IMPACT OF TEACHERS’ BEHAVIOR ON THE MOTIVATION OF STUDENTS AT HIGH SCHOOL LEVEL: EMPIRICAL STUDY OF DISTRICT HYDERABAD, SINDH, PAKISTAN

Education is considered as an authentic tool for rapid nation building, empowerment, prosperity and economic development. The quality of education remained main issue for Policy makers and curriculum designer. Policy makers have dedicated huge amount of time and energy to provide quality education. Mainly focus of quality betterment relies was associated with infrastructural development like, buildings, furniture, laboratories, libraries and play grounds. In this relation, curriculum designing, hiring of new trained teacher, external environment, nutrition, poverty alleviation also remained priority for betterment of education. But the major element of education is related with student psychology. One major factor is being over shadowed; the motivation of the students, even with the best administrators, highly qualified faculty, curriculum and materials in place, if students are not motivated, to learn and excel, the achievement of goal will become difficult. Therefore, current study major purpose was to investigate the impact of teacher’s behavior on the motivation of students at high school. The study based on inductive approach. The quantitative technique was employed for data collection. The data were analyzed through statistical package for social science 24 version for windows. The findings of study revealed that impact of teacher’s behavior on the motivation of students is positively associated. The teacher motivation has great impact on student attitude, learning, understanding and mental development. Therefore, policy makers, curriculum designers should focus on motivation of students. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0774/a.php" alt="Hit counter" /></p>

Memory-Replay Knowledge Distillation

Knowledge Distillation (KD), which transfers the knowledge from a teacher to a student network by penalizing their Kullback–Leibler (KL) divergence, is a widely used tool for Deep Neural Network (DNN) compression in intelligent sensor systems. Traditional KD uses pre-trained teacher, while self-KD distills its own knowledge to achieve better performance. The role of the teacher in self-KD is usually played by multi-branch peers or the identical sample with different augmentation. However, the mentioned self-KD methods above have their limitation for widespread use. The former needs to redesign the DNN for different tasks, and the latter relies on the effectiveness of the augmentation method. To avoid the limitation above, we propose a new self-KD method, Memory-replay Knowledge Distillation (MrKD), that uses the historical models as teachers. Firstly, we propose a novel self-KD training method that penalizes the KD loss between the current model’s output distributions and its backup outputs on the training trajectory. This strategy can regularize the model with its historical output distribution space to stabilize the learning. Secondly, a simple Fully Connected Network (FCN) is applied to ensemble the historical teacher’s output for a better guidance. Finally, to ensure the teacher outputs offer the right class as ground truth, we correct the teacher logit output by the Knowledge Adjustment (KA) method. Experiments on the image (dataset CIFAR-100, CIFAR-10, and CINIC-10) and audio (dataset DCASE) classification tasks show that MrKD improves single model training and working efficiently across different datasets. In contrast to the existing fancy self-KD methods with various external knowledge, the effectiveness of MrKD sheds light on the usually abandoned historical models during the training trajectory.

The Theme of Love in Various Pedagogical Concepts

The theme of love throughout history appears in many pedagogical concepts, where it has been researched in detail by various pedagogical theorists and practitioners, and many have also included it in their educational concepts. It is important from the point of view of the child and his involvement in the educational process itself and for proper introduction into the process itself, it requires an empathetic and professionally trained teacher and educator. Through a review of numerous scientific and professional works, the authors investigated the occurrence of the theme of love and found that it appears in many pedagogical concepts. These were presented in detail, critically evaluated and professionally analyzed and compared. They also found that the role of the teacher and educator and their example, which students and children follow, is crucial for the introduction of the theme of love.

Are trained teacher-librarians making a difference for school libraries in South Africa?

The purpose of this research was to trace former UWC students who trained as teacher-librarians between 1976 and 2000 in order to ascertain how influential they have been in their school’s library and reading programmes. The study revealed that although most respondents had progressed in rank at schools, their role in the library programme was minimal. Most schools had either no library or defunct library programmes. Respondents were much more active in formal reading programmes. Computers with Internet access were evident at most schools but teachers were using computers mostly for managing marks and setting exams.

Education Reduces Recidivism

The research addresses how and why formal education lowers recidivism rates. Formal education means much of the learning comes from a book or other learning material delivered by a trained teacher. The two types of formal education discussed are academic and vocational education. Statistics for lowered recidivism rates resulting from education are essential to support this topic. How education, either academic or vocational, can prevent crime was the first avenue of the research topic that is explored. There are countless opportunities higher education provides to individuals. Next, a direct correlation between education and crime was looked at from a statistical view regarding the recidivism rate. The progress education has on the prison system exposes the results. A simple examination of statistics regarding the recidivism rate of the selected participants involved in the prison education system will resemble what success or effectiveness has come from education being implemented.

