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This qualitative study examined factors that have contributed to the educational success of nine college students with learning disabilities and explored how these students manage their disabilities in the educational arena. Data came from student academic records, interviews, and classroom observations over a 6-month period. Factors studied include the impact of labeling, the feeling of stigmatization, denial of access to particular programs of study, positive coping techniques, the role of benefactors, self-improvement techniques, management and study skills, and development of passing techniques to avoid disclosure. The study found that six of the students used passing techniques to avoid disclosure and to make it through school. Implications for administrators are discussed. (Contains approximately 30 references.) (JDD)

Threats to teachers and students and acts of violence cause disruption in the normal functions of a typical school day by obstructing the learning process. Security in schools is a major concern. In the last few years, new research and procedures have expanded the issues of school violence. Studies have been conducted on the relationship between violent behavior and the exposure of normal progress of students with disabilities to certain factors at home, school, and the community. Educators must learn to cope with many factors that impact school violence such as fighting; violent behavior; weapons; harassment; vandalism; theft; and assault. This document discusses ways in which educators can deal with these factors. Courses such as positive decision-making and conflict resolution are now being fused into the curriculum. New school policies are being revised to restructure discipline procedures. Prevention programs are continuously being adapted for those with and without disabilities. (Contains 27 references.) (JDM)

Threats to teachers and students and acts of violence cause disruption in the normal functions of a typical school day by obstructing the learning process. Security in schools is a major concern. In the last few years, new research and procedures have expanded the issues of school violence. Studies have been conducted on the relationship between violent behavior and the exposure of normal progress of students with disabilities to certain factors at home, school, and the community. Educators must learn to cope with many factors that impact school violence such as fighting; violent behavior; weapons; harassment; vandalism; theft; and assault. This document discusses ways in which educators can deal with these factors. Courses such as positive decision-making and conflict resolution are now being fused into the curriculum. New school policies are being revised to restructure discipline procedures. Prevention programs are continuously being adapted for those with and without disabilities. (Contains 27 references.) (JDM)

This article is from BMC Nursing , volume 11 . Abstract Aims: To describe a funded proposal for the development of an on-line evidence based educational program for the management of deteriorating patients. Background: There are international concerns regarding the management of deteriorating patients with issues around the ‘failure to rescue’. The primary response to these issues has been the development of medical emergency teams with little focus on the education of primary first responders. Design/Methods: A mixed methods triangulated convergent design.In this four phase proposal we plan to 1. examine nursing student team ability to manage deteriorating patients and based upon these findings 2. develop web based educational material, including interactive scenarios. This educational material will be tested and refined in the third Phase 3, prior to evaluation and dissemination in the final phase. Conclusion: This project aims to enhance knowledge development for the management of deteriorating patients through rigorous assessment of team performance and to produce a contemporary evidence-based online training program.

The combined effects of academic demands, the need for effective time management, balancing work and personal commitments, and financial challenges lead to a significant degree of stress among PhD students. Understanding how stress is perceived and managed is crucial to understanding the challenges faced by PhD students during their most intense period of academic study. The study aims to examine how doctoral students display stress during their studies. A specially designed Questionnaire on how doctoral students perceive and manage stress during their studies was created for this study. It had seven items, and respondents were asked to rate their level of agreement with each one on a five-point Likert-type scale. A sample of 438 doctoral students from the Republic of Serbia with varying demographic, professional, and academic characteristics was used in the study. ANOVA and correlation tests, among other statistical analyses, revealed a high degree of stress related to difficulties balancing personal and academic commitments, particularly for doctoral students who are self-funded and have jobs. Gender differences show that female PhD students experience higher levels of stress, older PhD students struggle to find time for relaxation, and employed respondents report higher levels of stress than their counterparts without jobs. Scientific disciplines also differ, so that PhD students in the humanities report high levels of pressure. In contrast, those in the natural and technical sciences are less stressed by the competitive aspect of their study. The results emphasize the necessity of specialized institutional support services, such as financial aid, mentorship, and adaptable stress management programs, in order to reduce stress and enhance PhD students’ academic experiences.

