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Background: The literature has expounded on the impacts of international service-learning (ISL) in teacher education as positively affecting everything from improving academic achievement to developing a greater moral and ethical sense. Other studies have examined the role of cultural competence and dimensions of power between those providing and receiving service. Purpose: This paper examines a decade-long ISL immersion program to understand the outcomes on students in three key areas that have received attention in the literature: motivation, employment, and academics. Methodology: A longitudinal case study comprising a cross-section of students who were asked to reflect on their immersion experiences, which took place from 2011 to 2020. Reflective journals completed during and directly after each immersion supplemented the survey data. Findings: While much of the data supports previous studies regarding the impacts of ISL, there are some anomalous findings, especially in the longer-term effects of ISL within teacher education. While participants' perceptions of the impacts were significant, evidence of that impact was lacking. Implications: Although short-term impacts of the immersion were more significantly noted, students perceived the impact for more extended periods than previously thought. However, the evidence to suggest that these perceptions are realizable is lacking.

This article is based on a case study conducted at a government (state-run), girls' secondary school in a low-income neighbourhood in New Delhi that was conducted in March, 2012, two years after the Right of Children to Free and Compulsory Education Act (RTE) came into force. The study examined how RTE and its related reforms were being implemented, with the objective of gaining insights into how education objectives and the curriculum were being implemented at the school and how its teachers approached the implementation of the curriculum. Findings of this investigation are presented here in relation to the systemic issues of "teacher professionalism" and "high teacher-pupil ratio". The findings present some insights into the effects of a significantly high teacher-pupil ratio on educational outcomes and on the professionalism of teachers.

This paper aims to analyze the effect of motivation in the development of English speaking skills on second language acquisition. There are so many excellent teaching methods that vary in effectiveness. Motivation is the driving force for learning another language, and integration of that language into the person's identity. Motivation is the practical reason for learning a second language. Data collection was done from two Indian universities named: Patna University and Patliputra University, from each university 50 students were randomly selected. Speaking English is one of the best needs of individual in both the students' academic and a professional field. The second language students should be encouraged not only in the classroom but also outside to speak in English. In achieving this goal, motivation can be used as magical catalyst in learning L[subscript 2]. With this viewpoint, this research focuses on 3 main motivational factors to analyze the role of motivation in developing speaking skills: identifying the motivation function in promoting speaking skills; researches on motivational factors for English as second language; suggesting impact and strategies in stimulating learners in developing speaking skills. close-ended questionnaires using relevant types of questions are chosen to conduct data collection. For the research, descriptive statistical analysis was performed using SPSS software. The mean value was used to represent the analysis results. Within this paper, the researcher identified several factors that affect students' motivation to learn second language. Motivation is surely, of great importance in this phenomenon, and is often critical in its development.

Purpose: The quality of vocational education and training (VET) processes plays an important role in international education policies and research. In India, issues of quality came into focus in recent years due to an increased demand for skilled workers, and continuing challenges in the area of quality of VET. Existing quality assurance mechanisms of VET in India are characterised by a lack of comprehensiveness and uniform standards. This paper addresses the contextualised development of an Indian-specific approach for quality measurement. It centres on following research question: Which quality areas, criteria and related indicators are of relevance for measuring quality comprehensively? Approach: Design-based research substantiates the research objective, which is to develop a model that is theoretically and technically sound, as well as adapted to the national context. The question of how to create "cultural-fit" was essential for the research process illustrated in this paper. Starting point for the development of the approach was to build a structured review, and following analysis, with reference to existing models and approaches to quality management. The initial search examined national and international academic sources for quality management in business and education, as well as governmental sources for quality management strategies in VET. A significant number of models were selected, based on inclusion criteria, and these models were aggregated to provide a source for a first own conception of an approach. Results: Quality dimensions and criteria were collected and identified with reference to distribution across models. In total, seven major quality areas are identified, namely Institutional Sphere and Context; Personnel; Educational Planning, Provision and Assessment; Learning and Teaching; Leadership and School Management; Industry Linkage and Learner Achievements. In addition, 40 quality criteria are determined under these major quality fields, and relevant quantitative and qualitative sub-indicators for measurement are derived. Conclusion: The actual results will be a basis for the following pilot-based implementation in India. The model can provide meaningful feedback and data-based recommendations for continuous improvement of the Indian VET system and may furthermore provide for a reflected and contextually adapted implementation in other countries.

