In the present study, the investigator has tried to study the attitude of the pupil-teachers towards teaching as a profession. The progress and development of any nation in the world mainly depends upon its educational system and the educational system depends upon the teacher’s attitude as when the teachers are the good in teaching then only they can impart their best to the future citizens of the nation i.e. the students.
In recent years, many institutions of school education system in India especially metropolitans are incorporating multimedia technology into the classroom to enhance the teaching and learning process. In this paper, the researcher focus on the process in which an Instructional Multimedia Module (IMM) was created. It is integrated with multimedia elements such as graphics, audio and video to make it more attractive to be used by students in their learning process. This learning module was based on Gagne’s nine events of instruction for the topic ‘Reproduction’ chosen after having Focus Group Discussion with X & XI class students.
This paper deals with Right to Education problems and prospects. Undoubtly Right to Education is a great landmark legislation in the history of education in India. It is matter of pleasure that its role will provide not only for free and compulsory education to every child between the age of 6 and 14 years but also help in raising standard of education.
Key words: Right to Education, Primary Education, Secondry Education, Higher Education, Universaligation of Elementary education(UEE).
The aim of the present study was to explore study habits of class 10th students. The sample of the study comprised ninety students (51 girls and 39 boys) of grade 10 in the academic session 2012-13. Patel’s (1976) study habit inventory (SHI) after slight modification was used to gauge students’study habits. The major findings of the study showed that the study habits of the students were inappropriate. Further, no significant difference was found in the study habits between the boys and girls (t = 0.98, df = 88, p < 0.05). This paper has a scope for school personnel, counselors, parents and all stakeholders in the process of education.
Key words:- Study Habit, Study Habit Inventory (SHI)
An attempt has been made in this investigation to compare the academic attitude of girls and boys students of secondary levels school in relation to their socio-economic background such as high, medium and low and found there was a favorable feeling in terms of academic attitude among majority of students of secondary level schools. and the statistical result shows that the academic attitude of students is influence by socio-economic background.
Present study is descriptive in nature, investigates the level of ‘job satisfaction’ of Teacher Educators working in Private B.Ed Colleges affiliated to G.G.S.I.P. University, Delhi and M.D. University, Rohtak, Haryana. A sample of eighty teacher educators (forty from each university) was chosen and standardized tool (Teacher Job Satisfaction Questionnaire-TJSQ) was used to collect relevant data. Majority of the teacher educators working in private B.Ed colleges under both the Universities have shown Low Level (68.50%-GGSIP, 62.25%- MD) of job satisfaction or they are less satisfied with their jobs. Whereas, more than thirty percent (31.50%- GGSIP 33.75%-MD) teacher educators have shown high level of job satisfaction, which is less in number as compare tothat of low level. As
per the main objective of the study; the t-value was calculated as 1.97*, which is ‘not significant’ at both the levels of confidence (0.01&0.05 levels).Therefore as per the null hypothesis that; ‘there is no significant difference in level of job satisfaction among the teacher educators of private B.Ed colleges affiliated to G.G.S.I.P university Delhi and M.D university Rohtak was ‘accepted’. It can be concluded that there was a slight difference of two percent in high level and of six percent (not significant) in low level of job satisfaction among teacher educators working in private B.Ed colleges,may be due to some interpersonal reasons. All teacher educators of private B.Ed have shown near about equal type and level of job satisfaction.
Key words:- Job Satisfaction,Teacher Educators of Private B.Ed College, GGSIP & MD University Rohtak.
We define high-fidelity e-learning as “a set of tools and methods that delivers education and training to students anywhere, anytime without sacrificing efficacyâ€. High-fidelity e- learning preserves educational quality while minimizing or eliminating logistical requirements. High-fidelity e learning begins with the assumption that instructional delivery will be primarily asynchronous, so the content and its presentation must minimize the requirement for a live instructor.
High-fidelity e-learning extends the traditional concepts of e-learning through the use of rich media technologies, immersive simulations, and scenario-based instruction while maintaining its anywhere, anytime foundation. It is based on the presence of a ubiquitous internet connection, representing an always- connected world. It assumes students can and will access material on their terms and that they will acquire and maintain skills while they fulfill their day-to-day responsibilities.
