Volume 6 Issue 1

CONTINUOUS AND COMPREHENSIVE EVALUATION: AMESS FOR TEACHERS?
Gaurav Singh and Anjuli Suhane
Abstract
Continuous and Comprehensive Evaluation (CCE) has been emerged as a much debatable topic in education sector all over India especially after its implementation by Central Board of Secondary Education (CBSE) in 2009. It was implemented with a lot of positive hopes about reforms in examination and evaluation system of schools but unfortunately system has not achieved its goals in past few years. There are a number of studies pointing out its weaknesses which has encouraged researchers to carry out the study
The objectives of the present study were to study the school teachers' overall attitude towards CCE; to analyze the school teachers' attitude towards various components of CCE i.e. scholastic aspects and co-scholastic aspects (life skills, attitude and values, work education, visual and performing arts and cocurricular activities); to analyze the classroom strategies used by teachers for assessing students' performance; and to analyze the problems encountered by teachers during implementation of CCE
For the present study 120 school teachers from different schools affiliated to Central Board of Secondary Education (CBSE) from Bhopal city were selected as sample applying quota sampling method. It was survey cum interview type of research. The data were collected from the teachers using an attitude scale with 30 items and on an interview schedule. The result of the study has revealed that currently the attitude of school teachers is significantly positive towards CCE which indicates acceptability of CCE among the teachers but they are not adequately prepared for the effective execution of CCE in schools. Interview with teachers has revealed that they have used group discussion, quiz and debate for assessing scholastic aspects of students very occasionally. The frequency of using interview schedule, observation schedule, rating scale and portfolio are even further very less. For assessing co-scholastic aspects, most of the teachers have used observation techniques. Further the study has revealed that the large number of students in the classes, lack of appropriate training, lengthy syllabus, inadequate infrastructure and increased volume of work act as barriers in smooth execution of CCE.
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EDUCATION AND INDIAN ECONOMIC DEVELOPMENT: A POST GLOBALIZATION ANALYSIS
Prabina KumarPadhi
Abstract
Globalization is one of the most frequently used words in the process of development. Its impact has been uneven and responses to it are varied in terms of its positive and negative dimensions. It has underlined the need for reforms in the educational system with particular reference to the wider utilization of information technology, giving productivity dimension to education and emphasis on its research and development activities. Education is considered as an instrument of development which fosters and enhances work skills and life skills of the individual such as confidence and sociability. In order to achieve sustainable economic development substantial investment in human capital is very much necessary. Education is considered to have a strong correlation with social and economic development. In this respect the present paper highlights regarding the correlation between the economic development and education. It focuses that if education is considered positively and emphasis is given more on this sector it creates more educated and civilized mind which results in the rapid economic development. The foremost purpose of this paper is to show the role of education in economic development and the effect of education on different indicators that help in the development of human being in India.
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CAPACITY BUILDING OF TEACHERS FOR INCLUSIVE EDUCATION
Chandan Verma
Abstract
Inclusive education has been internationally recognized as a philosophy for attaining equity, justice and quality education for all children, especially those who have been traditionally excluded from mainstream education for reasons of disability, ethnicity, gender or other characteristics. While inclusive education has been implemented successfully in many countries, other countries are still in the process of achieving this goal. This paper aims at various capacity building programs which can help government, policy makers and society to set and form different educational programs which can prepare teachers who can successfully implement the models of inclusive education at school level and apart from this, it can also provide better training, support for existing teachers as well. This paper gives a brief picture of capacity building of teachers in Inclusive education.
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QUALITY TEACHING: AN EFFECTIVE INTEGRATION OF CONTENTKNOWLEDGE AND TEACHING STRATEGY
Dr. Sumitra Naha
Abstract
Education is a process in which knowledge, skills and a set of values are passed from a person to another. The Education system in India is undergoing changes especially in the last two decades in terms of access, equity and quality. Quality of teaching is the most important determinant affecting education performance or quality. Apart from it the educational facilities which include buildings classrooms, libraries, conference halls, and computer labs also affect the quality of education. There is strong national and international evidence that a teacher's effectiveness has a powerful impact on students. Thus, achievement of quality in teacher education is very essential from the perspective of value added per student which is the amount of students' academic growth produced by a teacher. Quality in teaching is highly associated with two things viz. “what is taught' or the content knowledge and “how it is taught” or the teaching practice. The present study is an attempt to analyze how a proper integration between content knowledge and the teaching strategy may be instrumental in achieving the quality to become an effective teacher. Avital aspect of good quality teaching is that a teacher is required not just to know the content to an appropriate level but to know how to communicate the content in a way that can bring students from an introduction to a concept and further understanding of it. In this way teachers could also help students to relate one idea to another and also address misunderstandings. In other words a teacher needs to know and understand how individual student's best learn specific subjects at various levels of education.
