Active Learning Improves Academic Achievement and Learning Retention in K-12 Settings: A Meta-Analysis
Effectiveness of Layered Curriculum: A Mixed-Meta Research Synthesis
Mobile Assisted Language Learning of Students: A Qualitative Meta-Synthesis by ENTREQ Statement
A Systematic Review Study on Online Distance Teacher Education
Reflective Journals and Pre-Service Teacher Education and NEP-2020: A Critical Analysis
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
Effective online teaching is a popular topic in today’s educational technology journals due to the vital role that educators play in the teaching and learning process. The author will provide insights into effective online teachers and highlight training and mentoring practices for online instructors at the University of Phoenix.
Teaching is pragmatic: its effectiveness is often judged by results. If the students learn, the teaching is successful; if they don't, it is not. So the facts we must face are: there are people who simply cannot teach; and some of them refuse to acknowledge the fact. Some of those teachers without ability, know their limitations and leave the profession, generally those who survived were those who could teach and those willing to improve their skills.
A body of literature (Shulman,1987; Grossman, Wilson, & Shulman,1989; Ball, & McDiarmid, 1990; Cochran, 1993) has informed us that among the basic criteria for a teacher are: knowledge of the subject, and ability to impart it. You must know your subject well enough to teach it to impact learning. It is the unique ability of some teachers to impart their knowledge not only to the bright and disciplined students but to all including “the unteachables” that this paper is premised on.
Through this article, an attempt is made to highlight some ways on how teachers can integrate technology into their teaching repertoire to enhance the teaching learning process to make it both an enjoyable and enriching experience. Technology has several advantages: it is being used as a powerful tool by many teachers for making lesson plans and organizing learning activities, for enhancing class-room presentations by employing CD- ROMs and multimedia, assisting in skill development through practice, the test generators and electronic grade books are very resourceful in evaluating student performance, it is particularly favorable with problem based learning, it enhances cooperative interaction among students, it serves very strongly as a motivational and management tool and the assistive technologies are extremely beneficial to students with special needs. It is hoped that the guidelines outlined in this article can provide some assistance to teachers attempting to optimally combine their goals, their students' needs and the power of the Technology-enhanced class-room.
Increase in enrolment of learners at the different levels of the educational system and particularly in the south-western Nigerian universities motivates this paper. The stretched facilities, infrastructure, poor funding and attitude of stressed teachers to adoption of new technologies affect quality teaching and thus demand the attention of instructional designers. It is felt that the application of modern technologies in teaching and learning, especially the interactive instructional design packages as used in the (K12 school education) would lead to quality teaching. It was suggested that teachers' be encouraged to explore the potentials found in the information communication technologies (lCTs).
This study tries to assess the roles of the Open and Distance learning subject specialists in the Polytechnic University of the Philippines Open University (PUP OU) in promoting self-directed and independent learning as perceived by themselves. Results of analysis showed that PUP OU subject specialists were also active teachers with an accredited portfolio.
This is an action research to investigate and argue the Turkish teachers' experiences on online communications to build a democratic and multicultural knowledge network. This study utilized both qualitative and quantitative data collected from different sources. This helped the author generate new perspectives and stimulate new directions in the data analysis. Also, this study has taken a grounded theory approach to allow the researcher to explore and discover the Turkish teachers' attitudes toward online communications. This research was conducted during the 2003-2004 school-year in Eskisehir, Turkey. The findings of this study represent 319 teachers (241 women and 78 men) who work at the K12 schools in Eskisehir.
This paper examines the effects of gender of teachers, teachers' qualification, experience and training on mathematics achievement among eighth grade students in Malaysia using data from the Third International Mathematics and Science Study (TIMSS) 2003. Only gender of teachers has significant influence on student's achievement in mathematics.
Moral feeling, moral thinking and moral acting are aspects in Moral Education for Malaysian schools. Students are encouraged to practice what they learn within and outside the boundaries of the class room. In the year 2000, there were shift in assessing teaching and learning of Moral Education in which equal weightage were given to the cognitive/moral thinking aspect, as well as moral feeling and moral acting. This has resulted in an assessment paper for Moral Education requirement focusing upon practical work students carry out, based on themes taught in the classroom. Policy makers together with Malaysian Examination Board produced a comprehensive syllabus and formative assessment sheets to assess students involvement in the implementation of the new system. Unfortunately, at this initial stage many flaws were found and policy makers need to reassess before it becomes “settled”, given serious backfire from teachers and students concerned.