This paper explores the gamut of human resource practices prevailing in private Indian Business Schools (B Schools) with specific focus on the talent management strategies adopted. The paper explores the interdependence of talent management strategies adopted by the private Indian business schools and the organisational strategy along with the metrics and scales used to measure the academic performance. The paper analyses and critiques the present scenario for lacking alignment between the vision vis-à-vis the strategies adopted for talent recruitment, talent development and retaining and rewarding talent. The paper debates on the fact that prudent talent management can help in developing a conceptual framework to augment performance of B Schools over long term by amalgamating the B school's strategy with its performance metrics.

This paper studies mathematics learning gaps within Indian children at two points in time. Dividing them into two groups, better performing and the rest, we investigate the causes of the difference in the average learning gap between them at those two points. We explore this question using the threefold Blinder-Oaxaca decomposition at these survey points (collected over a gap of four years). We find that when the children were younger the private schooling effect was the core contributor towards this learning gap. When these children got older, the effect vanished and the gap in average years of schooling, which has magnified during this time between these groups of children, contributes most to this learning gap.

Adolescence is the period between childhood and adulthood and the most important stage of a human being. Adolescence is a period of stress and storm. Students cannot adjust with their new-fangled role in life. They can have Emotional, Mental, Behavioural, and Adjustment problems known as "disorders". Behavioural patterns that appear in adolescents include consuming alcohol, smoking, using other substances, sexual behaviour, violence, etc. An individual experiences fulfilment when the psychological and physiological requirements are fulfilled. If an individual fails in satisfying the needs, it makes him/her disappointed and depressed. Behavioural disorders of adolescent students are depression, stress, anxiety, risky sexual behaviours, aggressive behaviour, violence, and disobedience. Adolescents find it difficult to adjust with family and society. With regard to somatic variation and problems, he/she is confused with the role of adolescence. The academic performance of the adolescent students at school are greatly affected by these problems. The fact that the behavioural and adjustment problems can be reduced by Yoga is the main aim of this paper. As a solution to their problems, the techniques of Yogasana, Pranayama, and Meditation are given to the Adolescent students to control the mind. The reason for this paper is to give an insight of Yoga and how Yoga helps the adolescents to lesser their stress and stay calm. It benefits the young people not only in school, home, and the community, but throughout their life. The result of Yoga intervention gives positive effects on both physical and mental health of the adolescent students.

In the conventional system of education, a student can regularly interact with teachers and peers and effectively and smoothly carry on with the learning process. However, in the Open and Distance Learning (ODL) system, students have to learn by themselves with the self-instructional materials and with the minimum guidance received from counselors, making the system more demanding. In other words, although opportunities are created in an ODL system for student interaction with faculty and peers, these are less frequent as compared to the conventional system, making effective learning challenging. Besides the facts placed above, this paper is also based on the premise that the admission process in conventional institutions/universities are highly selective where decisions at the entry level is influenced by the academic performance of the students and/or scores at assessment/screening examinations; therefore, the students so selected are relatively academically stronger students capable of better academic performance. Due to its inherent constraints of providing space and infrastructural facilities, conventional higher education is more selective and consequently more merit and excellence based in its approach. At the other end of the spectrum are the institutions of open learning which are primarily addressing the issues of access and equity in education and therefore have more open and flexible admissions. While following basic eligibility criteria and/or standardized test scores, it is seen that students would not have to be outstanding or even necessarily academically strong students to be admitted to the various programmes of study. As a result, a major chunk of the students who enter the ODL system are those who are filtered and are unable to get admission into the traditional and conventional system of education. It becomes very difficult for these students to manage with the demanding ODL system contributing to low pass out rates. On this premise, the paper tries to discuss the possible mechanism/s for student screening for all programmes run in the ODL mode too so that justice is ensured to students. The authors also try to reason that use of ODL would be successful only for those learners who have a certain level of intelligence, competence and capability and are self-motivated to put in more effort. Further, the authors attempt to highlight that democratization of education is actually being misinterpreted and is targeting mass enrolment. If self-learning is achieved in its true sense, which can be attained just by competent, self-motivated and select students, only then can we say that ODL system is effectively contributing to educational development of the country.

Excellent certificates are not enough to make excellent teachers rather, teaching demands constant insight, reflection, and suitable pedagogy. Determining the best pedagogical method of course delivery plagues faculty members and schools across the globe. This paper reports on an investigation and outcomes of a comparative study of three different methods of course delivery offered for the same course in an Indian elementary school before the COVID-19 pandemic. The study followed a Design-Based Research (DBR) approach. Comparisons have been made to the collected quantitative data from each teaching method-face-to-face, blended flipped, and fully online-in respect of students' learning achievement and satisfaction. Findings revealed that participants in the face-to-face group achieved better than the rest two groups. However, students in the flipped group reported better satisfaction with the course than in the other two modes, and it happened within 8 weeks. These results offer implications for selecting the best method of course delivery for elementary mathematics even in unequipped schools, echoing an insight for practice to add effectiveness to the delivery mode.