The combined effects of academic demands, the need for effective time management, balancing work and personal commitments, and financial challenges lead to a significant degree of stress among PhD students. Understanding how stress is perceived and managed is crucial to understanding the challenges faced by PhD students during their most intense period of academic study. The study aims to examine how doctoral students display stress during their studies. A specially designed Questionnaire on how doctoral students perceive and manage stress during their studies was created for this study. It had seven items, and respondents were asked to rate their level of agreement with each one on a five-point Likert-type scale. A sample of 438 doctoral students from the Republic of Serbia with varying demographic, professional, and academic characteristics was used in the study. ANOVA and correlation tests, among other statistical analyses, revealed a high degree of stress related to difficulties balancing personal and academic commitments, particularly for doctoral students who are self-funded and have jobs. Gender differences show that female PhD students experience higher levels of stress, older PhD students struggle to find time for relaxation, and employed respondents report higher levels of stress than their counterparts without jobs. Scientific disciplines also differ, so that PhD students in the humanities report high levels of pressure. In contrast, those in the natural and technical sciences are less stressed by the competitive aspect of their study. The results emphasize the necessity of specialized institutional support services, such as financial aid, mentorship, and adaptable stress management programs, in order to reduce stress and enhance PhD students’ academic experiences.

This episode features a discussion with Harley, a senior at Walt Whitman High School in Bethesda. MCPS Director of Psychological Services Dr. Christina Conolly and Harley discuss the signs and causes of stress and anxiety that many students are currently experiencing and how students can better control and manage feelings of stress during these challenging times. Access more episodes of Waymaking here: https://www.youtube.com/playlist?list=PLkZwAghwrSyvIgVRCWXjpiI4iBWRK0Lwl

This episode features a discussion with Harley, a senior at Walt Whitman High School in Bethesda. MCPS Director of Psychological Services Dr. Christina Conolly and Harley discuss the signs and causes of stress and anxiety that many students are currently experiencing and how students can better control and manage feelings of stress during these challenging times. Access more episodes of Waymaking here: https://www.youtube.com/playlist?list=PLkZwAghwrSyvIgVRCWXjpiI4iBWRK0Lwl

105 p. ; 25 cm

105 p. ; 25 cm

Twelve scholarly papers and eighteen abstracts comprise the content of the nineteenth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2019 paper and abstract titles include: (1) Universally Accessible: Practical Methods for Digital Accessibility for Ordinary Librarians (Rebeca Peacock and Sean McCann); (2) Developing Student Agency through Personalized Learning (Elizabeth Stephan and Shevell Thibou); (3) Students of the Stacks: The Fellowship of Experience (Christina Prucha and Sabrina Davis); (4) Library Assessment: How High the Mountain! (Cheryl L. Blevens, Shelley Arvin, and Valentine K. Muyumba); (5) The Tool We Never Teach: The Good, the Bad and the End (Point) of Google's Usefulness in First-Year Experience Assignments (Lindsay Brownfield); (6) Mentoring and You: Providing Meaningful Experiences for Student Employees (Ruth Harries); (7) Spending Miss Alice's Money: Practical Applications for Evolving Libraries (Phillip Jones); (8) Using Data Visualization to Analyze Topic Development by Business Communication Students in a One-Shot Setting (Heidi Blackburn and Jason Heppler); (9) Collaborate for Student Success: Long Night against Procrastination (Carolyn Johnson); (10) Using Acquisitions: A Library's Steps for Ordering Books to Tracking Funds (Natasha Young); (11) Smart Spending -- Affordable Programming (Amber Carr and Kayla Reed); (12) Be a Leader, Not a Boss: Creating a Unified and Fulfilled Student Employment Team (Courtney Gard and Adrianna Bennett); (13) Revitalization of the Liaison Program (Amber Carr, Kayla Reed, and Nancy Crabtree); (14) Maintaining Training (Kayla Reed); (15) Understanding the Basics of Serials...and Beyond (Carol Doms and Stephanie Spratt); (16) Off the Web and Into the Fishing Hole (Carmen Orth-Alfie and Natalie Mahan); (17) Open Educational Resources: Build a Lesson Using Free Government Resources (Stephanie Hallam, Pat Willingham, and Kris Baranovic); (18) Old Acquaintance -- New Friend...Library and IT Partnerships (Martha Allen); (19) Display and Exhibit Design: Maximizing Existing Spaces for Outreach and Stakeholder Engagement (Alyssa Denneler); (20) Cross-Training Student Workers in a Learning Commons Environment (Meredith Knoff); (21) Deciding, Documenting, and Disseminating Library Policies and Practices: A Case Study from a Newly-Created Library Unit (Alea Henle and Rob Withers); (22) Reference Remodeling: Adapting and Promoting Reference Services (Cyndi Landis); (23) The Reference Interview Beyond Reference: Putting it to the E-Resource Troubleshooting Test (Angela Rathmel and Greta Valentine); (24) Town-Town-Gown Relations: Managing a County-Wide Collaborative Digital Community Archive (Christopher Jones, Allison Haack, Monique Shore, and Julia Bauder); (25) "The Library is Home for a Lot of Us Engineers:" How Engineering Majors Experience Library Space (Noël Kopriva); (26) Creating Library FAQ Guidelines Using Query Spy (Danielle M. Drummond); (27) A Reprieve for Sisyphus: How a Rotating ILL Task Schedule Provides Full Task Coverage and Variety for Staff (Gail Williams); (28) Hosting Comic Book Club in an Academic Setting (Mara Inge); (29) We Need Diverse Digital Resources (Jo Monahan); and (30) Accessible & Active eLearning Game Plan (Monica Maher). [For the 2018 proceedings, see ED590389.]

