PSYCHOLOGY OF LEARNING AND DEVELOPMENT

PSYCHOLOGY OF LEARNING AND DEVELOPMENT PDF

Author: Dr. Deepa Rani

Publisher: Shashwat Publication

Published: 2023-10-06

Total Pages: 335

ISBN-13: 9395362154

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Teaching is an exciting and rewarding activity but like other professions it is demanding. It is requires that its practitioners clearly understand what should be done to bring about the most desirable learning in the pupil and be highly proficient in the skills necessary to carry out these tasks. Teaching is not the simple matter of profession one’s message. It is complicated communication problem. Using different teaching methods, techniques and devices we can solve the communication problem. Teaching methods are means by which he teachers attempt to bring about the desired learning. A professionally trained teacher can use different methods of teaching successfully. It is really a very difficult task and only a professionally qualified teacher can do this. We cannot expect all this from a teacher professionally unqualified. To provide professional education for teachers, colleges of education have been established almost all over the world. In Pakistan, teacher education program in consonance with various levels of education i.e. B.Ed and M.Ed have been introduced at certain colleges and universities. All the teachers training institutions are not only imparting theoretical but also practical knowledge and skill in teaching different subjects to prospective teachers. At the end of the session, teaching practice is carried out for practical application of theoretical understanding about different teaching methods. It is generally of one month’s duration. Whereas teaching is the process by which a person helps other people to learn. It is one of our most important activities. Teaching helps people to gain the knowledge and attitudes they need to be responsible citizens, earn a living and lead a peaceful life. It also provides a chief mean of passing knowledge to the next generation. Efforts to define “teaching” have centered on explorations of various facts of the concept of teaching rather than on the formulation of explicit definitions.

The Influence of Parental Involvement on Academic Self-Confidence and Engagement

The Influence of Parental Involvement on Academic Self-Confidence and Engagement PDF

Author: Elizabeth Ifeoma Anierobi

Publisher: GRIN Verlag

Published: 2019-11-08

Total Pages: 18

ISBN-13: 334605375X

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Research Paper (postgraduate) from the year 2016 in the subject Psychology - Intelligence and Learning Psychology, Nnamdi Azikiwe University Awka (Faculty of Education), language: English, abstract: What is the relationship between parental involvement and academic self-confidence of junior secondary school students in Awka? What is the relationship between parental involvement and academic engagement among junior secondary school students in Awka? Parental involvement in the academic activities of their children, no doubt, plays a vital role towards developing academic self-confidence and engagement of the students. As the primary socializing agent of the children, parents have the responsibility of nurturing them for all round development through their interaction. However, in this contemporary time where parents are very busy with making money and pursuing their different careers and vocations, they seem to pay less or no attention by getting involved in the academic activities of their wards, thereby, leaving them solely in the hands of teachers or all by themselves. This development seems to be a slap on the expectation that parents through nurturing their children build their self-confidence which could in turn affect how they engage in academic activities. It is against this scenario that the researcher determines to explore the predictive influence of perceived parental involvement on academic self-confidence and academic engagement among junior secondary school students in Awka. Parental involvement refers to the degree to which parents are committed to their role in providing guidance, showing interest, motivating their wards and having a good communication skill geared towards promoting their children’s active engagement in the school. It typically concerns the amount of effort that parents put into child-oriented education as well as other activities. Apparently, parental involvement refers to parent behaviours related to the child’s school or schooling that can be observed as manifestations of their commitment to their child’s educational affairs. This means that a parent who shows these behaviours in a larger extent, can be regarded as higher involved than a parent who shows these behaviours in a lesser degree. In this study, parental involvement is delimited to the degree to which students feel that their parents get involved and put efforts into their education to ensure their active engagement in academic activities revolving around teaching and learning processes in the classroom.

