Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.
The entire education system is moving from the teacher-centered teaching-learning approaches towards student-centered teaching-learning approaches, with anticipation that it would increase the learning outcomes. This empirical study was carried out to compare the traditional and non-traditional classrooms. It also tried to understand the effectiveness of the Alternate Instructions in the Mathematics and Primary Language (Marathi) classrooms. This study collected about 8000 snapshots from the classrooms of Government schools. Based on the empirical evidences, study can claim that Non-Traditional classrooms show more Time-on-Task (ToT) as compared to the Traditional classrooms. Study could show interesting trends of ToT throughout a session of 35mins. It also compared those trends for Mathematics and Marathi.
Higher order thinking skills are essential for the 21 st century youth and the workforce. There is however, concern on the extent to which various teaching practices enhance these skills in the secondary school student in Cameroon. The study therefore examined the influence of teaching practices on higher order thinking skills on secondary school students in the North West Region of Cameroon. Three hypotheses sought to examine whether teaching methods, teaching learning materials and assessment activities influenced higher order thinking skills among secondary school students in the North West region of Cameroon. The study was a descriptive survey and data were collected using a questionnaire and an observation guide. The sample consisted of 320 students. Data were analyzed inferentially using the Pearson Product Moment Correlation. Findings revealed that teaching practices influence higher order thinking skills in secondary school students in the North West region of Cameroon only to a small extent. Specifically, teaching methods influence higher order thinking skills but assessment activities, and teaching learning materials do not influence higher order thinking skills. Based on the findings, recommendations are discussed.
This research examined the effectiveness of Computer Multimedia Package for enabling student teachers for constructivist classroom with reference to Process of Knowledge Construction, abilities required for Knowledge Construction, Teacher tasks for Knowledge Construction for pupils, change in role of teachers & change in teaching approach of your subject. Student teachers from Karad City (N=60) were selected for experimentation. Experimental information was obtained through Paper pencil test, Checklist and Concept maps. Descriptive statistics in the form of frequencies were used to analyze the data. It is concluded that the developed Computer Multimedia Package (CMP) is effective for developing the acquisition of theoretical base of Constructivism, Planning activities required for teaching with Constructivist approach and also understanding the nature of changed teacher tasks and teacher roles in Constructivist Classroom. Learning is not confined to the four walls of the classroom. For this to happen there is a need to connect knowledge to life outside the school and enrich the curriculum by making it less textbookcentered. The training of teachers is a major area of concern at present as both pre-service and in-service training of school teachers are extremely inadequate and poorly managed in most states. Pre-service training needs to be improved and differently regulated both in public and private institutions, while systems for in-service training require expansion and major reform that allow for greater flexibility. There exists a wide variation in the status of teachers and the need for teachers at different levels of school education across the country. The NCF2005 demands a teacher to be a facilitator of children’s learning in a manner that helps children to construct knowledge and meaning. The teacher in this process is a co-constructor of knowledge. It also opens out possibilities for the teacher to participate in the construction of syllabi, textbooks and teaching-learning materials. Such roles demand that teachers be equipped with an adequate understanding of curriculum, subject-content and pedagogy. There is now a public acknowledgement that the current system of schooling imposes tremendous burden on our children. This burden arises from an incoherent curriculum structure that is often dissociated from the personal and social milieu of children as also from the inadequate preparation of teachers who are unable to make connections with children and respond to their needs in imaginative ways. Teachers need to be creators of knowledge and thinking professionals. They need to be empowered to recognize and value what children learn from their home, social and cultural environment and to create opportunities for children to discover, learn and develop. The recommendations of the NCF 2005on school curriculum are built on this plank. With this backdrop researcher developed computer multimedia package for enabling student teachers for constructivist classroom.
The importance of good teachers is no secret. Over the last two decades, research on student achievement has pinpointed the central role of teachers as one of the key propellers referred to in terms of a focus on student outcomes. This review exploits the teacher’s effectiveness and what makes an effective teacher. Classroom management, classroom climate and teaching are the three factors that had statistically significant positive impacts on student academic outcomes. Teachers’ sense of professional identity influences their relative commitment and resilience as well as their capacities to manage variations to sustain their teaching effectiveness. It draws out implications for policymakers in education and for improving classroom practice. In order to improve teacher efficacy, greater subject specific training in theory and practical work, both in pre-service and continuing teacher training programs could be offered. Conclusions are drawn that highly-qualified teachers are still in high demand for boosting student’s motivation for optimum outcome. The findings unraveled in this study that the trend of augmentation in the Sri Lankan science secondary education context is growing at a slow but steady pace and also no significant impacts of teacher training on either teacher or student thus imply the ineffectiveness of short-term teacher training programmes on teacher and student performance.
