Digital storytelling enhances not only the students literacy development but also their social-emotional development.
Four-week program helps girls build self-esteem - View - ReviewJournal.com - 1 views
Join Girls Inc. in the Dove® Movement for Self-Esteem | Girls Inc. - 1 views
Building Self Esteem in Girls | Single Minded Women - 1 views
Benefits of Digital Storytelling - 0 views
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is that with digital storytelling students may use a real and authentic voice. This is of course very empowering in terms of motivation.
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Online Teaching Effectiveness: A Tale of Two Instructors | Gorsky | The International R... - 0 views
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We propose, as have others (i.e., Shea, Pickett, & Pelz, 2003), that the community of inquiry model (Garrison, Anderson, & Archer, 2000) reflects the principles of good practice in undergraduate education and can accurately quantify them.
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issues of pedagogy, dialogue, and interaction
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guide the coding of transcripts.
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Parents Role in Developing Self Esteem in Children - 0 views
Self esteem and the influence of significant others - 1 views
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It seems to be particularly important for the teacher to explicitly exhibit support for students in their academic pursuit because of their relatively greater influence on the adolescents, as demonstrated in the present analyses. After all, among all others in a school setting, the feedback of teachers is probably the most salient reinforcer regarding student proficiency in academic work. The finding in support of the teacher as a powerful source of reinforcement is not surprising.
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the findings of the present study show that the teacher, like all the other significant others considered here, had substantial impacts on adolescents' academic achievement, academic self-esteem, and interest in academic work. Being probably the most significant of significant others in a school setting, the teacher had noteworthy influences on these educational outcomes that were consistent across Grades 5 and 6 and all levels in the high school. More importantly, support from the teacher had even stronger influences than other sources such as parents and peers. The impacts were so strong that they were even greater than the impact of personal expectancy which was presumably the most powerful predictor of these educational outcomes
Importance and usefulness of evaluating self-esteem in children - 0 views
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Janis-field feeling of inadequacy scaleJanis and Field [3] defined self-esteem as "a person's feelings of social adequacy." This scale consisted of a person's feelings of social adequacy: anxiety in social situation, self-consciousness and feelings of personal worthlessness. Janis-Field Feeling of Inadequacy Scale comprises questions about 23 different items, and evaluations are made using a five-level scale
Rosenberg Self-Esteem Test - 1 views
Girls Inc. and Dove® Help Girls Build Positive Self-Esteem | Girls Inc. - 0 views
Education World ® Administrators Center: Making Retention A Last Resort - 0 views
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Retaining students while their peers are promoted is bad for a child's self-esteem and may not help them academically, according to the argument. But promoting children without the skills for the next grade can be just as demoralizing.
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"Multi-age learning is the gift of time," Jetel told Education World. "Students work to complete a curriculum cycle. The activities are open-ended and students can work on at their own pace."
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on Student Grade Retention and Social Promotion, the National Association of School Psychologists (NASP) notes that the use of grade retention has increased over the past 25 years, despite little indication of its effectiveness.
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Pedagogical Love and Good Teacherhood | Määttä | in education - 1 views
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A teacher’s proficiency is manifested by the ability to look at the subject from a learner’s point of view, to foresee the critical junctions in learning, and to design teaching to meet learners’ information acquisition and collection processes (e.g., Zombylas, 2007).
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van Manen (1991) claims that as teachers embrace all children, regardless of their characteristics they become real educators, and thus, educators’ pedagogical love becomes the precondition for pedagogical relations to grow (p
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Individualistic features, position, nationality, gender, abilities, race, or language do not determine a human being’s value. Those differences based on skills, intelligence, or knowledge are insignificant compared with that basic human presence that is the same for all people: the right and need to be loved, accepted, and cared for as well as the right and need to grow and develop (Bradshaw, 1996; Lanara, 1981; Sprengel & Kelly, 1992).
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