Perspectives on Teaching Learning Philosophy
Deconstructing Reality: A Discourse Analysis of Existentialist Themes in 'Waking Life’
To Study the Impact of Experiential Learning on Student Engagement and Cognitive Learning Outcomes in Interior Design Material Courses
Role of Culturally Responsive Pedagogy in English Language Teaching: Perspectives of High School Teachers
Analyzing Executive Functioning, Computational Thinking and Academic Achievement among Pre-Adolescent Students
Understanding Adolescent Life Skills through the Lens of Parenting and School Environment in Nainital District
Relevance of Emotional Maturity in Educational Setting: A Critical Analysis
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
Predictors of Academic Resilience among Students: A Meta Analysis
The Standing of Hands-On Learning in Education
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
Teaching and learning are interconnected, evolving processes that extend beyond the transmission of knowledge to foster intellectual curiosity, adaptability, and personal growth. Effective teaching requires the integration of various pedagogical strategies designed to diverse learning needs, promoting creativity and deep understanding. The curriculum serves as a structured guide that shapes student behavior and academic progress, while the role of both teachers and students is pivotal in fostering a productive learning environment. Additionally, the learning environment plays a crucial role in enhancing motivation, collaboration, and intellectual growth. This paper explores teaching- learning philosophy from multiple dimensions, including the role of curriculum, student engagement, instructional methods, and the impact of a conducive learning atmosphere. By integrating theoretical, conceptual, and student- centered approaches, education can become a transformative experience that equips learners with the skills necessary for lifelong learning and success.
This study conducts a thematic and discourse analysis of Richard Linklater's 2001 film, "Waking Life," focusing on portraying existential anxiety in the film's main characters. By examining the film's narrative through the lens of existentialism, the research aims to understand the characters' experiences as they grapple with fundamental questions of purpose, freedom, and responsibility. The study emphasizes the importance of personal agency and the search for meaning in life while acknowledging the inherent challenges of human existence. Employing semiotic, semantic, thematic, and discourse analysis, the research investigates how existentialist concepts such as authenticity, self- awareness, and confronting life's uncertainties are represented and communicated within the film. Through a detailed examination of the film's narrative and character development, the study highlights how the film engages with and contributes to broader conversations about the human condition. By connecting existentialist ideas to contemporary cinema, this research offers valuable insights into how individuals navigate the complexities of existence in pursuit of personal meaning and fulfillment, further emphasizing the relevance and resonance of these philosophical frameworks in modern discourse. The study's findings can be valuable for educators, practitioners, and therapists by offering insights into existential anxiety through contemporary cinema and using these genres and themes in their profession.
Interior design education nurtures imagination and critical thinking skills among students. Learning interior design would enable design students to translate their creative expressions into practical real-world scenarios through informed material selection. A conventional classroom pedagogy is usually confined to a lecture format with theoretical inputs; however, experiential learning can be used as a powerful tool for interior design students, wherein they can learn the process of applying their theoretical knowledge and conceptual understanding to real-world scenarios with actual materials. This research aims to examine the effect of experiential learning on student engagement and their cognitive learning outcomes in an interior design material course. The research design followed a quasi-experimental post-test- only approach, with an experimental group taught with experiential learning and a control group taught with lecture- based learning. Experiential learning takes place in a practical setting within the makers' lab. Data were collected using a survey questionnaire and post-test scores. The student engagement survey was adapted from the National Survey of Student Engagement (NSSE) - High Impact Practices (HIP). Student engagement was measured on their cognitive understanding, social engagement and personal skill development. Learning outcomes were measured on the post- test scores, having questions from all six levels of Bloom's taxonomy to measure their order of thinking skills. Data analysis was performed using means, standard deviations, and independent sample T-tests to measure the difference of scores between the control and experimental groups. The results indicate significantly high order thinking skills (HOTs) and a positive impact of experiential learning strategy on student engagement and their learning outcomes, enhancing their ability to make informed design decisions. The research corroborates that experiential learning is better adopted even for theory-and practice-based subjects such as materials in interior design, affirming the significance of experiential learning in not just practical but also conceptual and theoretical courses.