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A STUDY OF SELF ESTEEM AND EDUCATIONALASPIRATIONS OF THE VISUALLY CHALLENGED UNIVERSITY STUDENTS OF ALIGARH MUSLIM UNIVERSITY
Anwer Sultana
Abstract
The present study aims to investigate self esteem and educational aspiration of visually challenged university students in Aligarh Muslim University. The purposive sample of 35 visually challenged students which include 19 boys and 16 girls are selected for in-depth study of the 2 variables. For further comparative study of these two variables, the sample was also categorized into 18 under graduates (U.G's) and 17 post graduates (P.G's). Self esteem inventory contains 30 items socially desirable and 13 are socially undesirable items. This scale views to assess personally perceived self and socially perceived self. The educational Aspiration scale ( form V) contains 8 list each containing 10 items of qualification. Besides descriptive statistics, t- test and pearsonian 'r' was applied for testing hypotheses. Scores of test were put in separate table for personally perceived self esteem and socially perceived self esteem. Subjects were divided into two groups on the basis of gender into girls and boys and on the level of educational qualifications they were categorized as U.G and P.G. The findings suggested that self esteem of boys and girls as well as U.G's and P.G's does not show significant difference. Similar educational aspiration of boys and girls as well as U.G's and P.G's students also do not have significant difference. It is inferred that both boys and girls of U.G's and P.G's group are equally competent to attain their educational goals. They want to explore many fields of achievement.
Findings also concluded that higher self esteem resulted in higher educational aspirations and self esteem is an important trait that gives an individual a feeling of confidence and ability is to do a task in a right way. He then strives for something higher than one's present status (aspirations). It can be in educational or professional life.
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VARIOUS FACTORS INFLUENCING JOB SATISFACTION OF EMPLOYEES IN EDUCATION SECTOR
Shraddha Bhadauria
Abstract
Job satisfaction is considered to be a measure of an employee's engagement with a given work environment in an organization. The present study aims at exploring the factors that may make an employee contented with his performance while discharging the assigned role functions. The study's specific focus is on the Academic and NonAcademic components of employee segment in Education sector. The study is confined to the education sector in Delhi NCR region. Determinants of satisfaction like adequacy of compensation vis a vis an employee's perception of his competence, peer level comparisons, organization's growth perspectives, career progression administrative policies, gap in expectations and reality etc. have been discussed in the study. Herzberg's two factor theory has been discussed and linked to factors that contribute to job satisfaction among faculty and administrative staff. A sample size 111 has been considered for the study. Sample was collected through convenience sampling. By using the Karl Pearson's Correlation and independent t-test significant differences have been applied to identify satisfaction levels experienced by male and female employees and also relationship of overall satisfaction with extrinsic and intrinsic factors of motivation . It was found that Intrinsic factors are positively correlated with overall satisfaction with the job. And It is concluded that there is no significant difference between gender and overall job satisfaction of the employees.
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MULTICULTURAL EDUCATION: THE GAP IN TEACHER TRAINING PROGRAMME
Dr. Elizabeth Kuruvilla
Abstract
Globalization demanded changes in teacher education preparation programs, as schools of education realize that tomorrow's teacher will be teaching a broader diversity of students than ever before. Teachers must be trained in terms of philosophy, pedagogy and curriculum to deal with the challenges of an increasingly diverse population. Here is the necessity to include multicultural education in teacher education curriculum. Education that is multicultural creates an environment that reveals various cultures positively. In this paper, an attempt has been made to explain the term multicultural education, its various dimensions and to highlight the missing link in teacher education curriculum. Establishing a multicultural perspective will make teachers to eradicate their prejudices towards other peoples irrespective of their culture, nationality, race, class, or other differences. The paper is concluded by highlighting the need to link the gap of multicultural education with teacher education curriculum.
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A STUDY OF CHANGE IN BEHAVIOUR IN TEACHER TRAINEES AFTER VISITING SPECIAL SCHOOLS: A STEP TOWARDS INCLUSIVE EDUCATION IN TEACHER TRAINING
Siddhi Sood
Abstract
Anew phase of teacher training program is about to begin which might have a great scope for inclusive education. Thus, the present study is about a step towards inclusive education in teacher training by conducting visits to schools for children with special needs (CWSN). The paper is entitled as 'a study of change in behaviour in teacher trainees after visiting special schools: a step towards inclusive education in teacher training'. The main objective is to study the change in behaviour in teacher trainees in terms of awareness about the exceptionalities and needs of CWSN. The methodology involves the case study of institutions for CWSN by teacher trainees and report writing. Four different institutions were selected and studied by four teacher trainees of Shri Gujarati Samaj B.Ed. College, Indore, separately and shared their experience through report writing. The major finding includes the desirable change in behaviour of teacher trainees in terms of their increased awareness and learning about the CWSN and their needs. Therefore, a step towards inclusive education seems to be successfully begun.