High-fidelity e-learning supports and encourages hands-on learning, allowing students to practice instructional concepts whenever and wherever they choose
Keyword: E-learning, Computer Network, High fidelity, media technologies, educational training, scenario-based instruction, Balancing Control, instructor-led training (ILT), web-based training (WBT), computer- based training (CBT)
Schools are foundations of the Society. Schools play an important role to make the future of nation. From last two decades private tuition is an issue of growing concern and is practiced in both developed and developing countries. Although this practice has certain positive effects but it imposes a considerable financial burden on parents and often gives rise to abuses & misconduct. The present paper focuses on the causes & effects of growing phenomenon of private tuition, such as the extent of this practice, its necessity, attitudes towards it, why students take private tuitions, why teachers provide it, and recommendations to deal with the issue.
Education is a deliberate, purposive activity directed at the achievement of a range of end which could potentially include the development of knowledgeable individuals who are able to think rationally, the formation of sustainable community and the realization of economic goals, benefitting both individuals and their communities. The term education has normative implications: it suggests that something worthwhile is being intentionally transmitted and that something valuable is being attempted.
The developments during last 50 years or so in such diverse disciplines as psychology, sociology,economics, politics etc have led to the emergence of new definitions of education. Discoveries in psychology, particularly in perception, learning and socialization processes, have thrown new light on cognitive abilities and psychological processes, occupational choices of people and their predicted career success and failure. Deeper insights into national cultures have led to a belief that the purposes of education are best served if it recognizes and models itself on the particular nation’s culture, idiom and ethos.
Key words:- Social Environment, Globalization, Tertiary education
The purpose of education is not just making a student literate but also to add rationale thinking, knowledge and self sufficiency. Creativity has been identified both as a key factor for adequately addressing the challenges caused by these changes as well as a major driving force towards knowledge creation and social and economic advancement through the development of a knowledge society. Creativity has received a high degree of attention from scholars, professionals and policy makers alike in recent years. Characteristics of creativity are originality,appropriateness,future orientation and Problem-solving ability. Teaching for creativity might best be described as using forms of teaching that are intended to develop students own creative thinking and behavior. However it would be fair to say that teaching for creativity must involve creative teaching. Guilford (1967) and Torrance (1963) observed that creative thinking abilities could be developed through direct instruction. It is important to reduce or eliminate the factors which inhibit the creative activity of teachers and learners and give priority to those that encourage it. Guilford’s (1967) statement that “creativity is the key to education in its fullest sense and to the solution of mankind’s most serious problems “is still relevant today.
Key Words : Creativity, Creative Leap, Teaching for Creativity
Nin –discrimination is a guarantee of equality .It is not a special service reserved for a select few. Disabled must not be seen as being in a protected class with special prerogatives because that destroys all ideas of equality. They must receive equal protection and treated as others are treated. They are not ignorant unless they are excluded from mainstream education and only provided special education. On the basis of several studies, the centre for students on Inclusive Education (CSIE) States that children should not be devaluated or sent away because of their disabilities or learning difficulties.
The term disability is an ideological term, and there is no commonly accepted way to identify or define disability and to measure it
Inclusive education is multidimensional; it does not merely mean placing a child with disability in a school . It means creating effective classrooms where the educational needs of all children are addressed irrespective of ability or disabilities
Attention to special education teachers alone is only half a strategy. Planning should involve all stakeholders in researching, discussing and examining the entire educational program. Real inclusion involves restructuring of a school’s entire program and requires constant assessment of practices and results .
Besides examining the key question on how to prepare a reflective teacher, this contribution makes a critical analysis of the challenges that confront teacher education today and suggests, among other things, the need for setting up of professional development centres in each district to conduct continuing in-service programmes for teachers round the year through face-to-face as well as distance modes.
Keywords: - continuing education, professional development, Inservice training programme, quality teacher education
Allahabad zile ke Kaudihar-2 aur Meza block me uchattar madhyamik vidhyalyon me adhyanrat chhatraon ke namankan ke uprant class me apekshit stur ki upestithi ne hone ke karno ka adhayan