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Pedagogical Content Knowledge in Co-Teaching for Special Educators 特殊教育工作者合作教学中的教学内容知识
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-05-19 DOI: 10.52634/MIER/2021/V11/I1(A)SPL/1841
B. Tandon
{"title":"Pedagogical Content Knowledge in Co-Teaching for Special Educators","authors":"B. Tandon","doi":"10.52634/MIER/2021/V11/I1(A)SPL/1841","DOIUrl":"https://doi.org/10.52634/MIER/2021/V11/I1(A)SPL/1841","url":null,"abstract":"More than three decades ago, Shulman introduced the concept of Pedagogical Content Knowledge (PCK) to describe the ways of representing and formulating the subject matter to make it comprehensible to others. It involves understanding of how particular subject matter topics and issues are organized and represented in order to teach in an effective way. It also involves understanding the needs and struggles of the students. Shulman (1987) identified PCK as one of seven categories of teachers’ knowledge which is essential for providing meaningful learning experiences to all students including children with disabilities. This calls for special educators in inclusive settings to possess the knowledge and skills to implement PCK in teaching all students. There is no global PCK model; researchers have explained it differently in terms of components in the field. This paper attempts to explain the concept of PCK, its importance for special educators teaching in co-teaching and two models of PCK namely Shulman’s Model and Ball’s Model.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"47 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83394148","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: 0
Cognitive Styles as Related to Scientific Attitude Among Adolescents 青少年认知风格与科学态度的关系
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-05-19 DOI: 10.52634/MIER/2021/V11/I1(A)SPL/1803
S. Kaur, Shaveta Sharma
{"title":"Cognitive Styles as Related to Scientific Attitude Among Adolescents","authors":"S. Kaur, Shaveta Sharma","doi":"10.52634/MIER/2021/V11/I1(A)SPL/1803","DOIUrl":"https://doi.org/10.52634/MIER/2021/V11/I1(A)SPL/1803","url":null,"abstract":"Cognitive styles are the consistent patterns of organising and processing information. It describes how the individual acquires knowledge (cognition) and processes information (conceptualisation). The present study is an attempt to study the relationship between cognitive styles and scientific attitude among adolescents. The sample comprised 400 adolescents from government and private schools in the four districts of Punjab. The Districts, schools and the adolescents were selected by using a simple random sampling technique. A descriptive survey method was employed. The findings of the study indicate that there is a significant and positive relationship between cognitive styles and scientific attitude among adolescents with respect to gender, locale and type of institution.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"20 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74543124","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: 0
The Predictive Influence of Peer Pressure and School Environment on Social Anxiety Disorder Among Adolescents 同伴压力、学校环境对青少年社交焦虑障碍的预测作用
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-05-19 DOI: 10.52634/MIER/2021/V11/I1(A)SPL/1767
Ishani kapoor, Shaveta Sharma, Mohua Khosla
{"title":"The Predictive Influence of Peer Pressure and School Environment on Social Anxiety Disorder Among Adolescents","authors":"Ishani kapoor, Shaveta Sharma, Mohua Khosla","doi":"10.52634/MIER/2021/V11/I1(A)SPL/1767","DOIUrl":"https://doi.org/10.52634/MIER/2021/V11/I1(A)SPL/1767","url":null,"abstract":"Social anxiety disorder is the most prevalent and chronic type of anxiety disorder worldwide. It affects the educational and social affairs of adolescents. Adolescents spend a lot of time in school, necessitating a considerable amount of social interaction with peer group and teachers. The present study attempts to find the predictive influence of peer pressure and school environment on social anxiety disorder among adolescents. Data was collected from 500 adolescents studying in government and self-financed schools in Punjab. The sample was drawn from ten randomly selected districts of Punjab state. The data was collected using the social anxiety disorder scale by Nagpal (2018), the Peer pressure scale by Singh and Saini (2010) and the School environment scale by Misra (2012). The findings reveal that social anxiety disorder is negatively related to peer pressure. A significant negative relationship exists between social anxiety disorder and the school environment. It is apparent from the regression model summary that the conjoint effect of peer pressure and school environment on social anxiety disorder among adolescents is higher than their individual effects. It implies that peer pressure and school environment would contribute towards predicting social anxiety disorder both independently and conjointly.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"35 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81279354","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: 0
Occupational Stress of Women Teachers in Relation to Certain Demographic Variables 女教师职业压力与某些人口统计学变量的关系
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-05-19 DOI: 10.52634/MIER/2021/V11/I1(A)SPL/1776
A. Rani, Shaveta Sharma