Privatization has grown tremendously in the field of education in India to meet the growing demands for education in society. Privatization of education refers to the transfer of provision of education from the state to private providers with the overall policy goals- (i) Increasing access to and participation in basic education, (ii) Improving learning outcomes and overall efficiency and (iii) Improving equity in educational opportunities (Pedró, et al., 2015). School Education plays an important role in shaping the future of the nation by facilitating all-round development of the student. Keeping in view the increasing popularity and rapid growth of a number of private schools and contributions it made to society also comes with its problems. It is equally important on pragmatic grounds to examine the move towards privatization and its problems. In light of this, the present paper attempts to analyse the problems and prospects of privatization of school education as perceived by parents, teachers and students with special reference to Churachandpur District, Manipur.

India, one of the fast growing and developing nations of the world, is doing well in growth, but it is not up to the mark in some fields. In science and technology, it is doing at par with other developed nations, and markable achievements are being touched. But in health or human growth, most of the population is not clear about the importance of health and human potentials. Many portions of the population are not aware of the positive aspects of human beings that can help them to flourish. The study has been done to find the psychological well-being of academic achievement and gender. For the study, a sample of 519 senior secondary school students from different senior secondary schools of Kulgam and Anantnag districts of Kashmir valley were selected. The sample was drawn by using a multi-stage stratified sampling technique. The tools of data collection were Psychological Well-Being Scale (PWBS) developed by Dr. Devendra Singh Sisodia and Ms. Pooja Choudhary (2012) and academic achievement as the marks obtained by senior secondary school students in the board examination conducted by JKBOSE. The data obtained from these students were then analyzed using appropriate statistical techniques with the help of SPSS version 22. The paper also makes some suggestions, keeping the findings of the study in mind to enhance the psychological well-being of our budding human resource.

Providing access to higher education for people in marginalized communities, in particular for refugees, requires to re-think the traditional ways of teaching and learning in higher education institutions. The challenges of these circumstances both in terms of access to learning materials and the opportunity to collaboratively learn with others require specific support via appropriate didactical settings. Blended learning arrangements, i.e., settings that bring together online learning activities with synchronous, co-located settings show potential for addressing these requirements. In the present study, we examine the success factors in the design of blended learning settings for supporting higher education in marginalized communities. Based on an established model of blended learning success, we explore the specific challenges of the target group via a survey which was distributed to students of different subject areas and of the higher education programs of Jesuit Worldwide Learning. The 80 survey participants analyzed in this paper live in refugee camps, or marginalized areas located in rural and remote areas in Afghanistan, Guyana, India, Iraq, Kenya, Malawi, Myanmar, Philippines, Sri Lanka and Thailand. While we could confirm the success factors that also apply for blended learning scenarios in traditional settings, we also found evidence for the crucial role of facilitation in both, online and co-located learning phases, and challenges regarding the access to suitable infrastructure. Both need to be considered during design of blended learning programs for this target group.

Self-concept is the whole set of attitudes, opinions, and cognitions that a person has of himself while the academic achievement or (academic) performance is the outcome of education - the extent to which a student, teacher or institution has achieved their educational goals. The objective of the paper is to study the relation between the self-concept and academic achievement, i.e is there any relation between these two variables or not. The paper is based the sample of 248 students taken from the senior secondary schools of Jammu district through the random sampling technique out of 9 selected schools. However the findings of the study show the significant relation between the self-concept and academic achievement.

This paper reports preliminary findings on students enrolled in a massive open online course, who were also assigned to work in groups. Part of a larger study on the effect of groups on retention and completion in MOOCs, the paper provides students' demographics (i.e., location, gender, education level, and employment status), and motivation for taking the course. Findings show that women outnumbered men and that students mostly enrolled into the course because of a friend. Indeed, research on MOOCs demonstrates that men outnumber women and that educational pursuit and professional development are the main motivators for taking MOOCs. Yet, this paper shows that when group work is included in a MOOC, women participate more. Furthermore, for students assigned to groups in a MOOC, friends are the principal incentive for enrolling into the course. These results are discussed in light of previous research, and implications for teaching and learning in online environments addressed.

The present paper critically examined the available research on role of family and school contribution in academic achievement and explored their social representations. People adaptation with the prevalent notions and thinking beyond the boundary of common sense is required to explain multidimensional picture of any attribute. Previous research applied social representation theory to understand educability, intelligence, academic achievement and failure, and teachership. This article showed a polysemic understanding of family and school contribution where roles and identity matters.

