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Journal on School Educational Technology最新文献

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Professional Development and Mentoring in Support of Teacher Retention. 支持教师留任的专业发展和辅导。
Journal on School Educational Technology Pub Date : 2014-02-15 DOI: 10.26634/JSCH.9.3.2614
C. Rodgers, J. Skelton
{"title":"Professional Development and Mentoring in Support of Teacher Retention.","authors":"C. Rodgers, J. Skelton","doi":"10.26634/JSCH.9.3.2614","DOIUrl":"https://doi.org/10.26634/JSCH.9.3.2614","url":null,"abstract":"The authors' discussion will describe how teacher retention is in jeopardy. Many novice teachers are ill-prepared to handle the rigorous school days and challenging students academically and behaviorally (Stansbury & Zimmerman, 2002). Novice teachers need guidance and support to ease tensions and stress levels which arise during teaching (Bolin, 2008). Common preparation periods and team teaching is an effective form of staff development (Lewis et al., 1999). Teamwork makes stronger teachers to help weaker teachers and produce improvements in teaching by sharing techniques and information. This has led to the need for staff developments that encourage mentoring to help teacher retention rates.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115623305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
Status of Higher Secondary School Libraries in Thiruvallur District. Thiruvallur区的高中图书馆现状。
Journal on School Educational Technology Pub Date : 2014-02-15 DOI: 10.26634/jsch.9.3.2616
M. Seenivasan, N. A. Kumar
{"title":"Status of Higher Secondary School Libraries in Thiruvallur District.","authors":"M. Seenivasan, N. A. Kumar","doi":"10.26634/jsch.9.3.2616","DOIUrl":"https://doi.org/10.26634/jsch.9.3.2616","url":null,"abstract":"Libraries are the main sources of knowledge. They play a major role in fostering reading habit among school children. Hence, it is deemed interactive to study the status of higher secondary school libraries in Thiruvallur District, Tamil Nadu. For the Analysis 50 Higher Secondary Schools were selected randomly comprising of Government Higher secondary school, Government Aided Higher Secondary School, Private Matriculation Higher Secondary School and Kendriya Vidyalaya from Thiruvallur District. Questionnaires were distributed to the Headmasters/Principals of those schools who participated in the survey. The collected data has been tabulated and analyzed using Simple Parentage Analysis. The result showed that 35 schools (70%) have libraries; where as 15 schools (30%) don't have libraries in their schools. It is also found that only 27 schools (54%) have appointed fulltime librarians, but 23 schools don't have qualified librarians. From the results, it has been concluded that the school libraries functioning in Kendriya Vidyalaya's and Private Matriculation Higher Secondary Schools are in a remarkable state, where as Libraries in Government Higher Secondary Schools and Government Aided Higher Secondary Schools are in a poor state.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122617635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Infusing BSCS 5E Instructional Model with Multimedia: A Promising Approach to Develop 21st Century Skills. BSCS 5E教学模式与多媒体的融合:培养21世纪技能的有效途径。
Journal on School Educational Technology Pub Date : 2013-11-15 DOI: 10.26634/JSCH.9.2.2494
D. C. Senan
{"title":"Infusing BSCS 5E Instructional Model with Multimedia: A Promising Approach to Develop 21st Century Skills.","authors":"D. C. Senan","doi":"10.26634/JSCH.9.2.2494","DOIUrl":"https://doi.org/10.26634/JSCH.9.2.2494","url":null,"abstract":"","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134101614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Experiences of Students with Visual Impairments in Adoption of Digital Talking Textbooks: An Interpretative Phenomenological Analysis. 视障学生使用数位有声教材的经验:解释性现象学分析。
Journal on School Educational Technology Pub Date : 2013-11-15 DOI: 10.26634/jsch.9.2.2495
Ahamad Hussin, J. Folkestad, C. Makela
