Gender Differences in Professional and Digital Competencies among Secondary School Teachers in Jammu and Kashmir: A Descriptive and Correlational Analysis
Technology and Identity Enactment among Muslim Immigrant Families
Education for All: Addressing the Digital Divide and Socioeconomic Disparities in Modern Schools
Overcoming Misconceptions on 'Gravity and Force' of Ninth Standard Students
A Study to Assess the Effectiveness of Behavior Change Techniques on Screen Time Duration among Preschoolers and Parent Satisfaction Levels at a Selected School in Kanniyakumari District, Tamil Nadu
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
A Study Of Health Education And Its Needs For Elementary School Students
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
A survey was carried out to determine whether the way Design is taught at secondary and university level in the UK, adequately prepares pupils who choose to pursue a career in design and then to determine ways that it could be improved. A survey was completed with 13 participants, studying design at university, to discover from their perspective what skills were being taught and what skills they thought would benefit them to learn in more depth prior to university. The survey, moreover, contained a couple of questions targeted at participants who had undertaken some time out in industry to determine what advance information they felt would have been of benefit before their time in industry. This information combined with 3 interviews with current design graduates working in industry, was aimed at providing a view of what was required from the design industry. Of the participants who had spent time in industry, 100% of them felt better communication between industry and the education system would lead to better designers. 85% felt that design specific skills and the process of how to design needed to be taught in more depth. The major areas included in this were the ability to sketch and therefore express ideas better, CAD skills, and the ability to use programs such as Photoshop and Illustrator to display ideas. These were all areas that students felt had they learnt them at secondary school in more depth, or at all, would have aided them during study for their university degree. Next were the additional skills that the 3 design graduates and 12 placement students felt would have been beneficial to learn. It was also felt that enhanced experience of Photoshop and Illustrator at university would have made the introduction to some jobs easier, and that rather than it be taught as part of the syllabus currently they had to learn it themselves. The other main point was that better overall business skills and business understanding would have been highly beneficial. This included the ability to present ideas, both orally and on paper, brainstorming skills, teamwork and the ability to cost ideas.
The purpose of this study was to explore the perception of elementary school heads about inclusive education practices followed at elementary schools. Grounded in positioning the theory, the study was conducted with a sample of twenty Headmasters (N=20) from Garadpur block of Kendrapara district (Rural) and Cuttack city (Urban) of Odisha. Interview Schedule containing six dimensions was used for data collection. Qualitative research analysis was used to explore how Heads of Elementary Schools are prepared for inclusive education practices. The main findings show that, perception of head masters was negative towards Inclusive Education. Heads or Headmasters need to be adequately trained so that they acquire skills and knowledge that would help them in their classroom teaching and practices, especially on inclusive settings. Because of this lack of training, HMs lacked confidence in teaching children with special needs in their classrooms especially if it had to take place in an inclusive setting. The findings of the study have significant implications to the school administrators, teachers, and other stakeholders who are directly and indirectly involved in implementing inclusive education.
This paper focuses on the teaching learning process by evaluating the Classroom management and Metacognition of high school teachers. Classroom management is one of the greatest concerns of teachers and administrators when addressing the safety and well-being of students (Taylor & Franklin, 2009). Effective classroom management should be the primary responsibility of the classroom teacher with the students accepting the responsibility of their inappropriate behavior. Metacognitive strategies like planning, monitoring and self evaluation may experience a lot of stress, strain and anxiety that results in restlessness in teaching competence. The uses of appropriate metacognitive strategies help the teachers to overcome the teaching learning problems. There is no doubt that the standard of Classroom management and Metacognition of teachers in the classrooms determine the standard of the school as well as quality education too. The research was a survey type, which consists of purposive sampling of 100 high school teachers in Dindigul district. The investigator has constructed and validated the Metacognition Scale and Classroom Management Scale by self under the guidance of his research guide. Personal data sheet was prepared by the investigator. The interpretation of data was done with statistical methods in percentage analysis, mean, standard deviation and 't'-test. The result showed that there is significant relationship between the Classroom management and Metacognition of high school teachers.
There are sweeping changes facing higher education institutions today that have resulted in diminished power, privilege, and prestige that the professorate have had in the past. Higher education institutions are faced with many challenges that often demand radical changes in the reconceptualization of the professorship and adversely preservation of the prestige of the profession in the academy. Prestige in this respect refers to a notoriety, reputation or influence arising from success, achievement, rank, or other favorable attributes. In other words. Prestige is a “distinction” or “reputation attached to a person or estimation in the eyes of people that has weight or credit (in general opinion), and a commanding position in people's minds. The aforementioned challenges are not only experienced locally depending on one's location on the globe, but also regionally, nationally, and internationally. This paper addresses the challenges faced by academics in higher education today that have been observed and experienced over the last twenty five years of teaching in higher education and offers a dynamic and empowering solution to those challenges that benefits both the professorate and the institutions in which they respectively serve.
Simulation is an experiential instructional method that teachers create to imitate or replicate actual events, problems, procedures, or skills to achieve the desired instructional results. Students experience the situation and apply learned skills and knowledge, think critically, and gather meaning from the practice. Simulation as a teaching strategy aligns well with the principles of constructivist teaching and learning theory and can be designed for social and physical learning experiences to fit the needs of all learners. This paper supports and explores simulation through the cognitivist's belief that people learn in whole conditions, not by isolated incidences, and considers the human factor that may influence a given situation.