Purpose: This paper aims to explore the impact of excessive smartphone use on students' academic performance. In today's digitalized world, smartphones have become a vital device in human lives and have taken control over every aspect of day-to-day activities. Design/methodology/approach: After a thorough literature review, the factors associated with smartphone use that impact student performance were identified, and a conceptual framework was developed. Further, a survey was conducted by contacting 264 students pursuing higher education in India to test the model. Structural equation modeling was adopted to test the hypotheses. Findings: Results indicate that there is no direct impact of excessive mobile phone use on student performance. However, it can be observed that excessive mobile phone use impacts student performance indirectly mediated by technoference. Research limitations/implications: This study was conducted among students pursuing higher education in cosmopolitan cities with representation from India. Future studies can test the model among students in tier two cities and rural areas and primary and high school students for more insights. Practical implications: This study has suggestions for college management to promote a hybrid learning model and prohibit using smartphones in classrooms and academic areas. Originality/value: This study is among the earliest to explore the impact of technoference in an academic environment.

Quantifying the impact of teaching quality on pupil learning, and understanding what teacher characteristics or practices are likely to improve student achievement, are pressing research questions in all countries. Empirical evidence also needs to be context specific since different education systems are likely to have different facilitators and barriers to good teaching. Existing evidence, largely from the US, suggests a number of strong research designs that enable researchers to model the impact of teaching on pupil achievement. However, operationalising these models in more resource-constrained contexts is challenging. In this paper we describe our attempt to model the impact of teachers and their practices on pupil achievement using the quantitative data generated for this research (household and school surveys with a teacher survey and an attempt to assess teacher knowledge). We describe the challenges when trying to implement this approach in the Indian and Pakistan context and the methodological adaptions needed. We reflect on the strengths and weaknesses of our approach. We note that existing literature tends to provide relatively minimal descriptions of the specific research design and instruments used to model teacher quality and hence provides a partial picture of methodological considerations. In this paper we contribute a detailed and frank account of developing a workable research design and the challenges we encountered.

The growth in student numbers from the Indian subcontinent countries has increased exponentially in the Australian higher education system over the past decade. Unfortunately, this growth has not been accompanied by initiatives to address the distinctive cross-cultural challenges faced by this cohort. This paper seeks to identify academic and professional staff perceptions of how they can help alleviate the social and academic challenges faced by subcontinent students. Thematic analysis of multiple focus group interviews established a range of simple initiatives that university staff and decision-makers could introduce to alleviate these challenges. Academic and professional staff should clearly and repeatedly articulate course, assessment and integrity expectations and make use of pre-arrival and orientation interactions. The pedagogic environment should be customised to subcontinent students in the classroom, and written teaching materials should be supplemented with engaging videos, ideally subtitled. The introduction of cross-cultural awareness training for academic and professional staff would improve the learning experience of subcontinent students. Adequate resourcing of academic skills and English language support and mental health support services also emerged as valuable initiatives. The cross-cultural awareness training for academic and professional staff should also be customised to their specific roles.

This paper analyzes gender differences in the progress of students from elementary to secondary education in India by using India Human Development Survey (2004-05 and 2011-12) panel data. Using a logit model analysis, we have examined how post-enrollment, a child's family background, household educational inputs and process indicators determine his/her elementary and secondary school completion (SSC). Our findings suggest that even after accounting for school accessibility, family socioeconomic status plays an important role in the manifestation of gender inequality in school progression. Secondary school completion has emerged as the major stumbling block for scheduled castes, scheduled tribes and Muslim children, particularly for girls belonging to low-economic-status households. Family educational inputs and student process indicators are also significant influencers of SSC. We find a significant gap in the performance of private and government school children that narrows as family economic status improves.

Purpose: The purpose of this paper is to examine the relationships of service marketing mix (SMM) as service input and service output in terms of students' performance, satisfaction and referral act in context to higher and technical education (HTE) through the application of structural equation modeling. Design/methodology/approach: A quantitative research, conducted through a self-administered survey composed by a closed-ended structured questionnaire, was incorporated for the students who were enrolled in the technical educational institutions situated in the Khandesh region of India. Findings: The findings of this study revealed that traditional SMM is statistically linked with the performance of students in terms of skill and knowledge enhancement, satisfaction and referral act of students, which are perceptible new emerging SMM; performance, pleasure and pointing out in terms of service output. Practical implications: Integrating SMM as service input and service output are productive for HTE in enhancing growth (quantitatively) by the inclusivity of diversified students and development (qualitatively) by enhancing their performance for global standing, making them satisfied and motivating them for recommending their institution to others. This integration can be utilized as a yardstick by the institutions for staying ahead in students' market with a distinctive competitive advantage. Social implications: Growth and development of HTE will raise a society's quality of life and thereby increase a country's socio-economic status. Originality/value: The study has exhibited SMM as input and output of a service system that is useful for the growth and development of HTE. The measurement tool presented is effective in (re)framing policies on SMM as service input based on desired service output.