{"title":"Experiences of Students with Visual Impairments in Adoption of Digital Talking Textbooks: An Interpretative Phenomenological Analysis.","authors":"Ahamad Hussin, J. Folkestad, C. Makela","doi":"10.26634/jsch.9.2.2495","DOIUrl":"https://doi.org/10.26634/jsch.9.2.2495","url":null,"abstract":"This study was conducted to explore the experiences of Malaysian secondary students with visual impairments in using digital talking textbooks (DTTs) to assist their learning. Data were obtained from individual in-depth interviews. An Interpretative Phenomenological Analysis (IPA) was used to understand the findings and confirm the emergent themes. Six super-ordinate themes emerged from the interview transcripts: (a) functionality, (b) user support, (c) knowledge/familiarity, (d) challenges of access, (e) alternative, and (f) adaptation of DTTs are discussed. In conclusion, four high-level recommendations are made for future DTT design: 1) design based on current and projected work habits of students, 2) develop proactive user support, 3) teacher training, and 4) design based on adaptation and flexibility.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131352550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Co-Relates between Anxiety and Academic Achievement in Teacher Trainees. 实习教师焦虑与学业成绩的相关关系
Journal on School Educational Technology Pub Date : 2013-11-15 DOI: 10.26634/JSCH.9.2.2497
Shivani Yadav, Savita Sharma
{"title":"Co-Relates between Anxiety and Academic Achievement in Teacher Trainees.","authors":"Shivani Yadav, Savita Sharma","doi":"10.26634/JSCH.9.2.2497","DOIUrl":"https://doi.org/10.26634/JSCH.9.2.2497","url":null,"abstract":"Anxiety is one of the major predictors of academic performance. Teacher trainees with anxiety disorder display a passive attitude in their studies such as lack of interest in learning, poor performance in exams, and on lesson plans & assignments. This research observes the relationship between level of anxiety and academic achievement of teacher trainees. A stratified random sampling technique was used to select 130 teacher trainees from colleges of Education. Hypotheses were tested using Pearson's correlation, chi-square and independent t-test statistics. The results show that there is a low but significant relationship between anxiety and academic achievement of teacher trainees. So, research on anxiety is one of the most active areas in psychology.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134112696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
RESTRUCTURING THE FUTURE CLASSROOM - A GLOBAL PERSPECTIVE 重构未来课堂——全球视角
Journal on School Educational Technology Pub Date : 2013-11-15 DOI: 10.26634/JSCH.9.2.2496
Shivakumar, Manichander
{"title":"RESTRUCTURING THE FUTURE CLASSROOM - A GLOBAL PERSPECTIVE","authors":"Shivakumar, Manichander","doi":"10.26634/JSCH.9.2.2496","DOIUrl":"https://doi.org/10.26634/JSCH.9.2.2496","url":null,"abstract":"The students are the consumers as well as co-creators of knowledge. Information does not flow top-down any more. Networks, peers and student’s inquisitiveness teach students. Teachers act as filters. Collaboration is the key. In today's world or the netgen, knowingly or unknowingly technology and the free flow of information via internet has made young mind wanting. Over the last few decades, everything has changed in our lives with the all pervasive intervention of technology. However classrooms have remained untouched by technology. The classrooms that our grandparents went to are exactly the kind of classrooms our children study in. Chalk and blackboard, a packed classroom, text books, regimented curriculum, a teacher painstakingly explaining abstract concepts with the limited tools at her disposal. Its difficult to a Science teacher explaining how a DNA replicates, a History teacher teaching a class about the Harappan Civilization, or a Geography teacher teaching how Block mountains are formed.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127581580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Investigating Pre-Service Candidates' Images of Mathematical Reasoning: An In-Depth Online Analysis of Common Core Mathematics Standards. 调查职前考生的数学推理形象:对共同核心数学标准的深入在线分析。
Journal on School Educational Technology Pub Date : 2013-11-15 DOI: 10.26634/JSCH.9.2.2498
C. E. Davis, J. E. Osler