Includes bibliographical references

Includes bibliographical references

This case study utilizes structuration theory to explore the complexities in the academic interaction between a Chinese international teaching assistant (ITA) and her American students. Through four semi-structured participant interviews, eight classroom observations, and student feedback, major themes and variations were identified regarding the feelings, concerns, and strategies of the ITA's interaction with American students from the ITA perspective. The assumption is that despite the possible obstacles in cross-linguistic and cross-cultural academic interaction, ITAs have the drive and potential to successfully navigate through the challenging process. Implications for improving ITA training and practices are discussed.

No Description

No Description

iii, 150 p. ; 28 cm

iii, 150 p. ; 28 cm

Interpersonal conflict happens everywhere and at any time and is inherent in all societies. However, the methods of managing such conflict are quite different from one organisation to the other. The general objective of the study was to assess interpersonal conflicts and styles of managing conflicts among students at Bahir Dar University. Mixed-methods research composed of quantitative and qualitative approaches was implemented for the study. One-way Multivariate Analysis of Variance was employed to identify the interaction effect between dependent and independent variables. The study showed that the major sources of conflicts were ethnic differences, religious diversity, sexual abuse, theft and insulting. It was also noted that compromising, avoiding and collaborating were frequently used conflict management styles between students. It is recommended that university leaders and students be expected to understand the real causes of conflicts for healthier management styles.

Doctoral education is based on a pedagogical model of apprenticeship where the expert, the more experienced academic, advises or mentors the student. Scholars have recognized the challenges of doctoral supervision due to the intense and individualized nature of the relationship. Based on the author's personal experiences as a doctoral student and a student advocate at a university in New Zealand, this article highlights the challenges that international doctoral students face with regard to navigating the supervision relationship. The article discusses how student advocacy and peer support played an important role in resolving issues. The article concludes that peer networks are important resources for international doctoral students to make informed decisions regarding complex issues related to doctoral supervision.

Doctoral education is based on a pedagogical model of apprenticeship where the expert, the more experienced academic, advises or mentors the student. Scholars have recognized the challenges of doctoral supervision due to the intense and individualized nature of the relationship. Based on the author's personal experiences as a doctoral student and a student advocate at a university in New Zealand, this article highlights the challenges that international doctoral students face with regard to navigating the supervision relationship. The article discusses how student advocacy and peer support played an important role in resolving issues. The article concludes that peer networks are important resources for international doctoral students to make informed decisions regarding complex issues related to doctoral supervision.

Doctoral education is based on a pedagogical model of apprenticeship where the expert, the more experienced academic, advises or mentors the student. Scholars have recognized the challenges of doctoral supervision due to the intense and individualized nature of the relationship. Based on the author's personal experiences as a doctoral student and a student advocate at a university in New Zealand, this article highlights the challenges that international doctoral students face with regard to navigating the supervision relationship. The article discusses how student advocacy and peer support played an important role in resolving issues. The article concludes that peer networks are important resources for international doctoral students to make informed decisions regarding complex issues related to doctoral supervision.

Doctoral education is based on a pedagogical model of apprenticeship where the expert, the more experienced academic, advises or mentors the student. Scholars have recognized the challenges of doctoral supervision due to the intense and individualized nature of the relationship. Based on the author's personal experiences as a doctoral student and a student advocate at a university in New Zealand, this article highlights the challenges that international doctoral students face with regard to navigating the supervision relationship. The article discusses how student advocacy and peer support played an important role in resolving issues. The article concludes that peer networks are important resources for international doctoral students to make informed decisions regarding complex issues related to doctoral supervision.