This paper contrasts approaches to supporting ethno-cultural diversity in education in Canada, the USA and India through the lens of the experiences of the Tibetan diaspora. All three countries self-identify as linguistic and ethnically diverse states that value multiculturalism. These shared values make them insightful comparative cases to consider the role of public education "vis-a-vis" its impact on ethno-cultural diversity within pluralistic societies. The case used to conduct the comparison is that of the Tibetan diaspora, an ethno-cultural migrant minority found in each country. Three prevailing ethno-cultural diversity orientations are identified -- "integration", "achievement" and "sustainability" -- to describe prevalent approaches in Canada, the USA and India, respectively. The paper concludes with implications of the skewed orientations in each context, proposing a more balanced use of all three orientations for more robust and comprehensive supports for ethno-cultural diversity in education.

Augmented Reality (AR) is growing technology that superimpose 3D images onto real world. This enhances the user's real-world experience. This potential of AR can be utilized effectively in teaching learning for engineering graphics course. There is visualization limitation for engineering students entering in first year, and this leads them to face difficulty in understanding and developing orthographic, isometric and section view of models. AR can empower the students to visualize the actual virtual object in 3D view to match their imagination with augmented object. In this regard initially a framework of AR is conceptualized for the course of engineering graphics & an AR application is developed. This paper mainly focuses on investigation and impact of AR technology on interactive teaching learning process in engineering graphics. Impact of this technology is measured by student's performance in AR interactive test. The result shows increase in student's performance in written test by 18.52% in engineering graphics and in mental rotation test by 28.97%.

Students are motivated for the learning process only when they are able to take responsibility for one's own learning. Thus the Autonomous Learner Model (ALM) is a key to demonstrate responsibility for Self-learning, develop positive self-esteem, increase knowledge in a variety of areas, develop decision-making, and problem-solving skills, imbibe certain skills to interact with everyone associated with students like friends, siblings, adults, parents, develop logical and creative thinking skills, develop skills to interact effectively with peers, siblings, parents, and other adults, develop critical and creative thinking skills, and thus take initiative of one's learning by being independent and lifelong learners. The present study aimed to study the effect of Autonomous Learner Model and Self-esteem of students studying in Class IX of Mangaluru Taluk. The study follows a Post-test only equivalent group design of research with simple random sampling technique, where a population of five hundred students were selected, out of which a representative sample of sixty students from a Private Secondary School of Mangaluru Taluk were selected. A rating scale on Self-esteem prepared by the researcher was used for the students for finding both negative and positive feelings about oneself. The paper is concluded with significant findings related to this issue and suggestions related to modifications on desirable lines. This research found out that the two instructional methods -- Autonomous Learner Model and Traditional Method differed in their effects on Self-esteem of Secondary School Students. Autonomous Learner Model is significantly more effective than Traditional Method with respect to Self-esteem of secondary school students after partialling out the effect of Pre-Achievement. Levels of achievement have significant effect on developing Self-esteem among secondary school students and the Interaction effects of Autonomous Learner Model and Levels of Achievement has a significant effect on Self-esteem among secondary school students.

The present paper attempts to interrogate the existing approach to understand academic achievement in the mainstream educational psychology. The paper explores the persistent question of "why academic achievement gap" in the modern society from the cultural ecological and postformalist framework of John Ogbu and Joe Kincheloe respectively. As mainstream educational psychology limits its scope in the narrowed individualistic lens, paper suggests that dominant identity based curriculum, pedagogy and knowledge may concretize the psychological categories unless revolutionary efforts are made to transcend the boundaries. Thus, paper adopts critical interdisciplinary framework, rejecting positivistic metatheory as an only relevant approach in educational psychology.

The academic achievement of any student is the result of a complex interplay of various factors, such as study habits, personality trait, and personal interest of student as well as teaching skills of concerned faculties. This paper examines the relative importance of these factors on student's academic performance. The authors have collected data from 117 college/university students studying in Gurugram. To study the factors affecting academic grades of students, the authors have used factor analysis technique. Also to investigate the impact of these factors on academic grades, the they have used Multiple Regression Analysis (MRA) with dummy variable for introducing categorical variable 'gender'. Results of the analysis indicates teaching efficacy of educators, study habits, distraction factors, and family environment of student as significant predictors of academic performance of college students. Results also point towards gender difference in academic achievement of students. On average, girls achieve higher grade than boys. For the purpose of data analysis, Statistical Package for Social Sciences (SPSS) is used.

