy for Learning, Teaching and Assessing :A Revision of Blooms Taxonomy of Educational Objectives. New York, Longman Publications.

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[4]. Goel Aruna & Goel, S L (2005). Human Values and Education. New Delhi, Deep and Deep Publications Pvt. Ltd.

[5]. Maheswari, A N. (2002). Value Orientation in Teacher Education, Bangalore, NCTE.

[6]. Nanda R T (1997). Contemporary Approaches to Value Education in India. New Delhi, Regency Publications.

[7]. NCERT (2005). Report of Scheme for Strengthening Education in Values, New Delhi, NCERT.

[8]. Prasad Rajendra, D and Vijayalatha, R. (2010). Value Orientation among University B Ed Students. Journal – Edutracks. Vol. 9, No. 8, pp 29-32.

[9]. NCF-National Curriculum Framework (2005). New Delhi, NCERT and MHRD.

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Research Paper

Effects of Information and Communication Technology on Engagement and Art Production for Eighth-Grade Students

Elizabeth Lovin* , Dawn T. Lambeth**

* Art Instructor, Aaron Cohn Middle School, Double Churches Middle School, Columbus, Georgia.

** Associate Professor, Department of Middle, Secondary, Reading, and Deaf Education, Dewar College of Education and Human Services, Valdosta State University, Valdosta, Georgia.

Lovin,E., & Lambeth,D.T (2015). Effects of Information and Communication Technology on Engagement and Art Production for Eighth-Grade Students. i-manager’s Journal on School Educational Technology, 10(3), 13-25. https://doi.org/10.26634/jsch.10.3.3127

Abstract

The purpose of this research was to explore the impact of an online-learning component incorporating peer discussion groups on art achievement, digital literacy practice, student engagement, and student attitude of an eighth-grade visual arts classroom. Participants included 30 students in two 8th-grade art classes. Students in one class received faceto- face art instruction, while the other class completed additional assignments using online-learning components and peer discussion groups. Art achievement was measured with project scores from printmaking, ceramics, and cut paper units. Digital literacy practice and engagement were recorded with a teacher checklist and field notes. Student attitude was measured by a survey administered at the end of the study. The online-learning component group scored slightly higher on art projects than the face-to-face group. Results indicated that, using online-learning components did not have a significant impact on art achievement, but notably improved digital literacy practice, student engagement, and student attitude towards art.

References

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[15]. Rutland, M. (2012). Art and design and design and technology: Is there creativity in the designing? Design and Technology Education: An International Journal, Vol. 14(1), pp. 56-67.

[16]. Sandell, R. (2012). What excellent visual arts teaching looks like: Balanced, interdisciplinary, and meaningful. NAEA Advocacy White Papers, Section 3.

[17]. Seney, R. (2009). Process skills and the gifted learner. In F. A. Karnes, & S. M. Bean (Eds.), Methods and Materials for Teaching the Gifted [Kindle DX]. Retrieved from Amazon.com

[18]. Siegesmund, R., Diket, R., & McCulloch, S. (2001). Revisioning NAEP: Amending a performance assessment for middle school art students. Studies in Art Education, Vol. 43(1), pp. 45-56.

[19]. Wilks, J., Cutcher, A., & Wilks, S. (2012). Digital technology in the visual arts classroom: An [un]easy partnership. Studies in Art Education, Vol. 54(1), pp. 54-65.

[20]. Wood, J. (2004). Open minds and a sense of adventure: How teachers of art & design approach technology. Journal of Art and Design Education, Vol. 23(2), pp. 179-191.

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Research Paper

A Study Of Health Education And Its Needs For Elementary School Students

Irshad Husain* , Muhammad Ahmad Alamgir, Muhammad Shahzad*

* Associate Professor & Chairman, Department of Educational Training, The Islamia University of Bahawalpur, Pakistan.

Assistant Professor of Medicine, Quaid-e-Azam Medical College, Bahawalpur, Pakistan.

* Assistant Professor, Department of Media Studies, The Islamia University of Bahawalpur, Pakistan.

Hussain,I., Alamgir,M.A., & Shahzad,M (2015). A Study Of Health Education And Its Needs For Elementary School Students. i-manager’s Journal on School Educational Technology, 10(3), 26-37. https://doi.org/10.26634/jsch.10.3.3128

Abstract

Health Education, particularly in elementary schools, appears to be a neglected area in Pakistan. This study investigated the health education needs of elementary school students. The purpose of the present study is to assess health education needs of elementary school students. The study adopted mix approach of (qualitative and quantitative) research for data collection. The quantitative data were collected by administering piloted questionnaire on elementary school students (n=400) and the response rate was 82% (as 328 responses were complete). The same participants were also interviewed in groups of 4-6 students. The data collected through questionnaire were analyzed quantitatively; whereas, interviews were analyzed thematically. Overall 68% of the elementary school students required information about the main constructs of health education; 69% appeared to be keen on knowing about physical environment in and around their schools and homes; 77% were interested to get awareness about commonly spreading out diseases and puberty issues. The results of this study appeared to be aligned to the social context of Bahawalpur, Pakistan. The elementary school students were merely aware of the main constructs of health education and needed awareness, specifically in food and nutrition, hygiene, seasonal and tropical diseases, infectious diseases, and psychological problems. Proper school health education programme may be initiated for elementary school students.

References

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Research Paper

Time Management and Academic Achievement of Higher Secondary Students

A. Vences Cyril*

Assistant Professor, Peniel Rural College of Education, Dindigul, Tamilnadu.