Teachers have one of the greatest responsibilities in the world: supporting children to grow into caring, competent citizens equipped with the skills to lead productive and fulfilling lives. In the best of times, teaching can be challenging and stressful. Starting in 2020--amidst COVID-19 and with a spotlight on inequities in the United States--school leaders, teachers, school staff, and families have attempted to balance physical safety, emotional well-being, and worthwhile learning. This toolkit is designed for teachers, their students, and the classroom. It offers strategies to manage mental wellness in the context of school and personally, and it gives methods to assist students and families with learning and well-being. Each section includes tools that teachers can directly apply to their own experiences. Studies show that when teachers prioritize their own well-being, their health improves, they are better able to create positive conditions for student learning, and their students' well-being improves. That's why this toolkit centers teacher well-being from its very first chapter. We invite you to treat this document like you would any toolkit: pick one tool at a time, think about it, try it out a few times, and if the tool yields some kind of benefit, continue to use it. Then gradually consider trying another tool, and so on. Self-care is not a race. Keep adding tools to your toolbox at a comfortable pace, and do what works for you. [This guide was developed by the Collaborative Action for Family Engagement (CAFE) center at MAEC.]

This handbook shows how families in various income groups manage to pay for college. The handbook is based on the real experiences of a large number of actual families, as described by national surveys. To find out exactly what it would cost to attend a particular college, the student would have to apply for financial aid, but this guide gives some idea about what to expect. The guide discusses why students pay different amounts for college and provides some illustrative examples of how people manage to pay for college. Information tables show some college prices and aid figures for public and private 2- and 4-colleges. An explanation of expected family contribution and a discussion of borrowing are included. Technical notes describe the surveys on which these data are based. Some other sources of information are listed. (Contains 11 tables and 14 references.) (SLD)

This handbook shows how families in various income groups manage to pay for college. The handbook is based on the real experiences of a large number of actual families, as described by national surveys. To find out exactly what it would cost to attend a particular college, the student would have to apply for financial aid, but this guide gives some idea about what to expect. The guide discusses why students pay different amounts for college and provides some illustrative examples of how people manage to pay for college. Information tables show some college prices and aid figures for public and private 2- and 4-colleges. An explanation of expected family contribution and a discussion of borrowing are included. Technical notes describe the surveys on which these data are based. Some other sources of information are listed. (Contains 11 tables and 14 references.) (SLD)

This paper considers the scholarly knowledge base that exists on classroom management in an effort to educate teachers about managing classrooms and students. The concepts of instruction, classroom management, student socialization, and disciplinary intervention as functions commonly performed by teachers are defined. It is argued that a sustained focus is needed on a single integrated approach, taught as an action system that includes attention not only to propositional knowledge (concerning principles of effective management) but also to procedural knowledge (of how to implement these principles) and conditional knowledge (of when and why to implement them). Other recommended elements include conceptual change teaching designed to confront and correct inappropriate attitudes or beliefs that students may bring with them; emphasizing the basics by concentrating on the most commonly occurring classroom teaching situations; and developing skills as much as possible through the apprenticeship approach (modeling, coaching, scaffolding/fading) but supplementing this as needed with didactic instruction in basic concepts and skills, structured classroom observation and student teaching experiences, and use of case materials and simulation exercises as substitutes for field experiences that cannot be included in the program. (CB)

Awareness that educational equity and health care equity are intrinsically linked is becoming more commonplace, but because a significant share of states are providing much less school funding than they were a decade ago, there are fewer local education dollars allocated to addressing the health care issues of children in school. In December 2018, the American Association of School Administrators (AASA) surveyed more than 750 leaders in 41 states about their participation, or lack thereof, in the school-based Medicaid program. Findings point to a clear need for immediate improvements to how the school-based Medicaid program is administered by the Centers for Medicaid and Medicare Services (CMS). Medicaid has an obligation to guarantee that districts currently claiming Medicaid reimbursements are not unfairly burdened by needless red tape and redundant requirements in order to obtain essential funding to support the mandated services they are providing to eligible children. Such burdens unfairly diminish the amount of reimbursement to which schools are entitled, or create insurmountable barriers that freeze out small, rural and high-poverty schools from even attempting to receive reimbursement. Medicaid has the responsibility, and the opportunity, to enable school districts of all capacities to fully and equitably receive reimbursement under the Medicaid program while facilitating accountable and efficient processes for schools to follow. This report provides background on Medicaid billing in schools, explains districts' reimbursement procedures from Medicaid, and provides reasons why districts do not bill Medicaid. A discussion of managing the Medicaid system is provided. A description of the ways the current Medicaid billing system limits participation of the neediest school systems is outlined. The Dec 2018 survey clearly indicates that paperwork is hampering efforts to provide health care services to Medicaid-eligible children. The AASA calls for education and health care advocates to work with leaders in Congress and the administration to reduce the administrative burdens on districts that do bill or want to bill Medicaid. AASA maintains that calling on Congress to pass the "Improving Medicaid in Schools Act" would reduce the barriers to entry and the overhead costs of billing software, billing staff and third-party billers. AASA makes the argument that passing of the act would also free up financial and staff resources, helping schools to more readily participate in the Medicaid program. School personnel can then dedicate more time to providing direct health-related services to children in school. [For the executive summary, see ED602005.]