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ASTUDYOFMARKING BEHAVIOUR OFTEACHERS TEACHING AT SENIOR SECONDARYLEVEL
Syed Meeraj Ahmad Rizvi
Abstract
To assess the learning outcome of the student, examinations have been used as a technique from a long time. These examinations may be of different types like written examinations, assigning projects, interview and so on. To make aware of the students with their performance in examination, a feedback has been provided to them in the form of marks or grades which acts as a significant reinforcement for the students to work harder. The examination system in India mostly consists of essay type examination which is very helpful in assessing the higher level of learning outcomes. This research paper aims to study the impact of an examiner as a factor in determining marks on the same essay written test with respect to different variables like type of institution they are affiliated to (government or private), position in the job (permanent or temporary), gender and marital status. For this purpose, copies of an essay, written by same student were distributed to the 100 teachers teaching at senior secondary level, requesting them to examine the copies and awarding marks. The findings of the research study revealed that there is no significant difference in the marking behaviour of teachers on the basis of their institution affiliation, position in the job, and gender whereas a significant difference was found in the marking behaviour of unmarried teachers teaching at senior secondary level.
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EFFECT OF ACTIVITY BASED TEACHING ON ACHIEVEMENT IN SCIENCE OFELEMENTARYSTUDENTS
Sanjoy Bhuyan
Abstract
This experimental study aimed to investigate the effectiveness of activity based teaching on achievement in science of elementary students. The study was conducted on 160 students of Class VII of CBSE affiliated English medium schools of Jamshedpur. Out of 160 students 80 were assigned as experimental group and the other 80 as control group. Pre-test post-test equivalent group design was opted for the study. For the study Science Achievement test was developed and used by the investigator to collect the data. Experimental group was exposed to the treatment of activity based teaching strategy while the control group was with the traditional class room teaching method for six weeks. The data were analysed using t-test. The results showed that there was a significant difference between the means of the students' science achievement in favour of the experimental group.
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CHARACTERISTICS OF A CONSTRUCTIVIST CLASSROOM IN THE CONTEXTOFENGLISH LANGUAGE EDUCATION
Deepti Yadav
Abstract
National Curriculum Framework-2005 emphasises on a constructivist approach for learning to be facilitated in the classrooms. It accentuates that the classroom environment should be managed in such a way that students should actively participate in learning which involves constructing knowledge and new ideas and skill development. Constructivism distinguishes learning as a dynamic and social process in which learners actively construct meaning from their experiences in connection with their prior understandings and the social setting; it is facilitating opportunities by the teacher. In the present paper some characteristics and approaches of a constructivist classroom practiced, how language learning and facilitating can be amusing, in the context of English Language education are discussed and elaborated. It is the teacher who needs to provide an encouraging environment in the classrooms for language and skill development where students are comfortable with expression and feel at ease to speak with their peers and teacher.
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A COMPARATIVE STUDY OF SELECTED PHYSICAL VARIABLES BETWEEN CRICKETAND SOFTBALLPLAYERS
Shantanu Singh Kakran
Abstract
The purpose of the study was to compare the selected physical variables between cricket and softball players. A total of 60 male subjects (30 each in softball and cricket) age ranges from 18 to 26 were selected purposively for the study from different region of Madhya Pradesh who have participated in Inter-University tournaments. The data were collected for different physical variables i.e. back strength, hand grip (right and left) and balance (dynamic and static). For the analysis of data, independent t-test has been employed. The level of significance was set at 0.05. The significant difference was found between Cricket and Softball players on dynamic balance. Whereas, insignificant differences were found for other physical variables i.e. back strength, static balance and handgrip strength (right and left) among softball and cricket player.
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COMPARATIVE STUDY OF PHYSICAL FITNESS AND PSYCHOLOGICALVARIABLESOFTENNISANDSQUASHPLAYERS
Mewar, Bharat Bhushan
Abstract
The purpose of the study was to compare the selected Physical Fitness and Psychological Variables of Tennis and squash Players. Atotal of 40 male subjects (20 each in tennis and squash) age ranges from 18 to 26 were selected purposively for the study from different region of Madhya Pradesh who have participated in Inter-University tournaments. The data were collected for different physical fitness variables i.e. agility and arm strength and psychological variable i.e. Depth Perception. For the analysis of data, independent t-test has been employed. The level of significance was set at 0.05. The insignificant difference was found between Squash and Tennis players on depth perception. And also, insignificant differences were found for other physical fitness variables i.e. agility and arm strength among tennis and squash player.
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