Elementary education is the most important stage in the learning process. Elementary education constitutes the base for supporting the whole edifice of education. It is absolutely essential that a strong foundation for education is given at this stage. Due to a number of problems and disturbed conditions prevailing in the Jammu and Kashmir State, the progress of elementary education is not satisfactory which requires priority for attention. Some of these problems are low enrolment and participation of girls, education of disadvantaged groups and lack of physical infrastructure. The people in faraway places like Ladakh still engage their daughters in domestic affairs instead of sending them to school. The state which is lagging behind in the field of education as compared to many other states of the same nature needs to be uplifted for the future prosperity of the country. The task of providing compulsory education does not end with enrolment; it is essential that every child participates in the educative process to the required extent and acquires minimum level of learning. The intent of the present research paper is to highlight the school participation and academic success rate of boys and girls at the elementary school level.

In many rural Indian schools, English is a second language for teachers and students. Intelligent tutoring systems have good potential because they enable students to learn at their own pace, in an exploratory manner. This paper describes a 3-year longitudinal study of 2123 Indian students who used the intelligent tutoring system, AmritaITS. The aim of the study was to use the students' interaction logs with AmritaITS to: (1) predict student performance, in English and Mathematics subjects, via summative and formative assessments, (2) predict students who may be at risk of failing the final examination and (3) screen students who may have reading difficulties. The prediction models for summative assessments were significantly improved by formative assessments scores, along with AmritaITS logs. The receiver operating characteristic (ROC) curve showed that students at risk of failing a class could be identified early, with high sensitivity and specificity. The models also provide recommendations for the amount of time required for students to use the system, and reach the appropriate grade level. Finally, the models demonstrated promise in identifying students who might be at risk of suffering from reading difficulties.

Purpose: The purpose of this paper is to investigate the role of a second-order state-like construct "psychological capital" (or PsyCap) as an underlying mechanism explaining the personality-academic achievement (AA) relationship in the educational context. Design/methodology/approach: The conceptual model was statistically tested on a sample of 305 post-graduate students at a premier business school in central India using standard measures of personality and PsyCap. AA was measured through cumulative grade point average obtained from the administrative office. Data were collected through multiple sources to minimize common method variance. Analysis was done using macro PROCESS and validated using PLS-SEM. Findings: Results indicated that PsyCap positively influenced AA. Furthermore, PsyCap mediated the relationship between openness to experience, extraversion, agreeableness dimensions of student personality and AA. Research limitations/implications: Longitudinal research designs with interventions to enhance PsyCap of students may strengthen the findings of this study. Practical implications: The findings suggest that the curriculum in higher education institutions should include interventions on building the PsyCap of the students as it positively correlates to the AA. Academic administrators may not have control on students' dispositional traits, but they can design interventions to improve the psychological (state like) resources of the students. Follow-up interviews with academic administrators reinforced these implications. Originality/value: This study provided initial evidence that positivity, in general, and PsyCap, in particular, have a positive impact on students' AA. This is one of the first studies to examine the role of PsyCap in personality-AA relation in the higher educational context wherein high levels of stress and burnouts have been reported by students due to high competition in achieving goals.

Research interest in achievement motivation and its correlates has grown in recent years. Though there are thousands of studies on goal orientation, the number of instruments to identify goal orientation based on four-fold model viz., performance approach goal orientation (PAP), performance avoidance goal orientation (PAV), mastery approach goal orientation (MAP) and mastery avoidance goal orientation (MAV) are rare, especially in the non-western education contexts. This paper describes the development of academic goal orientation inventory for adolescent students. Data from 832 higher secondary school students of Kerala chosen through stratified random sampling were factor analyzed to confirm that the responses on the new inventory follows the 2x2 achievement goal-orientation framework proposed by Pintrich (2000) and Elliot and McGregor (2001). This 15 item inventory reliably and validly identifies four goal orientations.

In the present scenario academic achievement poses a big challenge to the educationist and psychologists everywhere. It is especially of great concern in India where population explosion, multi-cultural societies and an extraordinary rush for education has led to marvelous quantitative growth of education at all the stages without consistent quality growth. Albeit the needs, strength and interest of each learner are unique and determined by their socio cultural and demographic background and circumstances. The differences in academic achievement of students may be determined by this background. In this paper an attempt has been made to study the total educational achievement of the Gujjar and Bakerwal tribal students of Jammu And Kashmir State. The results clearly indicated that both the clans are still backward in their educational achievement, but the nomadic tribal Bakerwal Gotra and the Gujjar and Bakerwal tribal students of Kashmir division are still in a very poor educational situation than there counterpart Gujjars of Jammu.

