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This paper examines teachers' adaptive approaches with regard to Environmental Studies (EVS) within primary classrooms of government schools located in suburban Mumbai in India. 'Environmental Studies' (EVS), is a significant aspect of school curricula; integrating concepts and issues of science, social studies and environment education. While the effectiveness of curricular activities and materials for EVS in fostering student learning is often examined, teachers' implementation of these resources have received relatively inadequate attention in scholarly research. The local conditions in government schools, as well as the nature of reform curriculum and teacher training form the background to the complexities involved in adaptive teaching. We find that different adaptive methods are developed by some teachers over time in response to their documentation of local concerns and resources. We also find that the teachers' strong sense of professional agency is reflected in their explorations with curriculum-adaptation possibilities. Additionally, teachers' varying levels of trust in the design of existing textbook activities may affect their pedagogical decisions. We propose that delving into teachers' local knowledge provides insights into their perspectives and practices regarding student learning. Studying teachers' adaptive approaches is therefore imperative, and has critical implications for curriculum design and teacher professional development efforts. [For the full proceedings, see ED654100.]

In this study, we explore the possibilities of utilizing and implementing an e-Education platform for Indian school-level curricula. This study will demonstrate how the e-Education platform provides a positive result to the students' learning and how this tool helps in managing the overall teaching processes efficiently. Before describing the overview of this e-Education methodology, the current Indian education policies, and the curriculum implementation strategy in School-Level education will be discussed. We will extend our opinions on current state-of-the-art e-Learning methodologies employed in Finnish educational institutions and pursue a comparative study on Indo-Finnish education systems. In this paper, our views on the appropriateness of the developed platform ("ViLLE" e-Education Platform) towards Indian elementary-level curricula and its foreseen implementation impacts will be presented. At last, we will show that the chosen approach is green, environment-friendly, and highly aligned with the roadmap of reducing and eliminating paper consumption in academic institutions in the future. [For full proceedings, see ED571459.]

Difficulties in mathematics learning are a multi-faceted issue and the role of language in it is crucial. Language of mathematics includes mathematics text, discourse in classroom and language used in evaluation situations with its specific verbal, symbolic expressions, structure and function. Ambiguity arising from the difference between formal language of mathematics and the multiplicity of meanings in everyday language aggravates concerns related to the linguistic factors in mathematics learning. A distinction between difficulty from lack of knowledge of concepts and processes of mathematics and difficulty arising from fluency of expressing such skills in appropriate language is often vague. Hence, difficulties faced by students in relation to language of mathematics in different vernacular contexts is to be thoroughly studied for helping teachers to successfully impart the process of mathematization. This paper reports a preliminary diagnostic investigation through descriptive survey, with a mathematical language test to identify difficulty arising from language related aspects of mathematics learning in Malayalam language at elementary level. The sample consisted of 200 students in 7th standard (age 11-12) of Kozhikode and Malappuram districts of Kerala. Association between perceived difficulty in learning Mathematics and difficulties in mathematics language is also analysed. Excluding semantics, all others components of language of Mathematics are highly difficult. Furthermore, difficulties generated by all the components of Mathematical vocabulary, Morphology and pragmatics are contributing to perception of maths as a difficult subject. Unquestionably, the challenges in learning mathematics go beyond the language issues, but the linguistic challenges need to be addressed for students to be successful in attaining aims of mathematics learning.

These proceedings contain the papers and posters of the International Conference on e-Learning (EL) 2019, which was organised by the International Association for Development of the Information Society and co-organised by the Instituto Superior de Engenharia do Porto, in Porto, Portugal, July 17-19, 2019. The EL 2019 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. [Individual papers are indexed in ERIC.]