Awareness that educational equity and health care equity are intrinsically linked is becoming more commonplace, but because a significant share of states are providing much less school funding than they were a decade ago, there are fewer local education dollars allocated to addressing the health care issues of children in school. In December 2018, the American Association of School Administrators (AASA) surveyed more than 750 leaders in 41 states about their participation, or lack thereof, in the school-based Medicaid program. Findings point to a clear need for immediate improvements to how the school-based Medicaid program is administered by the Centers for Medicaid and Medicare Services (CMS). Medicaid has an obligation to guarantee that districts currently claiming Medicaid reimbursements are not unfairly burdened by needless red tape and redundant requirements in order to obtain essential funding to support the mandated services they are providing to eligible children. Such burdens unfairly diminish the amount of reimbursement to which schools are entitled, or create insurmountable barriers that freeze out small, rural and high-poverty schools from even attempting to receive reimbursement. Medicaid has the responsibility, and the opportunity, to enable school districts of all capacities to fully and equitably receive reimbursement under the Medicaid program while facilitating accountable and efficient processes for schools to follow. This report provides background on Medicaid billing in schools, explains districts' reimbursement procedures from Medicaid, and provides reasons why districts do not bill Medicaid. A discussion of managing the Medicaid system is provided. A description of the ways the current Medicaid billing system limits participation of the neediest school systems is outlined. The Dec 2018 survey clearly indicates that paperwork is hampering efforts to provide health care services to Medicaid-eligible children. The AASA calls for education and health care advocates to work with leaders in Congress and the administration to reduce the administrative burdens on districts that do bill or want to bill Medicaid. AASA maintains that calling on Congress to pass the "Improving Medicaid in Schools Act" would reduce the barriers to entry and the overhead costs of billing software, billing staff and third-party billers. AASA makes the argument that passing of the act would also free up financial and staff resources, helping schools to more readily participate in the Medicaid program. School personnel can then dedicate more time to providing direct health-related services to children in school. [For the executive summary, see ED602005.]

The combined effects of academic demands, the need for effective time management, balancing work and personal commitments, and financial challenges lead to a significant degree of stress among PhD students. Understanding how stress is perceived and managed is crucial to understanding the challenges faced by PhD students during their most intense period of academic study. The study aims to examine how doctoral students display stress during their studies. A specially designed Questionnaire on how doctoral students perceive and manage stress during their studies was created for this study. It had seven items, and respondents were asked to rate their level of agreement with each one on a five-point Likert-type scale. A sample of 438 doctoral students from the Republic of Serbia with varying demographic, professional, and academic characteristics was used in the study. ANOVA and correlation tests, among other statistical analyses, revealed a high degree of stress related to difficulties balancing personal and academic commitments, particularly for doctoral students who are self-funded and have jobs. Gender differences show that female PhD students experience higher levels of stress, older PhD students struggle to find time for relaxation, and employed respondents report higher levels of stress than their counterparts without jobs. Scientific disciplines also differ, so that PhD students in the humanities report high levels of pressure. In contrast, those in the natural and technical sciences are less stressed by the competitive aspect of their study. The results emphasize the necessity of specialized institutional support services, such as financial aid, mentorship, and adaptable stress management programs, in order to reduce stress and enhance PhD students’ academic experiences. Enable Ginger Cannot connect to Ginger Check your internet connection or reload the browserDisable Ginger?How to use GingerRephraseRephrase with Ginger (Ctrl+Alt+E) Edit in Ginger Ginger is checking your text for mistakes... Disable Ginger in this text fieldDisable Ginger on this website×

