When the school can let its teachers to enjoy to do their teaching jobs and they can feel more satisfactory when they are teaching every time in classroom as well as its teachers can understand some students why they choose to do harmful ...
Author: Johnny Ch Lok
When the school can let its teachers to enjoy to do their teaching jobs and they can feel more satisfactory when they are teaching every time in classroom as well as its teachers can understand some students why they choose to do harmful learning behavior to influence the other students to concentrate on learning in classrooms and they can find the solvable methods to dissuade they do not choose to do harmful learning behavior ro influence other students can not conentrate on learning in clssrooms again. Then, between the school's teachers and students both can build positive teaching attitudes and learning attitudes in order to cause they can choose to do enjoyable and satisfactory teaching behaviors or performances to teacher and concentration on learning behavior or attitues to students in classrooms. Consequently, when the school can build a good classroom learning environment to let teachers consider to teach their students in order to bring whose students can concentrate on learning in classrooms. Then, a good classroom learning environment will bring good learning economic and non-economic benefit, such as student number increases, school income increases and teachers salaries increase, student individual attention will raise, student will enjoy to go to school and absence number will reduce. Consequently, any schools' teacher individual teaching behvior and student individual learning behavior both in classrooms which must have positive or negative relationship to bring the school itself and the teachers themselves long term economic and non-economic benefits in learning behavioral economic view point. Also, the importance is that learning behavioral economic analysis, can explain why the teacher individual good or bad emotion can influence his/her every lesson student individual learning emotion to be good or bad to do learning behavior in clasroom. So, schools need to concern every teacher individual emotion whether he/she feels enjoyable or satisfactory to teach his/her students in classrooms in order to avoid every classroom students' learning emotion will be influenced to be poor to bring long time economic loss to the school. It is one importnat factor to influence any school's teaching performance to be succeed.
Author: Charles J. Russo, Ed.D., J.D., Panzer Chair in Education, University of DaytonPublish On: 2014-12-19
New Zealand schools and education authorities are starting to pay serious attention to alternative approaches to ... of Education website, in its guidelines for behavior management, school culture strongly influences student behavior.
Author: Charles J. Russo, Ed.D., J.D., Panzer Chair in Education, University of Dayton
Publisher: Rowman & Littlefield
The first book of its kind, this volume consists of a collection of essays designed to enhance a common understanding of the rights of students when they are subjected to discipline.
The respondents were from private and public universities with institutional accreditation minimal B, the results of this study could describe the behavior of Indonesian students towards e-learning as learning methods.
Author: Tapas R. Dash
Publisher: Allied Publishers
The Association of Southeast Asian Institutions of Higher Learning (ASAIHL) has been playing an important role in educational development to promote innovative teaching, research and cooperation among institutions of higher learning. Build Bright University (BBU), Cambodia had organized the 2015 ASAIHL International Conference during 2-4 December at Siem Reap. The main theme of the conference was “Educational Access and Excellence”. The conference covered three sub-themes, namely, (i) cross-border higher education in global context, (ii) excellence in education through provision of technology, effective teaching and research, and (iii) student learning outcomes. Delegates from France, UK, Japan, Singapore, Hong Kong, India, Thailand, Malaysia, Philippines, Vietnam, Taiwan, East Timor, Cambodia and others had participated in the conference.
The majority ( 78 % ) of programs that expressed initial interest refused to administer the self - report battery of ... ( RJM ) ary Education , Intervention , Program Descriptions , Social Behavior , * Student Behavior When students ...
This paper proposes modeling methods (i) for the interaction between behaviors of the lecturer and students, ... The timing of behaviors by some students differs from other students depending on their interests and level of ...
Author: Seiji Isotani
This two-volume set LNCS 11625 and 11626 constitutes the refereed proceedings of the 20th International Conference on Artificial Intelligence in Education, AIED 2019, held in Chicago, IL, USA, in June 2019. The 45 full papers presented together with 41 short, 10 doctoral consortium, 6 industry, and 10 workshop papers were carefully reviewed and selected from 177 submissions. AIED 2019 solicits empirical and theoretical papers particularly in the following lines of research and application: Intelligent and interactive technologies in an educational context; Modelling and representation; Models of teaching and learning; Learning contexts and informal learning; Evaluation; Innovative applications; Intelligent techniques to support disadvantaged schools and students, inequity and inequality in education.
