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
This paper deals with three components are essential for successful programs that involve families in an educational setting like climate, collaboration and communication.
This paper focuses on study concerning the relationship of classroom control by the teacher and academic achievement by the student.
In the computer age, challenges have gained a new quality, and teachers, especially with their pedagogic responsibilities, have gained a new role to play. To familiarize themselves with the new technology and to become aware of its value in language education, the potentials of this new technology can be utilized to enhance the basic language skills. Reading is a complex activity that demands simultaneous application of a variety of cognitive processes. In learning to read, all students do not progress at the same rate. Hence, the reading class requires a more individualized, student-centered approach. Since computer-assisted instruction is particularly effective in presenting content which needs mastery or comprehension, and in catering to the needs of students of all levels, integration of this approach into reading curriculum can be given desired attention. This paper will focus on providing guidelines and suggestions of developing traditional and innovative activities for a self-instructional reading program that can be used in learning and testing EST reading for slow learners.
As global digital communication continues to flourish, Children’s Web pages become more critical for children to realize not only the surface but also breadth and deeper meanings in presenting these milieus. These pages not only are very diverse and complex but also enable intense communication across social, cultural and political restrictions while educating and entertaining. Hidden biases associated with hate, stereotyping, prejudice and discrimination on these Children’s Web pages, furthermore, can be delivered by several hate groups, who specifically target young children. They know that hateful messages placed at an early age can profoundly influence and affect young minds. The main purpose of this paper is to evaluate the social, cultural and political forces determining information quality and the rich array of Web sites being delivered for children. Especially, this paper, painted a more realistic and accurate portrait of biases in online world, is to learn how to promote the most important diverse backgrounds, ethnocentrism and antiracist, equity in the children’s Web pages better by increasing emphasis on cultural multiculturalism.
Education means a natural, progressive and systematic development of an individual. It is also a conscious attempt to promote learning in others. The shift in learning witnessed the revolution of technology and the new millennium ushered in a new dimension of learning. The changes occurred in the field of education are far beyond the boundaries of our imagination. Learning through technology is becoming increasingly diverse, innovative and specialized. The arrival and rapid dissemination of digital technology in the last decades of the twentieth century has changed the styles of learning. Self-motivated learning along with the use of technology goes a great way towards the achievement and paves way for responsible learning. This article focuses on the impact of self motivated learning through technology. It also encompasses the types of learners in the technological strategies used to foster motivation.
This paper examines students’ self-motivation in mathematics learning between girls and boys using secondary analysis of the Third International Mathematics and Science Study (TIMSS) conducted in 2003 by the International Association for the Evaluation of Educational Achievement (IEA) involving eighth graders. Components of self-motivation include students’ self-confidence in learning mathematics, attitudes towards mathematics, the value students place on mathematics, students’ initiative in looking up for information concerning mathematics topics and extra mathematics classes outside of classroom hours. The paper also examines the relationships between these components and mathematics average achievement between girls and boys.
Tremendous changes are taking place in the world which certainly influence the system of education, and teacher education too cannot remain immune to these global changes. Information Technology (IT) is affecting teachers, individuals and the society. Digital learning has opened the doors of classroom and made knowledge accessible even for those sitting at home. The preparation of teacher has changed with the passage of time and with the change in expectations of the society. Teachers have always played a crucial role in preparing communities and societies towards exploring new horizons and achieving higher level of progress and development. The teacher educators occupy a pivotal position in the system of education. The success of any educational reform depends upon the quality of teachers and in turn the quality of teachers depends to a large extent on the quality of teacher education.
In view of the above said fact, the computer education paper was introduced as a compulsory paper in the common core curriculum for B. Ed course, for all the secondary teacher-training institutions in the state. The present researcher conducted a survey with a designed questionnaire to assess the computer usage and computer literacy and the attitude of B. Ed trainees towards teaching computer education. A sample of 200 B. Ed. students from Government and Private Colleges of Education, comprising male and female, were included from the Kakatiya University region, to make a through analysis with statistical evidences. The study reveals many facts regarding the availability of computer in educational institutions and the percentage of student and teacher users.
This article reports a case study research about the management of successful schools with special emphasis on female leadership, to prove that gender does matter in successful school management. A cross case analysis was conducted with three different school leaderships, especially with regard to their profiles, personal, academic and professional qualifications, their perceptions of successful schools and the initiatives undertaken by them to improve schools. The findings reveal that gender, although significant did not matter to a great extent in successful school management, but what mattered was proper delegation and devolution of authority, firm but caring relationships, appropriate monitoring structures and practices. In this context the present study is focused on the implications of feminine leadership in Pakistan.
The present study illuminates the causes of the learners in identifying and discriminating syllables and syllabic words in English. It displays the ways for eliminating syllables and syllabic words in English by using self-motivated learning gadget. Single group experimental method was adopted for the study. Fifty students studying in standard VI were selected for the study. Achievement tests (pre-test & post-test) were used for the study. It concludes that identifying syllables and syllabic words in English by using Self-Motivated-Learning-Gadget is more effective than the conventional method.