Increasing Parental Involvement at the Secondary Level
Parents as Facilitators for Learning Experiences in Children
English Language Teaching (ELT) in the Digital Age: A Meta-Thematic Analysis of Artificial Intelligence Research
Improving the Numeracy Level of the Primary Grade Learners of SJCS through Numeracy Project “Making Arithmetic Together Handy to Achieve Numeracy Gauge by Looking Ahead with Interest in Numbers” (Mathang Lawin)
Are Online Classes Less Apprehensive for Students with High Communication Apprehension?
Teachers' Perspective on Availability, Accessibility, and Utilization of Digital Resources in the Secondary Schools of Northern Region of India
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
Time Management and Academic Achievement of Higher Secondary Students
A Study Of Health Education And Its Needs For Elementary School Students
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
Parental involvement in schools is important in bridging the gap between school and home. Researchers have determined when parents are active partakers in school activities and functions, the performance of all students within the school, not just their own, tend to improve. School personnel must be proactive and create opportunities for parents to volunteer within the school. Many schools across the United States have developed parent volunteer programs. According to the research, one of the greatest hindrances to parent involvement is teacher's attitudes sometimes, especially in lower socioeconomic areas, teachers feel that a large majority of parents do not show they are concerned about their children's education, especially at the high school level, so they equate lack of involvement with lack of interest. Because of those unspoken views and attitudes, parents often feel unwelcomed immediately once entering the school building. How does a school combat that? By always exhibiting an open, friendly, and welcoming attitude, which in turn will change parent's perceptions and make them feel welcomed and valued. Therefore, schools should plan and organize thoroughly how they will utilize parents as volunteers and convey that information to parents at the start of the school year and continually throughout the school year. This report outlines the development of a professional product, a Parent Volunteer Handbook, which will address the many ways in which parents can become volunteers within their children's schools and assist with meeting the goals and objectives of the school.
Parental involvement plays a crucial role in shaping a child's academic performance and overall development. This paper explores the multifaceted impact of parents as facilitators in their children's learning experiences. It examines how active engagement from parents enhances student performance, fosters emotional well-being, and nurtures a positive attitude towards education. The study highlights effective strategies for parents to support their children's learning, including creating a conducive home learning environment, reinforcing school concepts, and engaging in meaningful conversations about educational goals. Furthermore, the paper emphasizes the importance of collaboration between parents, teachers, and schools in ensuring a holistic approach to a child's education. The integration of technology is explored as a tool for facilitating seamless communication and fostering strong partnerships between parents and educators. Ultimately, this paper advocates for a dynamic, collaborative approach to parental involvement that contributes significantly to improved educational outcomes and lifelong learning.
Artificial Intelligence (AI) technologies are increasingly being integrated into educational processes, offering various benefits to students, educators, and education systems. This study employs a meta-analysis approach to examine research conducted in Turkey on the use of AI in English as a Foreign Language (EFL) instruction and compares the findings with international studies. A total of 18 academic studies were analyzed in this study, including eight master's theses and eight peer-reviewed journal articles. The data were examined using content analysis, and the identified codes were categorized into ten thematic groups. The findings indicate that AI enhances motivation in language learning, supports personalized learning, and facilitates academic writing. However, the study also highlights ethical, pedagogical, and technical concerns regarding the use of AI in education. In conclusion, the responsible and balanced integration of AI into educational contexts is emphasized as a necessity.
Many recently added studies concerning reforms on teaching Early Mathematics were taken into consideration by different countries all over the world. The rhetoric that has accompanied such reforms has often justified them in terms of the need to produce citizens who are better able to cope with the demands of the twenty-first century. As an area of weakness by most students, where in among the subjects taught Mathematics is considered their most difficult subject to learn, the need for more intensive and differentiated instruction is imperative. This study, like other studies conducted, has proven the relation between the early numeracy intervention and learners' performance in Mathematics. The “MATHANGLAWIN” Numeracy Project is an innovation materialized by the SJCS Math teachers; with more intensified instruction, engaging activities and supplemental materials. This was conceptualized to respond to the challenges brought by the COVID-19 Pandemic. The absence of face-to-face classes had set a more alarming condition on the teaching-learning process in Mathematics. Yet with the help of the teachers and the strong partnership of the school with the internal and external stakeholders, this “MATHANGLAWIN” intervention project, an initiative taken to address the learning gap was established and implemented successfully, benefitting most of those identified struggling learners of SJCS. The results of the study have shown an improvement in learners' numeracy performance; making learners, numerates, moderately numerates, and highly numerates respectively.
Effective communication skills are vital for academic success and student satisfaction, while high Communication Apprehension (CA) hinders both. The COVID-19 lockdown popularized online teaching-learning as the new paradigm for schools. Understanding its impact on students with high CA is imperative due to reduced interpersonal communication opportunities. This study investigates practices of teachers and CA experiences among eighth-grade students with high CA in offline versus online classes. The study also identifies differences in the impact of peers, teachers, and parents on students' CA concerning offline and online classes. Results exhibit that CA diminishes in online classes by up to 35.9%, predominantly when called upon by the teacher or seeking clarification. Parental presence during online classes contributes to CA, whereas it declines towards teachers and peers. Notably, more students report higher CA in interpersonal communication (82.1%) than in public speaking (69.2%), emphasizing attention to this domain.
The study explores how online and digital resources shape education, looking at teachers' competencies in the schools of the northern region of India. The research uses a mixed-method design featuring tools, interviews, and focus group discussions to assess digital competence with its contextual nuances. This work focuses on the transformative effect of digital initiatives in education, highlighting availability, cooperation, and correctness. It is in line with the Samagra Shiksha initiative and the National Education Policy 2020, which insists on ICT integration. Notably, there are challenges like digital literacy and a lack of equal access to technology. This study highlights the grasping of digital competence is important for proper budgeting, teachers' professional development as well as changes in school organizations.