Access to quality primary education is a major concern in India. Despite of having reasonable infrastructure, issues of teacher absenteeism, poor accountability of teachers, ineffective teaching learning materials and inadequate teaching procedures are still the prevailing causes for poor educational quality in lower tier schools. Though private schools with their high-end infrastructures have tried to establish their domination in imparting quality learning, the latter continue to remain a distant dream for the underprivileged students. Studies have revealed that Internet-enabled, Web 2.0 based blended learning environments can stimulate student engagement, motivation, and learning. However ICT-based supports in Indian schools are provided either mostly to those who can afford it, or as sporadic government experiments which are either discontinued or undervalued. In this context, the paper presents an Internet-enabled blended-learning platform, which combine traditional models of classroom interactions with synchronous e-learning, facilitated by expert online teachers with digital audio-visual contents. The pilot study conducted using proposed blended learning platform proves that it is possible to provide quality education to underprivileged school students. The findings indicate that blended learning platforms in classroom settings, along with quality digital content, expert online teachers and on-site teaching assistants as class coordinator creates a learning environment that can improve learning achievements and well-being of students drastically, irrespective of their socioeconomic status.

In the Indian context, concerns have been raised for many years about the learning outcomes of primary school children. The complexity of the issue makes it difficult to advise stakeholders on what needs to be done to improve learning in primary schools in India. As it has been shown that low socio-economic status is one of the key factors that negatively affect learning outcomes, the focus of the Multilila project ('Multilingualism and multiliteracy: Raising learning outcomes in challenging contexts in primary schools across India') is on educational achievement among children of low socio-economic status. In following the development of language, literacy, maths and cognitive abilities of primary school children over two years we hope to throw new light on why multilingual children in India do not always experience the cognitive advantages associated with multilingualism in other contexts. This paper focuses on some of the methodological challenges faced by this project. After explaining the rationale for the study, we sketch the contribution this project can make to the discussion about cognitive advantages of bilingualism. We then focus on the Indian context before presenting the methodology of the project (design, participants, instruments and procedure). Finally, we summarize the key challenges for the project and possible solutions to those challenges, and present an outlook towards the future.

In the world of technology, tools and gadgets, a huge amount of data is produced every second in applications ranging from medical science, education, business, agriculture, economics, retail and telecom. Higher education institutes play an important role in the overall development of any nation. For the successful operation of these institutions, continuous monitoring for improving the quality of education and students is required, which is the subject of this article. A huge amount of data that education systems produce increases every year and it is difficult by traditional techniques to manage, predict and analyze this data. This challenge can be addressed through mining large amount of data. It enables the institutions to use their present reporting trends to unmask hidden patterns and identify data relationships. Through this, institutions easily predict which students are likely to dropout, and their performance. Present paper conducts a detailed and exhaustive study on techniques and approaches implemented in education mining for predicting dropouts.

Purpose: The purpose of this paper is to suggest a methodology for evaluating the effectiveness of the flipped classroom (FC) model over traditional lecture-based teaching. It also proposed a tool to measure students' perception toward the flipped approach in context of Indian management education. Design/methodology/approach: This study employs an experimental research design to assess the effectiveness of the FC pedagogy over traditional teaching methods. Both qualitative and quantitative research methods are used in order to judge student engagement, content understanding, students' perception and student academic performance. Experimental research design, along with survey research, is implemented in order to judge the students' perception toward FCs. Findings: The study proposes a six-dimensional tool to measure learning in an FC setting. These dimensions are as follows: students' in-class involvement, comprehensive content understanding, students' academic performance, students' cognitive capabilities, collaborative learning environment and students' inclination toward teaching and learning process. Results of this research are promising and encouraging toward the adoption of the FC model. Research limitations/implications: The present research work is limited to assess the effectiveness of FC teaching for a management subject. Future studies may be carried out in other management subjects and other streams. Practical implications: The present study provides several valuable insights for future researchers, academicians and management institutions. Although implementation of flipped approach leads to a collaborative learning environment and prepares students for self-learning, it also offers educationalists to remodel their teaching pedagogy as per students' learning and understanding needs. Originality/value: The research demonstrates the successful implementation of qualitative and quantitative research techniques to evaluate the effectiveness of FC model in context of management education in India.