Biddulph and Adey (2004) found that it was not the content of the curriculum that piqued students' interest in a subject; rather, it was the quality of the teaching and meaningfulness of the learning activities that influenced students' ...
Author: Vance Austin
Publisher: W. W. Norton & Company
Attachment-based strategies for reaching and teaching disruptive, difficult, and emotionally challenged students. Difficult Students and Disruptive Behavior in the Classroom provides skills-based interventions for educators to address the most common problem behaviors encountered in the classroom. Offering not just problem-specific “best practices” but an attachment-based foundation of sound pedagogical principles and strategies for reaching and teaching disruptive, difficult, and emotionally challenged students, it empowers educators to act wisely when problem behaviors occur, improve their relationships with students, and teach with greater success and confidence.
Earlier educational technology experiments, influenced by behavioristic approaches to learning, were often subject ... Observation of students might have revealed greater attentiveness to the live lecture, student interviews might have ...
Author: David H. Jonassen
Publisher: Taylor & Francis
This edition of this handbook updates and expands its review of the research, theory, issues and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field.
Bennethas argued that physical spaces and tools influence learning behavior, as different spatial designs determine activities in which students can and cannot engage . The impact of physical spaces becomes more prominent when ...
Author: Muhammad Younas
This book constitutes the refereed proceedings of the 14th International Conference on Mobile Web and Intelligent Information Systems, MobiWIS 2017, held in Prague, Czech Republic, in August 2017. The 23 full papers together with 4 short papers presented in this volume were carefully reviewed and selected from 77 submissions. The call for papers of the MobiWis 2017 included new and emerging areas such as: mobile web systems, recommender systems, security and authentication, context-awareness, mobile web and advanced applications, cloud and IoT, mobility management, mobile and wireless networks, and mobile web practice and experience.
It is well known that motivation influences student behaviors, attitudes and in some cases the interest in learning [67, 70, 73]. Many factors influence student's motivation to learn including interest in the subject matter, ...
Author: Samantha Jiménez
Affective components are as important as cognitive components in tutoring assisted learning process. Feedback from tutors is essential in keeping students motivated. Affectivity and motivation are also significant in computer-based tutoring systems. However, several educational frameworks do not include this kind of interaction between students and tutoring systems. In those cases, the students learning interest and motivation to learn could be negatively affected, and student profits from the system could be impoverished. This is why tutoring systems need to provide direct and affective interaction with students; it can encourage them and increase the motivation to learn. This book introduces a broad range of topics in affective learning in computer-based systems. The text offers a deep conceptual background, covering relevant concepts of affectivity, feedback and motivational components in learning environments. It describes the design of a proposed model for providing affective feedback, the mathematical validation of the conceptual model and its implementation. Moreover, it presents an analysis of the impact of the affective feedback on student motivation to learn. Finally, the book offers research perspectives of the impact and applicability of the affective feedback in computer-based tutoring environments. Affective Feedback in Intelligent Tutoring Systems can be used by human tutors who want to include motivational and affective elements in the learning process, researchers in Human-Computer Interaction and Education and by software developers who want to develop learning systems using these elements.
but also is likely to influence students' interest in learning, make teaching achievement decreased. ... 3 countErMEAsurEs of EngLIsH MuLtIMEdIA cLAssrooM tEAcHIng 3.1 Strengthen teaching methods and change teaching philosophy teachers ...
Author: Hsiang-Chuan Liu
Publisher: CRC Press
This book contains selected Computer, Management, Information and Educational Engineering related papers from the 2014 International Conference on Management, Information and Educational Engineering (MIEE 2014) which was held in Xiamen, China on November 22-23, 2014. The conference aimed to provide a platform for researchers, engineers and academic