The context of this paper is studies worldwide on influence of phonological factors in language development of children. Such studies reveal the significance of Phonological Awareness in development language skills: including, predictive value of phonological short-term memory for reading skills in Grade 1. This paper throws light on factors in language learning that associate to failure in completion of lower primary grades in their first school. This paper analyses data obtained during a longitudinal study of school and pupil factors that leads to language difficulties in lower primary classes. The sample was cohort of students enrolled in grade 1 in the year 2010, in 11 coastal primary schools in Thrissur district (include government and aided schools). The sample was followed until 2013, through four academic years. This paper analyses phonological awareness and letter reading in Grade 1 of two distinct groups in the initial sample of 199 lower primary students. One group consists of those who successfully were promoted to Grade 4 in the same school by fourth academic year. Second group is of those who dropped out, retained or transferred to another school, before the completion of the first four years of schooling. Thus, this study tests difference, if any, in the performance of Phonological awareness and letter reading skills of groups that succeed and fail to successfully complete lower primary grades in their first school. This paper adds to understanding the problem of drop out and stagnation, which is traditionally attributed to poverty, child labour, malnutrition, and diseases among other societal and school factors. Implications are added. (Contains 4 tables and 4 figures.)

Education for All has been an international driver in the past decade for states that have been progressing rapidly and been making remarkable progress in education practically eradicating illiteracy and achieving nearly universal primary education along with gender parity. India being the second largest populated country in the world constituting a significant portion of the world population has made significant progress over the last couple of decades in the field of education. This progress undoubtedly has been through the efforts of the political system within the country and undeniably it can be attributed to the international targets such as Education for All (EFA) and the Millennium Development Goals (MDG). Such national and international efforts have been made to prepare globally competent citizens in India as well as in other countries. Yet as the deadline for EFA approaches, some states and regions within India remain far from achieving some goals and urban rural disparities exist that hold back India as a whole from achieving set targets for 2015 as a nation. India remains to be under the lower third in the Educational Development Index with EDI of .790 (UNESCO, 2012). Therefore, it is important to make a final assessment of progress under the framework of EFA with a vision beyond 2015 that will help achieve international and national targets in the coming decade. This paper concludes that as India prioritizes to prepare globally competent citizens in the coming years there needs to be a well thought-out education strategy that can be implemented via reforms in these key areas -- access, quality, governance. [For the complete Volume 12 proceedings, see ED597979.]

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2017, taking place in Budapest, Hungary, from 29 of April to 1 of May, 2017. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2017 received 243 submissions, from 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 128 submissions (29% acceptance rate). The conference also includes: (1) Two keynote presentations by Prof. Dr. Leslie G. Walker (Professor of Cancer Rehabilitation at the University of Hull, United Kingdom) and by Prof. Dr. Howard S. Schwartz (Professor of Organizational Behavior in the School of Business Administration, Oakland University, USA); and (2) Two Special Talks one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Dr. António Alvim (Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal). We would like to express our gratitude to all our invitees. This volume is composed by the papers of the International Psychological Applications Conference and Trends (InPACT 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This volume contains the papers and results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [Abstract modified to meet ERIC guidelines. For the 2016 proceedings, see ED580800.]

Many K-12 teachers struggle to meet the needs of diverse learners as school reforms promote new disciplinary literacy requirements. In response, language education scholars have argued that teachers must develop "disciplinary linguistic knowledge" (DLK), or an understanding of language in their content area and an ability to design curriculum and instruction that is responsive to their professional contexts and students' disciplinary literacy needs. This literature review explores recent uses of systemic functional linguistics (SFL) as a basis for teachers' development of DLK and the implications of SFL-based professional development for teachers' classroom practice. Findings indicate the potential of SFL for this purpose and have implications for the design of future professional development and research in the area of language education.

This study is to identify tasks which can be used to spot students with Reading Disability in Malayalam among Upper Primary students. It used secondary data collected from students of Kerala. Students were categorized as dyslexic and low achievers based on their performance in reading, writing and arithmetic tests. Data on performance of normal students were obtained from previous studies. The indices of performance of groups were obtained on 45 academic tasks. Tasks in Malayalam which can be objectively tested, to distinguish learners with dyslexia from normal learners and low achievers were identified. These tasks are related to four factors namely; ordering words according to alphabet, identifying incorrect spelling involving but not limited to glides, spelling of simple vocabulary, and use of symbols for vowels. It is suggested that, if these factors are used along with factors based on "tests in Malayalam" that can discriminate dysgraphic and dyscalculic learners, it will be helping in improving education of learning disabled children in the local context.(Contains 2 tables and 2 figures.)