The previous research shows that there are so many factors like students' personal characteristics, learning habits, previous academic background, family background, college environment etc. which influence directly or indirectly the students' performance in their university examination. In this paper a questionnaire has been designed and developed on the basis of number of various influencing factors which were identified by studying the previous work carried out by different researchers in different geographical areas and boundaries of the world and also included some other relevant factors which were explored by taking the opinions of the students and teaching faculties. Overall 75 factors were shortlisted from the previous research and factors suggested by the students and faculties in consultation with the experts. A preliminary survey was conducted to know the importance of these factors in pass/fail of students in university examination. Descriptive analysis, independent t-test and one way ANOVA techniques were used for analysis purposes. Finally 22 influencing factors were identified as important influencing factors by analyzing the results of statistical methods and discussions with experts. These identified factors were further used to design and develop a questionnaire to correlate the performance of engineering students in their university examination.

Purpose: The purpose of this paper is to examine the role of teacher job satisfaction and school climate in mediating the relative effects of principals' instructional and transformational leadership practices on student outcomes. Design/methodology/approach: Guided by strong evidence from theories on school leadership and work psychology, the authors hypothesized relations among dimensions of principals' instructional and transformational leadership behaviors, teachers' perception of the school climate (social and affective, and physical environment), their job satisfaction and student achievement. The benefits of the principal's leadership behaviors for student achievement are primarily hypothesized as indirect, with either a weak or statistically non-significant direct positive effect on student outcomes. Path modeling was applied to validate a mediated-effects model using cross-sectional survey data (306 principals, 1,539 teachers) obtained from 306 secondary schools in the two Indian metropolitan cities of New Delhi and Kolkata. Findings: Principal leadership behaviors were not associated directly with either teacher job satisfaction or school-aggregated student achievement. Rather, the transformational leader behavior showed an indirect effect, through the social and affective component of the school climate, on teacher job satisfaction. The physical climate, however, appeared to play a dominating role in mediating the instructional leadership effects on teacher job satisfaction. Comparing the relative indirect effect sizes of the instructional and transformational leadership behaviors on student achievement, principals appear to favor the former approach. Originality/value: This study provides further empirical evidence that instructional leadership better captures the impact of school leadership on student outcomes, when compared to its transformational counterpart. By identifying the relative effects of different leadership practices, school leaders and educational practitioners can focus more on altering the distribution and frequency of those practices that work best for ameliorating student achievement levels.

Education is a very important factor of human resource development and management. After a long period of independence, our nation is yet to achieve desired level of education. This is worst in tribal societies. Tribes are the primeval communities that constitute a considerable proportion of national population. Each of the tribal communities has its own cultural identity. But in general they are very poor. Educational backwardness lies at the root of their economic, social and political backwardness. The District of Paschim Medinipur is situated at the Western margin of West Bengal and a vast area of this district is mostly inhabited by tribes, especially the Santhal Community. The present paper seeks to assess the status of educational attainment of tribal students. The study was conducted in some tribal dominated schools of Paschim Medinipur District with the help of questionnaire survey and secondary data collected from the schools and Secondary Education Department, Government of West Bengal. The study identifies some reasons behind the poor level of academic achievement among the tribal students. It has been found that, most of the schools are disadvantaged because they have very poor infrastructural facilities. The schools have very poor student-teacher ratio and classroom-pupils ratio. Most of them have no library rooms and well maintained playgrounds. Moreover, toilets and lavatories are poorly maintained. The schools have very large feeder areas. Therefore, students are to move a large distance to reach their schools. In most of the Gram Panchayat areas there are very few numbers of higher schools in comparison to the number of lower and primary schools. That is one of the reasons why the rate of drop out is found to be very high for the tribal students. Though the students are very obedient, diligent, physically sound and have many good habits, they perform very poor in academics.

The paper seeks to expand our knowledge on the importance of public academic support programmes (ASPs) in higher education (HE) in India, which extend supplementary instruction with the aim to improve academic performance and support academic efforts of students from the socially and economically disadvantaged groups (SEDGs). This paper shows that students from the most disadvantaged amongst the SEDGs, that is, those residing in rural areas and women who experience multiple barriers that compound the effects of their disadvantages, have taken advantage of supplementary instruction classes. These classes have allowed HEIs to account for students' academic needs and challenges related to their socioeconomic disadvantages, that remain unmet in regular classrooms. By targeting educational resources to students who are most disadvantaged, these programmes compensate for the absence of parental support and recognises the underlying socio-economic obstacles of students from achieving academic success at college. Given the acknowledged role of higher education in providing economic and social benefits to individuals, the paper argues that oncampus state enabled ASPs targeting students from the SEDGs make HE in India more equitable and contribute in reducing social inequalities in the wider society. [ABSTRACT FROM AUTHOR]