Developing Scientific Literacy to Promote 21st Century Skills
Overcoming Isolation: Online Collaboration among Rural Primary School Principals in New Zealand
Evaluating Pandemic-Induced Online Learning in India: Secondary and Senior Student Experiences
Relationship between Videogame Addiction and Academic Performance of Senior Secondary Students
STEM Education: Evaluation and Improvement Methods
A Study Of Health Education And Its Needs For Elementary School Students
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
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
Schools play a very significant role in fostering participation and leadership skills and in promoting the way forward to a better future. This article offers a number of strategies which can pave developmental pathways to student leadership. In addition, it analyses the beneficial aspects of such activities in enhancing the competency of students as leaders and effective participants.
The connection between home and school is referred to in various ways such as parent involvement, home-school relations or community involvement in schools. This paper conceptualize that connection as a ‘partnership’ with parents being viewed as partners with teachers in educating children. Parental involvement at all stages is crucial for children’s learning, but especially in the early years parenting role is seen as a driving force in their success (Pascal, Henry, cited in Bridge 2001) The idea of such a partnership is one that has been the focus of attention and debate for quite some time though it is not without tensions and problems in many countries.
In Pakistan, a large number of Parent-Teacher Associations and School Management Committees have been formed but a recent newspaper report (Amir, 2004) suggests that many are ineffective due to non-representative membership or they are non-functional, existing only on paper. Troublesome though it may be, few would argue that there should be no connection between home and school. So the purpose of this chapter is to explore some ways to strengthen the relationship between teachers and parents.
The present need is to continue to build learning communities involving parents and teachers working in partnership with each other. It is recognized that building bridges between home and school needs marathon efforts from both the teachers and the parents and what is absolutely vital is mutual understanding and cooperation on both sides. Parents and teachers can be partners and they have an excellent opportunity to demonstrate what can be achieved when working together in the best interests of the student.
Teaching is successful only to the extent to which students are able to grasp it fully. In this age of science and technology, the process of teaching has reached new dimensions. Teaching is not a one sided affair. In the context of modern developments teaching is a tripolar process. The traditional teaching of 30 or 40 students is no longer effective. Information explosion and population explosion are bringing about changes in both developed and developing countries. The teaching practices in our universities continue to be the same. The method of teaching links the teacher and his pupils into an organic relationship with constant mutual interaction. The methods that could be followed for different levels of students discussed in this article are: play way method, Dalton’s plan, Project method, Heuristic method seminar method and demonstration method.
Leadership is a subjective concept that can be applied in diverse ways, depending on the circumstances either negative or positive (Ubong and Wokocha, 2001) Subjective as the concept of leadership is, it is definable in relationship with power. Galbraith (1984) used Max Weber’s definition of power to make leadership more understandable. In the authors’ view, power is the possibility of imposing one’s will upon the behaviour of other persons. Leadership therefore becomes practicable when one person or group can be influenced by another. Stressing further, Koontz, O’ Donnel and Weihrich (1980) define leadership as the art or process of influencing people so that they will strife willingly toward the achievement of group goal. Katz and Khan (1966) synthesize leadership as definable in three categories. The authors put it that leadership can have an attribute of position, leadership as character of a person and leadership as a category of actual behaviour. Most definitions of leadership fall within all or some of the above categories. However, a leader is a person who carries her/his subjects along and it demands cooperation. Bass (1981) sees leadership as a process of influencing group activities towards the achievement of goals.
The Quality of an educational environment is witnessed with the harnessing efforts of the staff, students and the collaborative parents at large. The leadership of all counts towards the perfection in practice for all the levels of learning and teaching. As a matter of fact, Today's youth are living with an explosion of technological advances especially in the area of the internet, mobile applications and multi-player gaming. This increases the need for proper supervision and mentoring as they may be overwhelmed by the sheer overload of activities and information.
The present study enlightens the efficacy of Student Leadership method in learning Multiplication in Mathematics at primary level. Single group experimental method was adopted for the study. Forty learners studying in Standard III in Panchayat union primary School, Muthupettai in South Tamil Nadu, India have been selected as sample for the study. From the analysis, it is found that the student Leadership method is so robust comparing with the customized approach, in learning concept of Multiplication in Mathematics.
The main purpose of this paper is to explore and discuss youth reflections toward digital leadership for social justice activism. Besides, this paper aims to explore the evidence and truth that meant for understanding silent dialogues through critical pedagogy in a digital society. In this study, the strategies and principles of their leaderships based on new communication technologies of evidence and truth through critical pedagogy, is discussed to generate a theoretical framework that provides authentic examples and experiences for probing social justice activisms. The author hopes that these online leaderships can be able to find the diverse resources, multicultural experiences, and egalitarian opportunities that open youth minds and broaden their perspectives. Furthermore, discussing the main features of silent dialogues can construct a very powerful paradigm shift to establish public interests encompassing the reflections of every aspect of social justice activism with the enthusiasm, ideologies and persuasions as well as judgments.