This paper reviews literature on inclusive learning with a view to making recommendations on the strategies that teachers and stakeholders in education should employ to ensure that their learning institutions are aligned to globally accepted education standards. The paper will specifically focus on teaching strategies that enhance inclusiveness in classroom learning. Inclusive classrooms are critical if learning institutions are to adequately nurture learners with the skills and competences needed in the 21 st century industry such as critical thinking, problem-solving and innovation. It is hoped that this review will shed light to education practitioners on the critical factors that contribute to individual learner's enjoyment of their right to quality education as they go through the teaching-learning process. The paper recommends that an empirical research be carried out in universities in Kenya to determine whether they embrace the principles of inclusive learning in classroom discourse and the inculcation of the appropriate skills.
2004 •
European Journal of Education Studies
STIMULATING DIGITAL LITERACY PARTICIPATIONS' FRAMEWORKS: INNOVATIVE AND COLLABORATIVE LANGUAGE PROJECTS2018 •
This paper highlights educators' innovativeness as digital participants and facilitators adapting themselves in current global educational changes as upshots of technological fusion that influence instructional variation for learners' real–world. It is perceived that teachers' flexibility to evolving trends in current instructions is crucial. It is fundamentally a structured expository concept on teachers and students' development reinforced by theories and researches' investigated outcomes toward the challenges of emerging pedagogic phenomena sustained by model project-tasks designed for innovative, collaborative and digital literacy participations. This inquisition attempts to respond to the succeeding inquiries: Why do educators innovate in the 21st century? Is professional development necessary to situate contemporary learning? What are the roles of technology and digital literacy for innovative and collaborative instructions? What are the features of digital literacy and digital participations and how do participants pragmatically engage? What are some collaborative and innovative projects that define digital participations? Are these tasks sustained by current and duly sanctioned educational principles and frameworks? Do these tasks conform to the scope of integrated digital literacy taxonomy framework? Do the framework and principles produce practical assessment of outcomes to improve future project-based tasks? An empirical investigation is recommended to test the significance and correlation among students' project performance towards their attitudes and efficacy on digital literacy.
European Journal of Education Studies
UNDERPINNING FILM ELEMENTS' PEDAGOGICAL FEASIBILITIES FOR CREATIVE WRITING2018 •
2017 •
The Brookings Institution
Learning to Leapfrog: Innovative Pedagogies to Transform EducationEuropean Journal of Education Studies
The Eyes Have It: Using Eye Tracking Technology to Assess the Usability of Learning Management Systems in Elementary SchoolsOECD Working Paper
Understanding innovative pedagogies: Key Themes to analyse new approaches to teaching and learning2018 •
New era of technology
Exploring the New Era of Technology-Infused Education A volume in the Advances in Educational Technologies and Instructional Design (AETID) Book Series2012 •
Inclusive Education Strategies: A Textbook
Inclusive Education Strategies: A TextbookEuropean Journal of Education Studies
STUDENT DISAFFECTION: TEACHERS’ PERSPECTIVES ON DISAFFECTION CHARACTERISTICS AND FREQUENCY IN PRESCHOOL SETTINGS2019 •
THE REFLECTION OF TEACHERS’ PRIOR LANGUAGE LEARNING EXPERIENCES IN ESL TEACHING APPROACHES
THE REFLECTION OF TEACHERS’ PRIOR LANGUAGE LEARNING EXPERIENCES IN ESL TEACHING APPROACHES2017 •
International Journal of Intruction
Does the Teaching and Learning Process in Primary Schools Correspond to the Characteristics of the 21st Century Learning2020 •
Journal of Educational Psychology
The Role of Elementary School and Home Quality in Supporting Sustained Effects of Pre-K2019 •
How ICT Facilitates the Incorporation of Differentiated Instructional Strategies
A Qualitative Assessment of how Information Communication Technology (ICT) Facilitates the Incorporation of Differentiated Instructional Strategies in Diverse Grade Nine Classrooms in the Public Secondary Schools in Antigua and Barbuda2017 •
European Journal of Education Studies
Lesson Planning Competency of English Major University Sophomore Students (2).pdf2018 •