Includes bibliographical references

Due to the COVID-19 pandemic, students were required to be highly adaptive to a variety of changes in educational approaches and methods of instruction. Since the global pandemic has spread, mental health disorders in the form of high academic stress levels have become a recurring manifestation among students and as such they require appropriate treatment. However, no online counseling application focuses on handling mental health problems for students affected by the pandemic in Indonesia. In this study, the researchers developed an online counseling application, called the "Konselo" which serves as a platform for providing counseling to students on academic stress management. This study involved 826 students spread throughout Indonesia, experts in counseling, mobile software development experts and counselors/counseling practitioners in Indonesia. Based on development needs, the data analysis techniques used includes Aiken's V coefficient testing, Confirmatory Factor Analysis (CFA), Rasch Model Analysis and Single Subject Method Analysis. The study results indicate that the Konselo application is a valid, practicable and effective mobile app for providing online counseling to reduce students' academic stress. Some limitations in the development of prospective mobile-based online counseling applications may result from the focus of the problem and the counseling approach that is being used. Nevertheless, the use of this application is not limited to dealing with the problems of students who are affected by the pandemic, but rather it can be used for broader problems, in any condition, and anywhere.

The purpose of this study is to better understand how students enrolled in the Education Technology Study Program at Ibn Khaldun University of Bogor use digital media to manage their mental health. Descriptive qualitative research methodologies were used in this study, and data was gathered through interviews. 84 respondents, who were Ibn Khaldun University of Bogor students studying educational technology in semesters 1, 3, 5, and 7, participated in this survey. The findings of this study suggest that students enrolled in the Educational Technology Study Program at Ibn Khaldun University of Bogor may have difficulties managing their mental health as a result of digital media. Student responses made during interviews make it clear that digital media can improve awareness and comprehension of mental health management. The study's conclusion is that students in Ibn Khaldun University of Bogor's Education Technology Study Program have significant mental health effects from digital media. It is therefore envisaged that students will be able to focus more on how digital media is used to manage mental health.

With the inclusion of students identified as at-risk or with serious behavior problems in general physical education, behavior management has become ever more challenging. A positive behavior-management plan that fosters behavior changes through support and intervention, rather than punishment used to control students, can prove effective. Physical educators need to identify, observe, and analyze the student behaviors they wish to prevent or develop; design and implement a plan, customized to reflect their personal philosophy on behavior management, their goals, and the characteristics and needs of their students; and evaluate the intervention to determine its effectiveness. (Contains 1 figure and 2 tables.)

Despite the plethora of studies that have been conducted on PhD supervision, little qualitative investigation has been conducted with a diverse, non-Western sample of doctoral students in an attempt to understand how the supervisory relationship is experienced. In response, eighteen students from diverse, non-Western backgrounds studying at one Malaysian research university were interviewed. Results illuminated the theme of "management" of the supervisory experience and included two streams:(a) acceptance of the situation, and (b) response to the situation so as to optimize their experience. The two major themes further included four sub-themes that included managing personal relations, time and accessibility constraints, academic compatibility, and expectations. Implications for the development of international research universities where PhD supervision of a diverse student body is a critical factor for university success and development are discussed. (Contains 1 figure.)

A 2009 Students for Life of America Missionary for Life Instruction Video on how to manage transition within your pro-life group.

The purpose of this study is to better understand how students enrolled in the Education Technology Study Program at Ibn Khaldun University of Bogor use digital media to manage their mental health. Descriptive qualitative research methodologies were used in this study, and data was gathered through interviews. 84 respondents, who were Ibn Khaldun University of Bogor students studying educational technology in semesters 1, 3, 5, and 7, participated in this survey. The findings of this study suggest that students enrolled in the Educational Technology Study Program at Ibn Khaldun University of Bogor may have difficulties managing their mental health as a result of digital media. Student responses made during interviews make it clear that digital media can improve awareness and comprehension of mental health management. The study's conclusion is that students in Ibn Khaldun University of Bogor's Education Technology Study Program have significant mental health effects from digital media. It is therefore envisaged that students will be able to focus more on how digital media is used to manage mental health. 

The purpose of this study is to better understand how students enrolled in the Education Technology Study Program at Ibn Khaldun University of Bogor use digital media to manage their mental health. Descriptive qualitative research methodologies were used in this study, and data was gathered through interviews. 84 respondents, who were Ibn Khaldun University of Bogor students studying educational technology in semesters 1, 3, 5, and 7, participated in this survey. The findings of this study suggest that students enrolled in the Educational Technology Study Program at Ibn Khaldun University of Bogor may have difficulties managing their mental health as a result of digital media. Student responses made during interviews make it clear that digital media can improve awareness and comprehension of mental health management. The study's conclusion is that students in Ibn Khaldun University of Bogor's Education Technology Study Program have significant mental health effects from digital media. It is therefore envisaged that students will be able to focus more on how digital media is used to manage mental health. 