{"title":"Occupational Stress of Women Teachers in Relation to Certain Demographic Variables","authors":"A. Rani, Shaveta Sharma","doi":"10.52634/MIER/2021/V11/I1(A)SPL/1776","DOIUrl":"https://doi.org/10.52634/MIER/2021/V11/I1(A)SPL/1776","url":null,"abstract":"Job stress has become an important issue. It is regarded as one of the important occu- pational risks in the modern age. The objective of the present study was to find out the difference in occupational stress of women teachers concerning certain demographic variables. The study was conducted on 500 women teachers teaching in government and self-financed schools and colleges from five districts of Punjab. A multistage random sampling technique was employed. The results revealed that women teachers in government schools and urban areas and women teachers above 35 years of age have higher occupational stress. Based on the findings, it is recommended that workshops on Yoga and meditation camps for teachers be organised to reduce the level of occupational stress.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"134 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77532537","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: 0
Integrated Practice of Metacognitive Strategies And Second Language Writing 元认知策略与第二语言写作的综合练习
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-05-15 DOI: 10.52634/MIER/2021/V11/I1/1752
Mekala Sethuraman, Geetha Radhakrishnan
{"title":"Integrated Practice of Metacognitive Strategies And Second Language Writing","authors":"Mekala Sethuraman, Geetha Radhakrishnan","doi":"10.52634/MIER/2021/V11/I1/1752","DOIUrl":"https://doi.org/10.52634/MIER/2021/V11/I1/1752","url":null,"abstract":"Writing is a cardinal skill for effective communication practised extensively from primary education, but the students are not exhibiting adequate writing proficiency in their higher education and at their workplace. This experimental study focuses on enhancing the students’ writing skills by promoting metacognitive strategies in the classroom. The participants of this study are 51 pre-final year Diploma students belonging to the Department of Instrumentation and Control Engineering of an autonomous polytechnic institute in Tamil Nadu. The teacher-researcher has facilitated students’ cognizance with metacognitive strategies employed in the writing tasks administered during the course. The results have exhibited improvement apropos of coherence and unity in the students’ writing skill. It implies the indispensable role of metacognitive strategies in developing the capacity of the learners’ strategic thinking and guiding them to plan, progress, and process their writing into a coherent text.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"16 1","pages":"118-136"},"PeriodicalIF":0.3,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85512428","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: 0
Determinants of Job Opportunities in Skill Development Institutions: Indian Perspective 技能发展机构中工作机会的决定因素:印度视角
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-05-15 DOI: 10.52634/MIER/2021/V11/I1/1793
Manish Kumar, S. Garg, Shraddha Mishra
{"title":"Determinants of Job Opportunities in Skill Development Institutions: Indian Perspective","authors":"Manish Kumar, S. Garg, Shraddha Mishra","doi":"10.52634/MIER/2021/V11/I1/1793","DOIUrl":"https://doi.org/10.52634/MIER/2021/V11/I1/1793","url":null,"abstract":"In a fast-growing economy like India and having a comparatively young population, education, especially skill-based education, plays an important role. In the last two decades’ emphasis has been placed on this through education policy interventions at all levels of governance. Despite this, the impact is not sufficient. There is a need for the industry to associate with skill development institutions for need-based effective management programmes. This paper attempts to study the students’ perceptions of the skill development programmes and their efficiency in providing better job opportunities. The study shows a significant role of trainers, industry connections and institutes infrastructure in giving better jobs opportunities to the trainees of skill development institutes.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"67 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88523983","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: 0
Enhancing the E-Content Skills of Instructors Through the Use of Cloud-Based Mobile Learning Environment: A Case of a Saudi Arabian University 通过使用基于云的移动学习环境提高教师的电子内容技能:以沙特阿拉伯大学为例
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-05-15 DOI: 10.52634/MIER/2021/V11/I1/1754
A. Alenezi
{"title":"Enhancing the E-Content Skills of Instructors Through the Use of Cloud-Based Mobile Learning Environment: A Case of a Saudi Arabian University","authors":"A. Alenezi","doi":"10.52634/MIER/2021/V11/I1/1754","DOIUrl":"https://doi.org/10.52634/MIER/2021/V11/I1/1754","url":null,"abstract":"The research aims to design a mobile learning environment based on cloud computing applications to enhance the designing and publishing e-content skills of the faculty members of Northern Borders University, Saudi Arabia. The researcher used the semi- experimental approach to measure the impact of the mobile learning environment on the cognitive and performance aspects of the faculties. Two research tools were used in the study: an electronic achievement test to measure the cognitive aspect and an observation sheet to measure the performance aspects of designing and publishing e- content skills of faculty members (N=53). A training programme on mobile learning environment based on cloud computing was conducted to enhance the faculty members’ e-content designing skills. There was a statistically significant difference between the average scores of the members in their pre-and post-study assessment of the cognitive and performance aspects of designing and publishing e-content skills. Following the training programme, the faculty’s achievement scores increased to 84% from 42% in the pre-test; their performance to apply the learned skills in various activities improved to 91% from 43%. Based on the results of the study, it can be recommended that the mobile learning environment based on cloud computing applications is quite helpful in developing the skills of using technology by the faculty members.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88271641","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