This collection of panel proceedings is divided into five sections each of which is devoted to one panel. Panel 1 focused on mobilization, people's participation, and decentralization for "Education For All (EFA)." Panel 2 was devoted to external and internal financial resources for EFA (Government of India). Panel 3 was on girls' and women's education, women's empowerment, and population issues. Panel 4 was on education and society. The fifth panel was a special panel devoted to India's District Primary Education Program. Participating nations were Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, and Pakistan. After a scene setting discussion at the beginning of a pre-summit session when delegates considered the analysis and synthesis paper prepared by UNESCO, they spent the rest of the three day conference taking part in the four panel discussions that centered on the main themes of the forthcoming Delhi Declaration. Before the conference, delegates had been presented with background papers on the themes that were enlarged upon by panelists from the United Nations agencies and representatives and ministers of the 9 states. Together these 9 countries account for more than half the world's population and 75 percent of its illiterates. They are cradles of civilization and founts of spiritual, cultural, and philosophical knowledge that continue to have a profound influence on humanity. Despite differing cultures and historical legacies, the countries have recognized that education is at the heart of sustainable development. (DK)

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]

Although the Indian education system is probably the largest in the world, little is really known about what goes on in Indian educational institutions. The information that does exist can be grouped into four types: prescriptive, general description, widely statistical (based on government statistics), and specifically statistical (based on surveys). None of these approaches have been used effectively in developing a realistic picture of India's schools. What is needed is an anthropological approach, a methodology based either on the classic field work model or the use of ethnomethodology, which intersects with linguistics. The remainder of this paper presents an example of anthropological education research. It reports the results of field work, conducted at the village of Lilauli in the 1960s, on the relationship of the local school to the community. It describes: (1) the lack of school inspection; (2) the reliance of district authorities on the local school teacher for enrollment and attendance statistics; (3) the organizational goals of Lilauli for its school; and (4) the role of the school within the traditional village socialization process. (KH)

This document comprises three sets of papers produced by a subregional seminar of the Asian Programme of Educational Innovation for Development (APEID). The first chapter is an overview of experiences in orientation and training of key educational personnel in integrated curriculum. Chapter 2 consists of guidelines and checklists for developing training programs and materials. Chapter 3 consists of selected exemplary materials resulting from workshops at the seminar: (1) a training manual from Korea on "Teaching Pleasant Life"; (2) instructional modules on using local, low-cost resources and community participation (Korea), developing questioning skills in environmental studies (Nepal), and principles of the integrated curriculum (Korea); (3) teacher leaflets from Bangladesh on improving pupil enrollment, encouraging community participation in schools, preparing an individual lesson, and identifying and helping physically handicapped children; (4) teacher guides from India on food, good habits, and life of plants and animals; and (5) instructional plans on receiving guests and on food from Thailand. Appended are the agenda of the conference, a list of participants, and a list of documents. (TE)

India is deliberating on a proposal to re-implement detention policy (demarcated as the major reason of drop-out) based on an end-term examination for students' promotion in elementary education (up to 8th Standard) which was existing till 2009. This article tries to see the nature of gender differential in students' promotion through detention policy of students from one class to another in primary (class I to IV) education. Secondary govt. provided data set from U-DISE for West Bengal, India has been used for statistical methods applied in the study. The districts like Darjiling, Kolkata, Hugli etc. with better educational infrastructure has lesser disparity and vice-versa. The family side demand like female literacy, the better economic condition also has decisive importance on the promotion of girl child education. Overall, the status of West Bengal is slightly better than many other Indian states in the context of students' promotion. [ABSTRACT FROM AUTHOR]