Alexithymia and the Co-Occurrence of Emotional-Related Disorders in Children and Young People Attending an Independent Specialist Educational School
Parent-Teacher Collaboration as a Catalyst for Enhancing the Educational Outcomes of Children with Autism Spectrum Disorder (ASD) in Inclusive Settings in Masvingo District, Zimbabwe
Investigating the Factors Affecting Teacher Retention and Motivation in Bhutanese Schools: Insights from Former Teachers
The Effect of Personality Differences in Coaching and Mentoring Practice
The Impact of Learning Styles on Academic Performance in Adolescent Students
Impact of Collaborative Constructivist Teaching Methods on Enhancing Social Competence and Achievement of Secondary Students
Role of Teacher as Classroom Manager
Effect of Academic Stress on Achievement Motivation among College Students
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
The Standing of Hands-On Learning in Education
Predictors of Academic Resilience among Students: A Meta Analysis
Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships
Observing Emotional Experiences in Online Education
The intelligence of the hands: studying the origin of pedagogical craft education
Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility
This study investigated the size of the impact that emotion-related interventions had on the alexithymia scores of children and young people and the effectiveness of these interventions in an independent special school. Additionally, the aim was to understand the needs of young people in specialist educational provisions more holistically to gain a clearer understanding of their emotions and associated regulation. The aims were to see an improvement in alexithymia scores, a reduction in somatic complaints, and for students to be able to regulate their emotions with greater success. Students and staff from an independent special school were invited to complete an array of quantitative measures, which included the Alexithymia Questionnaire for Children (AQC), Somatic Complaints List (SCL), and Children's Alexithymia Measure (CAM) at baseline and post-intervention. It was hypothesized that there would be a significant positive difference in alexithymia scores and a reduction of somatic complaints from baseline to post-intervention. Overall, the results depicted positive steps were being taken through the emotion-related interventions in reducing alexithymia scores; however, the somatic complaints results were mixed.
This qualitative study explores the dynamics of parent-teacher collaboration in supporting learners with autism in inclusive classrooms in Masvingo District. The study used a sample of 6 teachers and 6 parents. Through semi-structured interviews and focus groups, the research reveals that family-centered collaboration is a prevalent strategy, with both parents and teachers valuing its benefits. However, challenges such as denial, lack of time, and poor communication hinder effective collaboration. The study recommends comprehensive training, dedicated communication platforms, flexible collaboration arrangements, and a supportive environment to enhance parent-teacher collaboration. By addressing systemic barriers and prioritizing collaboration, schools can improve inclusive education practices, ultimately benefiting learners with autism. This research contributes to the understanding of parent-teacher collaboration in autism support, providing insights for educators, policymakers, and stakeholders seeking to enhance inclusive education in Zimbabwean schools.
Teacher attrition, or the voluntary exit of teachers from the profession, is a global challenge that adversely impacts the efficacy of education systems. This study aims to explore the factors that influence Bhutanese teachers' job satisfaction and career decisions and to propose some policy recommendations to address the issues surrounding teacher attrition in Bhutan. The study adopts a qualitative approach based on the constructivist framework, employing semi-structured interviews with 25 teachers who left the profession within the last five years. Thematic analysis of the interview uncovered three primary factors, such as extensive workload, lack of recognition, and limited opportunities for professional development, as the leading causes for teacher attrition. Based on the findings, the study suggests some strategies to improve teacher retention and motivation, such as reducing teacher workload and stress, providing more recognition and support for teachers, and creating more opportunities for teacher learning and growth.
This study explored the influence of personality differences and their impact within coaching and mentoring relationships through the use of the Big Five personality traits: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. For analysis, online surveys were conducted, and semi-structured interviews were carried out with 100 participants from various industries. Using a mixed-methods approach, levels of data representation and analysis were evaluated using Pearson correlation and multiple regression for the purpose of validation. The study found statistically significant differences in relationships, with personality traits having a profound impact. Openness, conscientiousness, extraversion, and agreeableness had a positive correlation with effectiveness, while the trait neuroticism had a negative impact. The compounded effect explained 68% of the variance in the effectiveness of coaching/mentoring. The findings provided insights into best practices for adding value in coaching and mentoring, with personalized approaches, effective communication, emotional support, trust building, flexibility, and continuous feedback identified as key factors. The findings also offer a comprehensive framework for understanding the relationship between personality differences and how they can enhance coaching and mentoring effectiveness, ultimately improving outcomes in both personal and professional contexts.
This study examines the relationship between learning styles such as visual, auditory, and kinesthetic and academic performance in adolescent students. The objective is to determine whether a student's dominant learning style significantly influences achievement across subjects. Data were collected from 200 high school students (ages 14-18) who completed the VARK learning style questionnaire. Academic performance was assessed using GPA and subject- specific grades in math, science, language arts, and physical education. The analysis reveals correlations between learning styles and success in specific subjects. Visual learners performed better in math and science, benefiting from diagrams and charts. Auditory learners excelled in language arts due to the verbal nature of instruction, while kinesthetic learners performed best in physical education, where movement-based learning is emphasized. However, overall GPA did not vary significantly by learning style, suggesting that factors such as motivation and study habits also influence academic success. These findings emphasize the importance of aligning teaching methods with students' learning preferences. While certain styles enhance performance in specific subjects, a multimodal teaching approach is recommended to optimize student engagement and learning outcomes. Educators and curriculum designers should integrate visual, auditory, and kinesthetic elements into teaching strategies to accommodate diverse learners. Further research is needed to explore how blended teaching methods incorporating multiple learning styles can enhance student success.
Social competence refers to having the behaviors, social skills, and intellectual capabilities needed to thrive in society. This includes the capacity to create, nurture, and maintain social relationships in various areas of life. This study investigates the effect of the Collaborative Constructivist Approach (CCA) to teaching social science on developing social competence and achievement in social science. Emotional maturity was considered as a covariate. The researcher selected two schools through a simple random sampling technique. The social competence scale of V.P. Sharma and Shukla and Shukla's emotional maturity scale by Yashvir Singh and Mahesh Bhargav, and the achievement test constructed and validated by the investigator were used. Descriptive statistics, including mean, median, mode, SD, and inferential statistics t-tests and ANCOVA, were used. The result reveals that the Collaborative Constructivist Approach is significantly more effective than the conventional method in fostering social competence and achievement in social science among secondary students.