In response to a decision at Worcester State College (Massachusetts) that remedial mathematics and other mathematics courses should be taught in a non-lecture format--learning by doing rather than by watching--a math computer lab was created. Three courses each have a 1-hour lecture per week, with students responsible for all additional learning and practice in the computer lab using publisher supplied tutorial and testing software. Students can make unlimited use of student lab aids/tutors free of charge. The lab also provides resources and tutoring for the rest of the college. Advantages to the lab based approach include: students learn independently; course consistency; self-pacing; cheating is minimized; and less "boring" lectures. Disadvantages include: more students"apparently go by the way-side"; multiple choice testing only; some students resist; one to two fewer full-time faculty are employed; and test score results are instant (not good for students who score very low). Any system works poorly if many students do not care to learn or work hard, have weak backgrounds, and work very long hours at jobs while attending school. With further refinements, and as new students each year have less anxiety about computers, the lab approach will only get better. Includes course syllabi and a chart comparing the effectiveness of traditional versus lab based class formats. (SWC)

In response to a decision at Worcester State College (Massachusetts) that remedial mathematics and other mathematics courses should be taught in a non-lecture format--learning by doing rather than by watching--a math computer lab was created. Three courses each have a 1-hour lecture per week, with students responsible for all additional learning and practice in the computer lab using publisher supplied tutorial and testing software. Students can make unlimited use of student lab aids/tutors free of charge. The lab also provides resources and tutoring for the rest of the college. Advantages to the lab based approach include: students learn independently; course consistency; self-pacing; cheating is minimized; and less "boring" lectures. Disadvantages include: more students"apparently go by the way-side"; multiple choice testing only; some students resist; one to two fewer full-time faculty are employed; and test score results are instant (not good for students who score very low). Any system works poorly if many students do not care to learn or work hard, have weak backgrounds, and work very long hours at jobs while attending school. With further refinements, and as new students each year have less anxiety about computers, the lab approach will only get better. Includes course syllabi and a chart comparing the effectiveness of traditional versus lab based class formats. (SWC)

This study aimed at examining the role of school management team in managing students’ academic performance in Tabora municipality Tanzania. The study employed mixed method approach and convergent parallel design to collect data. The study involved both qualitative and quantitative data. The study applied simple random sampling technique and purposive technique to collect information from respondents. Simple random sampling technique was used to select community secondary schools, teachers and students while purposive sampling technique was applied to sample heads of secondary schools and district education officer to participate in the study. The study employed questionnaires and interview guides to collect information from respondents. Questionnaires were applied to collect information from teachers and students while interview guides were used to collect data from heads of schools and District Educational Officer. Quantitative data were analyzed by using statistical package of social science (SPSS) version 20 while thematic analysis was used to analyze qualitative data. The findings revealed that school management team plays a great role in managing the performance of students academically. Furthermore, the findings of the study revealed that school management team is facing various challenges such as lack of training to members of SMT, insufficient support from community around the school, students’ misbehaviors, inadequate of financial support from the government, unconduicive of teaching and learning environment, lack of teaching and learning materials and lack of parents’ involvement in students learning process. The study suggests that the government should provide enough funds to the school management team in community secondary schools to enable them be able to manage students’ academic performance.

This study was aimed at exploring the power of student involvement in improving quality of higher educational provision in private higher education institutions in Zimbabwe. A longitudinal approach involving two separate surveys and covering a period of three years was used. A preliminary survey aimed at assessing the issues that impact negatively on teaching and learning in five private universities was made from June 2011 to May 2012. In 2013, a follow-up survey was carried out to check whether the pertinent issues raised by students had been addressed promptly and adequately. Data collection included semi-structured self-administered questionnaires as well as focus group discussions with students and academic staff. The sample represented ten per cent of the enrolments of students at each university. The sample was representative of gender, study discipline and level of study. The issues that were prioritised as adversely affecting quality of teaching and learning were limited reading material; poorly qualified Lecturers; sub-standard teaching venues; inadequate assignments; part-time lecturers who abscond; sexual harassment and inadequate field trips and practical work. During the second survey, results showed that students were satisfied by the fact that all five higher education institutions had addressed most of the students' concerns. However, continued increase in student enrolments perpetuated the problem of poor teaching venues. Part time lecturers continued to contribute negatively to the quality of teaching and learning. The study points to the need to continuously involve students as an effective way of improving quality of educational provision.