Culturally Responsive Pedagogy (CRP) has gained global significance at all levels of teaching and learning. Most of the studies on CRP are concentrated on higher levels of education. This study investigates the perceptions of high school teachers on the significant role of culturally responsive pedagogy in teaching English and employs the qualitative approach design for the investigation. Information was collected through semi-structured interviews and in-depth analysis of the studies on CRP. It also reveales that teachers who implement culturally responsive pedagogy in the classrooms can cater to students' thoughts and livelihoods between their homes and the communities in which they live. The approach helps students to comprehensively analyze what they receive in the classroom with their living atmosphere. The social and academic skills of students have been focused on by using the Indigenous cultural aspects as the focus of culturally responsive pedagogy.
Executive functioning skills are very essential components of effective learning, innovative thinking, and decision-making that are necessary for the growing minds of the twenty-first century. Executive functioning refers to the collection of mental processes that guide and control psychological behavior and activities. Working memory, attentional control, and cognitive flexibility are considered the important executive functioning skills. A large number of studies has revealed that executive functioning skills are substantially connected with self-regulated classroom behaviors that promote students' academic development, school readiness, and learning. Computational thinking skills are being increasingly regarded as a necessary skill for thriving in our highly advanced technological environment. It is classified by skills like decomposition, pattern identification, abstraction, and algorithmic thinking. Previous research findings revealed that incorporating computational thinking into education improves problem-solving, creativity, and innovation. This study investigates the relationship between youngsters' executive functioning skills and computational thinking capabilities, with a focus on how these two talents improve academic accomplishment in pre-adolescent children. The purposive random sampling technique was adopted to select 68 pre-adolescent students for this study. Percentage analysis, t- tests, and correlational studies were used for this quantitative analysis. The findings of this research emphasize the value of an interdisciplinary educational framework that develops both skill sets and gets students ready for the challenges of the twenty-first century. The results of this study suggest that targeted interventions and teaching strategies may greatly enhance preadolescents' cognitive and academic performance, ultimately resulting in the development of an era of capable and flexible thinkers.
This study examines the relationship between life skills, parent-child relationships, and school environment among adolescents in the Nainital district. Life skills, critical for adolescent development, are influenced by supportive parenting practices and conducive school environments. Using a descriptive survey method, the research sampled 800 adolescents through simple random sampling. Data were collected using standardized tools, including the parent-child relationship scale, school environment inventory, and a life skills assessment questionnaire developed by the investigator; the reliability of LSAQ is 0.80. Findings revealed significant correlations between adolescents' life skills and specific dimensions of father-child and mother-child relationships. Positive parenting traits such as protecting, loving, symbolic, and object reward were positively associated with life skills, while negative traits like neglect and punishment showed adverse impacts. The study underscores the pivotal roles of family and school in fostering critical life skills, contributing to adolescent well-being and resilience.
The concept of emotional maturity encompasses the ability to recognize, control, and constructively express one's emotions. It involves heightened self-awareness, emotional regulation, and a deeper understanding of others' feelings. Emotionally mature individuals are resilient in the face of adversity, able to maintain perspective, and approach relationships with greater empathy and understanding. They excel at controlling their emotions, refraining from impulsive behavior, and thoughtfully considering actions rather than responding solely based on feelings. As a result, emotional maturity fosters enhanced self-awareness, interpersonal skills, and overall well-being. This paper is thematic and review- based, where related literature regarding the relevance of emotional maturity was collected, organized, summarized and critically analyzed. After the critical analysis, it was found that emotional maturity plays a significant role in enabling students to manage the complexities of academic challenges and interpersonal dynamics, creating a more positive and effective learning environment. Emotionally mature students demonstrate resilience when faced with obstacles, adopting a growth mindset to overcome academic challenges. Their heightened self-awareness encourages a proactive approach to education and personal development, as they understand their strengths and areas for improvement. Emotionally mature students are better able to regulate their emotions and stress, resulting in improved focus and attentiveness in the classroom. Overall, fostering emotional maturity in education supports holistic development, enhances academic performance, and equips students with essential life skills for success both inside and outside the classroom.