Cyril,A.V (2015). Time Management and Academic Achievement of Higher Secondary Students. i-manager’s Journal on School Educational Technology, 10(3), 38-43. https://doi.org/10.26634/jsch.10.3.3129

Abstract

The only thing, which can’t be changed by man, is time. One cannot get back time lost or gone Nothing can be substituted for time. Time management is actually self management. The skills that people need to manage others are the same skills that are required to manage themselves. The purpose of the present study was to explore the relation between time management and academic achievement of Higher Secondary students. The population for the present study consists of 180 students and the sample consists of 63 students [35 male and 28 female] taken from Peniel Higher Secondary School, Natham, Dindigul District. Time management scale was prepared and validated by Prof. S. Arockiasamy and Miss. P. Premalatha, 2011 (St. Xavier's College of Education, Palayamkottai). The investigator used this tool to assess Time management. Personal data sheet was prepared by the investigator. Percentage analysis, Mean, Standard deviation and 't' test were used for analyzing the data. The results showed that there is significant relationship between the Time management and Academic achievement of Higher Secondary students.

References

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Case Study

Use of a Numerical Strategy Framework in the Professional Development of Teachers

Kumar Laxman* , Peter G. Hughes**

*-** Faculty of Education, School of Curriculum and Pedagogy, University of Auckland, New Zealand.

Laxman,K., & Hughes,P.G (2015). Use of a Numerical Strategy Framework in the Professional Development of Teachers. i-manager’s Journal on School Educational Technology, 10(3), 44-52. https://doi.org/10.26634/jsch.10.3.3130

Abstract

Derived initially from a strategic analysis of children's methods of counting, the New Zealand Numeracy Projects used, as a starting point for the professional development of teachers, a strategy framework that traces children's development in number reasoning. A pilot study indicated the usefulness of professional development where teachers use the framework to determine the number reasoning of students in their own classes. Subsequently, as part of the professional development offered for the projects, a DVD showing numerous video clips of students was produced to show teachers what range of number strategic thinking they might expect in their classes. In the next five years more clips were added and some edited out. This paper outlines how the video clips were incorporated into the initial stages of the enhanced teacher professional development model to enhance teaching effectiveness in using the strategic number framework, and how these clips are used in the pre-service education of student teachers at the University of Auckland.

References

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i-manager's Journal on School Educational Technology (JSCH)

Current Issue Vol. 20 Issue 1

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Volume 10 Issue 3 December - February 2015

Implications of the School Leadership for Handling Practical Administrative Problems

Ismail Thamarasseri*

Assistant Professor, Department of Education, Central University of Kashmir, Sonwar, Srinagar, Jammu & Kashmir, India.

Thamarasseri ,I. (2015). Implications of the School Leadership for Handling Practical Administrative Problems.i-manager’s Journal on School Educational Technology, 10(3), 1-6. https://doi.org/10.26634/jsch.10.3.3125

Abstract

References

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Setting Objectives of Value Education in Constructivist Approach in the Light of Revised Blooms Taxonomy (RBT)

Sankaranarayanan Paleeri*

Assistant Professor, NSS Training College, Ottappalam, Palakkad, Kerala, India.

Paleeri,S. (2015). Setting Objectives of Value Education in Constructivist Approach in the Light of Revised Blooms Taxonomy (RBT). i-manager’s Journal on School Educational Technology, 10(3), 7-12. https://doi.org/10.26634/jsch.10.3.3126

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Effects of Information and Communication Technology on Engagement and Art Production for Eighth-Grade Students

Elizabeth Lovin* , Dawn T. Lambeth**

* Art Instructor, Aaron Cohn Middle School, Double Churches Middle School, Columbus, Georgia. ** Associate Professor, Department of Middle, Secondary, Reading, and Deaf Education, Dewar College of Education and Human Services, Valdosta State University, Valdosta, Georgia.

Lovin,E., & Lambeth,D.T (2015). Effects of Information and Communication Technology on Engagement and Art Production for Eighth-Grade Students. i-manager’s Journal on School Educational Technology, 10(3), 13-25. https://doi.org/10.26634/jsch.10.3.3127

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A Study Of Health Education And Its Needs For Elementary School Students

Irshad Husain* , Muhammad Ahmad Alamgir**, Muhammad Shahzad***

Hussain,I., Alamgir,M.A., & Shahzad,M (2015). A Study Of Health Education And Its Needs For Elementary School Students. i-manager’s Journal on School Educational Technology, 10(3), 26-37. https://doi.org/10.26634/jsch.10.3.3128

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Time Management and Academic Achievement of Higher Secondary Students

A. Vences Cyril*

Assistant Professor, Peniel Rural College of Education, Dindigul, Tamilnadu.

Cyril,A.V (2015). Time Management and Academic Achievement of Higher Secondary Students. i-manager’s Journal on School Educational Technology, 10(3), 38-43. https://doi.org/10.26634/jsch.10.3.3129

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Use of a Numerical Strategy Framework in the Professional Development of Teachers

Kumar Laxman* , Peter G. Hughes**

*-** Faculty of Education, School of Curriculum and Pedagogy, University of Auckland, New Zealand.

Laxman,K., & Hughes,P.G (2015). Use of a Numerical Strategy Framework in the Professional Development of Teachers. i-manager’s Journal on School Educational Technology, 10(3), 44-52. https://doi.org/10.26634/jsch.10.3.3130

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* Art Instructor, Aaron Cohn Middle School, Double Churches Middle School, Columbus, Georgia.

** Associate Professor, Department of Middle, Secondary, Reading, and Deaf Education, Dewar College of Education and Human Services, Valdosta State University, Valdosta, Georgia.

Irshad Husain* , Muhammad Ahmad Alamgir, Muhammad Shahzad*