This study aimed to determine how a group of teacher trainees handled challenging behaviour by students during teaching practice. A total of 35 teacher trainees from the special education programme of a local university were chosen as respondents. A questionnaire based on a 5-point Likert-type scale was administered in this study. The data were analysed descriptively involving frequencies and percentages, mean scores and standard deviations. The results showed that the most frequent types of challenging behaviours shown by the students were joking and chatting with friends, as well as making noise, while the teacher was teaching. The most frequent action taken by the respondents to prevent the negative behaviours was to immediately reprimand the students and advise them. The respondents reported that the challenges they faced in managing behaviours in the classroom included limited time to manage behaviours, lack of skills and knowledge regarding behaviour management and heavy teaching workloads. The findings of this study imply that future teachers and teacher trainees should be exposed to knowledge and skills regarding behaviour management of students with special needs in real settings before they begin their teaching practice.

This study aimed to determine how a group of teacher trainees handled challenging behaviour by students during teaching practice. A total of 35 teacher trainees from the special education programme of a local university were chosen as respondents. A questionnaire based on a 5-point Likert-type scale was administered in this study. The data were analysed descriptively involving frequencies and percentages, mean scores and standard deviations. The results showed that the most frequent types of challenging behaviours shown by the students were joking and chatting with friends, as well as making noise, while the teacher was teaching. The most frequent action taken by the respondents to prevent the negative behaviours was to immediately reprimand the students and advise them. The respondents reported that the challenges they faced in managing behaviours in the classroom included limited time to manage behaviours, lack of skills and knowledge regarding behaviour management and heavy teaching workloads. The findings of this study imply that future teachers and teacher trainees should be exposed to knowledge and skills regarding behaviour management of students with special needs in real settings before they begin their teaching practice.

This study aimed to determine how a group of teacher trainees handled challenging behaviour by students during teaching practice. A total of 35 teacher trainees from the special education programme of a local university were chosen as respondents. A questionnaire based on a 5-point Likert-type scale was administered in this study. The data were analysed descriptively involving frequencies and percentages, mean scores and standard deviations. The results showed that the most frequent types of challenging behaviours shown by the students were joking and chatting with friends, as well as making noise, while the teacher was teaching. The most frequent action taken by the respondents to prevent the negative behaviours was to immediately reprimand the students and advise them. The respondents reported that the challenges they faced in managing behaviours in the classroom included limited time to manage behaviours, lack of skills and knowledge regarding behaviour management and heavy teaching workloads. The findings of this study imply that future teachers and teacher trainees should be exposed to knowledge and skills regarding behaviour management of students with special needs in real settings before they begin their teaching practice.

This study aimed to determine how a group of teacher trainees handled challenging behaviour by students during teaching practice. A total of 35 teacher trainees from the special education programme of a local university were chosen as respondents. A questionnaire based on a 5-point Likert-type scale was administered in this study. The data were analysed descriptively involving frequencies and percentages, mean scores and standard deviations. The results showed that the most frequent types of challenging behaviours shown by the students were joking and chatting with friends, as well as making noise, while the teacher was teaching. The most frequent action taken by the respondents to prevent the negative behaviours was to immediately reprimand the students and advise them. The respondents reported that the challenges they faced in managing behaviours in the classroom included limited time to manage behaviours, lack of skills and knowledge regarding behaviour management and heavy teaching workloads. The findings of this study imply that future teachers and teacher trainees should be exposed to knowledge and skills regarding behaviour management of students with special needs in real settings before they begin their teaching practice.

In order to establish effective learning environments and promote their students' achievement, teachers must demonstrate emotional intelligence. The goal of the study was to find out how crucial emotional intelligence (EI) is for teachers who want to improve their ability to connect with kids, control disruptive behaviour in the classroom, and foster resilience. 106 faculty members from the Excel Group of Institutions in Komarapalayam, Nammakal district, made up the sample size. The findings demonstrated a favourable correlation between higher levels of EI and improved classroom management, closer bonds with pupils, and greater resilience in the face of adversity. The results emphasise how crucial it is for teachers to acquire and strengthen their EI skills in order to increase their success in the classroom.

In order to establish effective learning environments and promote their students' achievement, teachers must demonstrate emotional intelligence. The goal of the study was to find out how crucial emotional intelligence (EI) is for teachers who want to improve their ability to connect with kids, control disruptive behaviour in the classroom, and foster resilience. 106 faculty members from the Excel Group of Institutions in Komarapalayam, Nammakal district, made up the sample size. The findings demonstrated a favourable correlation between higher levels of EI and improved classroom management, closer bonds with pupils, and greater resilience in the face of adversity. The results emphasise how crucial it is for teachers to acquire and strengthen their EI skills in order to increase their success in the classroom.

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