Effect of Inquiry-Based Biology Laboratory Applications on Scientific Process Skills, Attitude, Self-Efficacy and Self-Confidence 探究性生物实验室应用对科学过程技能、态度、自我效能感和自信心的影响
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-05-15 DOI: 10.52634/MIER/2021/V11/I1/1751
Dilek Sultan Acarli, Sevilay Dervişoğlu
{"title":"Effect of Inquiry-Based Biology Laboratory Applications on Scientific Process Skills, Attitude, Self-Efficacy and Self-Confidence","authors":"Dilek Sultan Acarli, Sevilay Dervişoğlu","doi":"10.52634/MIER/2021/V11/I1/1751","DOIUrl":"https://doi.org/10.52634/MIER/2021/V11/I1/1751","url":null,"abstract":"This study examined the effects of inquiry-based biology laboratory applications on pre-service biology teachers’ scientific process skills, attitudes, self-efficacy, and self-confidence in the laboratory. In this context, many related tests and scales were applied to first-year students of biology education (N=25). The research adopted the pre-test and post-test control group model. The results showed that laboratory practices based on both the corroborative and the guided inquiry approach increase the scientific process skills of the prospective teachers. Guided inquiry-based laboratory practices have increased the attitudes of pre-service biology teachers toward laboratory lessons. However, self-efficacy and self-confidence of the pre-service teachers taking part in corroborative laboratory practices increased, while guided inquiry methods did not have a significant effect on self-efficacy and self-confidence. The findings of the study highlighted the importance of a guided inquiry approach in the laboratory applications related training of pre-service biology teachers.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"230 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83285120","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
Predictors of Scholastic Achievement of Secondary School Students 中学生学业成绩的预测因素
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-05-15 DOI: 10.52634/MIER/2021/V11/I1/1779
Princy Sharma, Darshana P. Sharma
{"title":"Predictors of Scholastic Achievement of Secondary School Students","authors":"Princy Sharma, Darshana P. Sharma","doi":"10.52634/MIER/2021/V11/I1/1779","DOIUrl":"https://doi.org/10.52634/MIER/2021/V11/I1/1779","url":null,"abstract":"The present study aims to find the contribution of self-concept, stress, educational aspirations, parental involvement and guidance needs in predicting the scholastic achievement of secondary school students. The sample for the study comprised 205 students studying in 8th, 9th and 10th classes, selected through random sampling technique. The researchers used Children’s Self Concept Scale (Ahluwalia & Singh, 1986), Student Stress Scale (Akhtar, 2011), Educational Aspiration Test (Khan, 2009), Parental Involvement Scale (Chauhan & Arora, 2009), and a self-constructed Guidance Needs Scale in the study. Findings reveal that self-concept, educational aspirations, and parental involvement have a positive relationship with the scholastic achievement of students and stress and guidance needs have a negative relationship. Multiple linear regression analysis was found significant at 0.01 level of significance. Self-concept, stress, educational aspirations, parental involvement and guidance needs contribute significantly to the variance in the scholastic achievement of the students. Implications of these results for parents, teachers, counsellors and school administrators have been reported in the study.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"44 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76433903","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: 0
Exploring Awareness for Technological Pedagogical and Content Knowledge (TPAC) in Pre-Service Teacher Education Programme 职前教师教育计划之科技教学及内容知识意识探讨
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-05-15 DOI: 10.52634/MIER/2021/V11/I1/1765
S. Thappa, J. N. Baliya
{"title":"Exploring Awareness for Technological Pedagogical and Content Knowledge (TPAC) in Pre-Service Teacher Education Programme","authors":"S. Thappa, J. N. Baliya","doi":"10.52634/MIER/2021/V11/I1/1765","DOIUrl":"https://doi.org/10.52634/MIER/2021/V11/I1/1765","url":null,"abstract":"The purpose of the present study is to explore the prospective teacher’s awareness about Technological Pedagogical and Content Knowledge (TPACK) framework in their ongoing teacher education programme. The sample comprised 80 B.Ed. students from two colleges of Jammu division and 20 M.Ed. students from one prominent university of the Jammu division. The investigator employed a self-constructed semi-structured tool as per the objective of the study. The study employed a descriptive exploratory design. The findings revealed that both at UG and PG level, students have individualised knowledge about technology, pedagogy and content but, the least number of students were familiar with this framework. The study included some concrete suggestions and recommendations for meaningful integration of Technology-mediated pedagogy in the ongoing teacher education programme at the regional and national level. The findings of the study help in strengthening the policy formulation for teacher education in the current perspective.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"22 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78819849","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
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