iosr-JRME   Volume-5 ~ Issue-4 ~ July-August 2015

Abstract: Out of various problems faced by the students, the problem of setting the proper level of Educational Aspiration is the most important. Not only Psychological factors but also various societal factors like culture, opportunities, family background of the students, their socio-economic status, task oriented attitude, educational system, school curricula, school environment and performance influence the formation of nature and fulfillment of educational aspirations.

[1]. Behake, A.O; etal (2004). "Educational and Occupational Aspirations of Latino Youth and their Parents". Hispanic Journal of Behavioral Sciences, (Feb), Vol. 26(1), 16-35.
[2]. Buchman, C. and Datton B. (2002). "Interpersonal Influences and Educational Aspiration in 12 countries : The importance of Institutional Context." Sociology of Education, (AP.), Vol. 75(2), 99-122.
[3]. Dandy. J. and Nettelbeck, T. (2002). "The relationship between IQ, Home Work, Aspirations and Academic Achievement for Chinis Vietnanese and Anglo Leltic Australian School Children" Educational Psychology, (June), Vol.-22(3), 267-276.

Abstract: In order to meet the demands and perceptive abilities of the new generation (Generation ''Z''), we the teachers as learning facilitators, must follow their interests.The offered content and the approaches to learning, had better be prepared visually for viewing rather than for listening, it had better be attractive and engaging and at the same time the content and the approaches have got to remain adjusted to the objectives of the lessons.In this vein, the newly introduced course (Approaches of developing mathematical concepts at the College of Vocational Studies in Subotica) included a recently conducted survey among students of the third year on the topic of spatial geometric shapes - cubes.The Students have been presented with a video clip that features a magic illusion whose decipherment one uses essential functional-logical mental schemata.

1]. Black, B. John (2014) Teachers College, Columbia University (2nd International Conference on e-learning ICEL 2007.), http://edupoint.carnet.hr/casopis/57/clanci/1.html)
[2]. Hilčenko, S. (2015a) A model: animated logical mathematical tasks for the younger elementary school children,Turkish Online Journal Of Educational Technology, (accepted).
[3]. Hilčenko, S. (2015b) An E-model of a Flipped & Heuristic and Functionally & Logical Learning for the Generation ''Z'' In the Classwork, Sciencepublishinggroup, USA, International Journal of Elementary Education (IJEEDU), Vol. 4, Issue Number 3, June 2015, pp. 65-79, (Pub. Date: May 13, 2015)

Abstract: Background: Early childhood is a critical time for the development of food preferences and eating patterns. Preschool is the perfect setting to educate children on the principles of good nutrition. The nutritional knowledge and awareness of preschool teachers are one of the most important factors affecting preschool children's nutritional habit. So The aim was: To study the effect of nutritional guideline for kindergarten teachers on healthy physical growth of preschool children.

[1]. Baker K. and Khalder R .(2007) The Effect of the Nutritional Awareness and Practices for A sample of Kindergarten Teachers on Growth of Children in Jeddah. College of home economics and Art Education and Applied Nutrition in Jeddah.
[2]. Iannellib V. Preschoolers Child Development, Developmental Milestones. 2006. Available at: www.about.com
[3]. Wisconsin Nutrition Education Program. Developmentally appropriate nutrition education for youth ages 6-11. 2007 [cited 2007 Oct 12]. Available from: <http://www.uwex.edu/ces/wnep/files/03resyth.pdf>.
[4]. New Jersey Kindergarten Implementation Guidelines. 2011 Available at: http://www.nj.gov
[5]. Miguel E, Gleww P. The impact of child health and nutrition on education in less developed countries. Elsevier, St. Paul, USA. Handbook of Development Economics.2008;4

Abstract: This study was carried out with a view to investigating the existence of gender imbalance in the participation and performance of pre-service teachers in physics education program in College of Education, Azare. Data used in the study were obtained from students' personal records, examination score sheets and final cumulative results. Simple percentage and chi-square test were used to analyze the data. Findings revealed that there exists serious gender gap in favor of male students in the participation of pre-service teachers in physics education program. However, findings also showed that the performance of pre-service teachers in physics education is independent of gender.

[1]. Bajulaye, A.A., Okedeji, A.S. and Ogunmade, T.O. (2009). Skills and entrepreneurship: bridging the gender inequality and technology divide. Proceedings of the 50th Annual Conference of STAN, 212-216
[2]. Greenberg, E.I. (2006). Identifying gender gaps in learning growth in physics. Instructional Technology Monographs 3(2).
[3]. Kost, L.E; Pollock, S.J. and Finkelstein, N.D. (2007): Investigating the source of the gender gap in introductory physics. University of Colorado, PERC Proceedings.
[4]. Kost-Smith, L.E., Pollock, S.J. and Finkelstein, N.D. (2010): Gender disparities in second-semester college physics: The incremental effects of a "smog of bias". Physics Education Research, Vol. 6
[5]. Okoroh, D. (2003): Physics, technology and society: The journey so far. Proceedings of the 44th Annual Conference of STAN, pp. 252-257