{"title":"Investigating Pre-Service Candidates' Images of Mathematical Reasoning: An In-Depth Online Analysis of Common Core Mathematics Standards.","authors":"C. E. Davis, J. E. Osler","doi":"10.26634/JSCH.9.2.2498","DOIUrl":"https://doi.org/10.26634/JSCH.9.2.2498","url":null,"abstract":"This paper details the outcomes of a qualitative in–depth investigation into teacher education mathematics preparation. This research is grounded in the notion that mathematics teacher education students (as “degree seeking candidates”) need to develop strong foundations of mathematical practice as defined by the Common Core State Standards for Mathematics' (CCSSM). In this investigation mathematics Pre-Service Candidates (“PSCs”) participated in an online 15-week methods course that infused writing prompts. This research activity probed the PSCs images of mathematical reasoning. It is based on the idea that in mathematical teacher education, teacher preparation requires teaching mathematical standards. In teaching, the standards activities are required that infuse mathematical reasoning. This will aid PSCs in further infusing mathematical reasoning in their teaching both now and in the future.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114268945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Flexible Learning as New Learning Design in Classroom Process to Promote Quality Education. 灵活学习:课堂过程中的新学习设计促进素质教育。
Journal on School Educational Technology Pub Date : 2013-08-15 DOI: 10.26634/JSCH.9.1.2401
D. Joan
{"title":"Flexible Learning as New Learning Design in Classroom Process to Promote Quality Education.","authors":"D. Joan","doi":"10.26634/JSCH.9.1.2401","DOIUrl":"https://doi.org/10.26634/JSCH.9.1.2401","url":null,"abstract":"st Educators in the 21 century realize that students entering the classroom today are much different from those who have come before. Today's students are demanding a change in the classroom because of their ability to gather information faster than any other generation. It gives users on-demand access to the content, tools, training, information, and support they need to create and enhance learning relevance and efficacy through both school-provided and personal technology. Learning is acquiring new, or modifying and reinforcing existing, knowledge, behaviours, skills, values, or preferences and may involve synthesizing different types of information. Flexible Learning is a set of educational philosophies and systems, concerned with providing learners with increased choice, convenience, and personalisation to suit the learner. In particular, flexible learning provides learners with choices about where, when, and how learning occurs. Sometimes it also referred to as personalized learning. Quality determines how much and how well children learn and the extent to which their education translates into a range of personal, social and developmental benefits. The objective of this paper is to find whether flexible learning in classroom helps to promote quality education. Here the investigator used interview method to fulfil the study. The investigator prepared a flexible learning schedule to find the new learning design in classroom process. The investigator collects the information from the student about the flexible learning design in classroom environment. The flexible learning moulds the learner to plan their activities according to their interest and enthusiasm. It also keeps the mind of learner in a pleasant situation that is out of external fear. Finally the study concludes that flexible learning in classroom helps to promote quality education.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116229652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 33
Online Course Effectiveness: A Model for Innovative Research in Counselor Education. 网络课程有效性:辅导员教育创新研究的一种模式。
Journal on School Educational Technology Pub Date : 2013-08-15 DOI: 10.26634/JSCH.9.1.2399
G. Cicco
{"title":"Online Course Effectiveness: A Model for Innovative Research in Counselor Education.","authors":"G. Cicco","doi":"10.26634/JSCH.9.1.2399","DOIUrl":"https://doi.org/10.26634/JSCH.9.1.2399","url":null,"abstract":"","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125919667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Cognitive Load Theory--Sometimes Less Is More. 认知负荷理论——有时少即是多。
Journal on School Educational Technology Pub Date : 2013-08-15 DOI: 10.26634/JSCH.9.1.2402
Cody Taylor
{"title":"Cognitive Load Theory--Sometimes Less Is More.","authors":"Cody Taylor","doi":"10.26634/JSCH.9.1.2402","DOIUrl":"https://doi.org/10.26634/JSCH.9.1.2402","url":null,"abstract":"","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133859855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
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