The Development of Online Training Curriculum base on Micro Learning and Online Social Network for Teacher in 21st Century in Test Construction Topic

The objectives of this research were 1) to develop the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation, and 2) to evaluate the effectiveness of the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation. The methodology was divided into 2 steps:Step 1was the development of the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation by studying the problems and demands in examination creating including the demand on online training for Bangkok schools’ teachers and executives using questionnaires. After that the information data gained from step 1 was used to design and develop the training curriculum then quality checked by the expert. The result found that the developed online training curriculum was in the highest suitability level. Step 2 was the effectiveness evaluation of the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation by using the developed training curriculum with 30 Bangkok teachers from simple random sampling from the respondents in step 1 and willing to participate in online training on test creation. The result found that 1) the evaluation on the teachers’ test creation ability compared to the ability before and after joining the training from development scores of each trained teacher – 2 teachers (6.67%) performed very high development, 21 teachers (70.00%) performed high development and 7 teachers (23.33%) performed moderate development and 2) the quality evaluation in accordance with the assessment standards of The Joint Committee on Standards for Educational Evaluation which was evaluated by 30 participating teachers and executives of the 30 teachers were in good level for 4 standards. The standard with the highest mean was propriety standards ( ̅̅ = 4.78). The next one was feasibility standards ( ̅= 4.74), Utility standards ( ̅= 4.71) and accuracy standards ( ̅= 4.64), respectively.

Anxiety of Not to be Appointed as a Predictor of Pre-service Teachers' Motivation to Teach

It is necessary to have a good teacher training policy so that education and training activities can achieve their goals. Well-trained teachers will also lead to an increase in the quality of education. A well-trained teacher is expected to have a high motivation on many issues. The motivation to teach is one of the types of motivation that a teacher should have in the education and training process. Interest and aptitude to teach are among the determining factors of the motivation to teach. There are many variables associated with the motivation to teach. One of them is the anxiety of not to be appointed which can be described as the anxiety about not being employed as a result of the education received. The aim of this study was to determine the effect of pre-service teachers’ anxiety of not to be appointed on their motivation to teach. To this end, this study was conducted in the relational screening model with pre-service teachers studying in the final year of Fırat University Faculty of Education and in the pedagogical formation education program of the same faculty. As a result of the study, it was determined that pre-service teachers’ motivation to teach and anxiety of not to be appointed were high. Another result was that pre-service teachers’ motivation to teach decreased as their anxiety of not to be appointed increased.

Competencies as the equivalents of the individual’s professional development

This article we attempt to identify the most effective ways and methods of forming both special and universal professional competencies in the formation of a successful and professionally trained teacher-wordsmith in the conditions of a polylingual society. Since such training is impossible without taking into account interdisciplinary connections, the disciplines that work on the result of the formation of competencies are identified. Such competencies contribute to the implementation of the tasks set and the achievement of the final goal. First of all, these are issues of speech culture, which today are assessed as problems that require urgent study, since they are directly related to improving the quality and effectiveness of pedagogical activity, which is especially important in a multicultural and multilingual region.

Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference

The Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE) project was a European policy experiment funded by Erasmus+ between 2017 and 2019. The EVALUATE consortium trained teacher trainers and organised virtual exchanges which involved over 1,000 student teachers at over 34 initial teacher education institutions in Europe and beyond. Following the successful capstone conference of the EVALUATE project in September 2019, a number of colleagues answered our call for submissions to the proceedings. The articles you find here provide a window into the multifaceted contributions not only to the conference, but to the field of telecollaboration and virtual exchange at large. We hope you enjoy finding out about the many different ways in which our colleagues engage with this innovative pedagogical approach that combines the deep impact of intercultural dialogue and exchange with the broad reach of digital technology.

TO THE QUESTION OF PROFESSIONAL RETRAINING OF TEACHERS-ASSISTANTS FOR PRESCHOOL INSTITUTIONS OF A GENERAL TYPE AT THE UNIVERSITY

The article raises the question of the need to retrain teachers of preschool organizations for the new position of a teacher-assistant. The reasons for the improper performance of official duties in working with children with special educational needs are noted. The need to retrain applicants for the position of a teacherpsychologist from educators-practitioners in a university is justified by the introduction of recent changes in the qualification characteristics of the positions of teachers and persons equated to them. Attention is drawn to the fact that most of the teachers of preschool institutions in Zhezkazgan are not ready to work with children with special educational needs. For systematic work with teachers and children, this category needs a trained teacher-psychologist. The emphasis is on the fact that in the context of the implementation of new standards of preschool education, the readiness and ability of the teacher-assistant to work with children should be the norm. The preliminary results of the study of the readiness of applicants to work with preschoolers with special educational needs both during the course period of retraining at the university and in the post-course period are presented. The role of the department in further joint work with preschool institutions in the retraining of educational psychologists is revealed.