Influence of parental attitude towards education on academic performance of day secondary school students in Uasin Gishu county, Kenya

Influence of parental attitude towards education on academic performance of day secondary school students in Uasin Gishu county, Kenya PDF

Author: Mallion Kwamboka

Publisher: GRIN Verlag

Published: 2019-06-17

Total Pages: 20

ISBN-13: 3668958831

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Research Paper (undergraduate) from the year 2014 in the subject Pedagogy - School System, Educational and School Politics, , language: English, abstract: Parental attitude towards education is consistently found to be positively associated with a student's academic performance. However, there has been little investigation about mechanisms that explain this association. The objective of the study was to establish the relationship between parental attitude towards education and academic performance of day secondary students. The specific research objectives were: to establish the relationship between parents’ attitude towards educational involvement and academic performance of day secondary school students; to examine the relationship between parents’ attitude towards absenteeism and academic performance of day secondary school students; to establish the relationship between parents’ attitude towards provision of basic educational needs and academic performance of day secondary students in Uasin Gishu. The theoretical framework of this study was derived from functionalist and learning theories. The Data for this study was collected from primary and secondary sources. The research instruments were questionnaires for students and parents, interview schedules for parents and teachers and parent-child relationship scale for students. The study population comprised of 1804 students, 80 parents representatives and 51 teachers. A correlation research design was adopted based on a sample drawn from five secondary schools in the study area. Purposive sampling was used to select a sample 18 teachers and 36 parents while stratified random sampling was used in the selection of 180 students. Spearman Brown Prophesy coefficient formula was used to test the internal consistency of questionnaires and interview schedules after piloting had been done. Parent-child relationship scale reliability was established by use of Cronbach’s alpha coefficients. The reliability coefficients of 0.70 at 0.05 level of significance were obtained. Data collected was analyzed using descriptive and inferential statistical analysis. Inferential statistics. Descriptive statistics such as frequency, means and percentages were used in analyzing data. The findings of the study show that parental attitude towards education affects academic performance of day secondary school students in Uasin Gishu. The study concluded and recommended that school administrators and policy makers find ways of enhancing parental involvement towards education.

The Emotionally Intelligent College

The Emotionally Intelligent College PDF

Author: Aiden Carthy with Ailish Jameson

Publisher: Cambridge Scholars Publishing

Published: 2016-02-22

Total Pages: 185

ISBN-13: 1443889350

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In recent decades, there has been increasing focus on the role of formal education in empowering students’ social and moral development. A wealth of research evidence has shown that helping students to develop their social and emotional competencies can encourage students’ personal growth and can also yield benefits including increased student engagement and decreased levels of drop-out. However, much of what has been previously published in this field has focused on younger students, and there has been a lesser focus on third level students and educators. Therefore, there is a notable need for a single volume that synopsises the research that has been conducted pertaining to emotional and social skills development in third level learning environments. The key features of this text are a synopsis of key theories and research findings related to emotional intelligence and education; an outline of potential solutions to the most prevalent barriers that have been found with respect to encouraging emotional and social skills development in third level settings; and the provision of a tool-kit of simple exercises for use in third level educational settings, that are designed to help students develop a range of key aspects of emotional intelligence. There are both financial and pedagogical incentives for third-level colleges to invest in the provision of students’ social skills development. Therefore, the primary focus of this book is to help students and educators reach their maximum potential, and, in doing so, help encourage the development of emotionally intelligent colleges.

Do Schools Differ?

Do Schools Differ? PDF

Author: Emer Smyth

Publisher: Oak Tree Press (Ireland)

Published: 1999

Total Pages: 262

ISBN-13:

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Many factors influence the effectiveness of a school, including: its social context; school management and staffing; school organization and class allocation or streaming; disciplinary climate; academic emphasis; and pupil-teacher interaction and involvement. This research study examines the question of whether there are significant differences between second-level schools in Ireland, in terms of exam performance, attendance and personal development, amongst other issues. The book focuses on the strength of the school effect in influencing pupil outcomes, and concludes with a number of policy recommendations.

Students at Risk of School Failure

Students at Risk of School Failure PDF

Author: José Jesús Gázquez

Publisher: Frontiers Media SA

Published: 2018-10-18

Total Pages: 594

ISBN-13: 2889455912

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The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.

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