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2. The Spillovers of Employment Guarantee Programs on Child Labor and Education. Policy Research Working Paper 9106
- Author
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World Bank, Li, Tianshu, and Sekhri, Sheetal
- Abstract
Many developing countries use employment guarantee programs to combat poverty. This paper examines the consequences of such employment guarantee programs for the human capital accumulation of children. It exploits the phased roll-out of India's flagship Mahatma Gandhi National Rural Employment Guarantee Scheme (MGNREGA) to study the effects on enrollment in schools and child labor. Introduction of MGNREGA results in lower relative school enrollment in treated districts. The authors find that the drop in enrollment is driven by primary school children. Children in higher grades are just as likely to attend school under MGNREGA, but their school performance deteriorates. Using nationally representative employment data, they find evidence indicating an increase in child labor highlighting the unintentional perverse effects of the employment guarantee schemes for Human capital.
- Published
- 2020
3. Can Greater Access to Education Be Inequitable? New Evidence from India's Right to Education Act. Working Paper 27377
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National Bureau of Economic Research, Chatterjee, Chirantan, Hanushek, Eric A., and Mahendiran, Shreekanth
- Abstract
India took a decisive step towards universal basic education by proclaiming a constitutionally-guaranteed Right to Education (RTE) Act in 2009 that called for full access of children aged 6-14 to free schooling. This paper considers the offsetting effects to RTE from induced expansion of private tutoring in the educationally competitive districts of India. We develop a unique database of registrations of new private educational institutions offering tutorial services by local district between 2001-2015. We estimate the causal impact of RTE on private supplemental education by comparing the growth of these private tutorial institutions in districts identified a priori as having very competitive educational markets to those that had less competitive educational markets. We find a strong impact of RTE on the private tutoring market and show that this holds across alternative definitions of highly competitive districts and a variety of robustness checks, sensitivity analyses, and controls. Finally, we provide descriptive evidence that these private tutoring schools do increase the achievement (and competitiveness) of students able to afford them.
- Published
- 2020
4. Teacher Incentives in Developing Countries: Experimental Evidence from India. Working Paper 2008-13
- Author
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Vanderbilt University, National Center on Performance Incentives, Muralidharan, Karthik, and Sundararaman, Venkatesh
- Abstract
Performance pay for teachers is frequently suggested as a way of improving educational outcomes in schools, but the empirical evidence to date on its effectiveness is limited and mixed. We present results from a randomized evaluation of a teacher incentive program implemented across a representative sample of government-run rural primary schools in the Indian state of Andhra Pradesh. The program provided bonus payments to teachers based on the average improvement of their students' test scores in independently administered learning assessments (with a mean bonus of 3% of annual pay). Students in incentive schools performed significantly better than those in control schools by 0.19 and 0.12 standard deviations in math and language tests respectively. They scored significantly higher on "conceptual" as well as "mechanical" components of the tests suggesting that the gains in test scores represented an actual increase in learning outcomes. Incentive schools also performed better on subjects for which there were no incentives. We find no significant difference in the effectiveness of group versus individual teacher incentives. Incentive schools performed significantly better than other randomly-chosen schools that received additional schooling inputs of a similar value. Appended are: (1) Project Timeline and Activities; and (2) Project Team, Test Administration, and Robustness to Cheating. (Contains 17 tables, 6 figures, and 53 footnotes.)
- Published
- 2008
5. The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 27-28, 2014). Volume 2014, Issue 1
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International Society for the Social Studies (ISSS) and Russell, William Benedict, III
- Abstract
The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2014 proceedings: (1) Legal Profession in the Technological Era with Special Reference to Women Lawyers in Coimbatore District of Tamil Nadu, India (G. Barani and S. Pavithra); (2) Proof in the Pudding: A Mix of Integrative and Interactive Strategies in Middle School Literacy (Ruth S. Busby, Todd Stork, and Nathaniel Smith); (3) History Teachers as Historian: Conducting Historical Research (Hayden Call); (4) Using the Library of Congress to Create DBQ's and Book Backdrops (Daniel A. Cowgill, II.); (5) Crowdsourcing for Digital Social Science Learning Companions: A Theory, Model, & Explanation (Charles Cummings); (6) Altering Student Perceptions of Research Practices through Wikipedia: Report on Action Research (Charles Cummings); (7) Teacher Created Prescriptive Interactive Content (TCPIC), SAMR, and Modernizing Remediation in Social Science Education (Charles Cummings); (8) Using Inquiry & Literacy Strategies to Investigate Climate Change (James S. Damico and Mark Baildon); (9) College Readiness for Rural Youth Initiative: Creating a Climate for Success (Jason Hedrick, Mark Light, and Jeff Dick); (10) Pedagogy of oppression: Reconstruction narratives in Mississippi history text books 1887-1976 (Kenneth V. Anthony); (11) Blending of Social Studies in Digital Age (Lakhwinder Jit Kaur); (12) Preparing Global Citizens to Lead and Serve: Positive Youth Development in Online Environments (Mark Light, Jason Hedrick, and Jeff Dick); (13) Instructional Strategies to Use with Primary Sources: A Practical Teaching Workshop (Karen Larsen Maloley); (14) Junior Achievement in Middle Level Education (Leisa A. Martin); (15) "History's Actually Become Important Again." Early Perspectives on History Instruction in the Common Core. (Paul B. McHenry); (16) Learning to Collaborate: Exploring Collective and Individual Outcomes of Special and General Educators (Anthony Pellegrino, Margaret P. Weiss, Kelley Regan, and Linda Mann); (17) Choosing to Break the Bubble: P-12 Teachers, Curricular Development and the Modern Civil Rights Movement (Anthony Pellegrino, Katy Swalwell, and Jenice View); (18) Heritage and Regionalisation in Portugal: Monuments and Community Identity (Fernando Magalhs); (19) Knowing the ROPES: Building Community and Citizenship Dispositions (Deb Sheffer and Barbara Swanson); (20) Relevance of Social Studies and Digital Era (Devinder Singh); (21) Preservice Social Studies Teachers' Conceptions of and Experiences with Discussion as a Pedagogical Tool (Rory Tannebaum); (22) Social Justice in Social Studies Teacher Education: What is our Message? (Juan Walker, Ann Marie Smith, Andrew L Hostetler, Sean M Lennon, and Laura Rychly); (23) Theoretical Cognitive Principles Applied in the Social Studies Classroom: Procedure of Primary Sources (Juan Walker, William B. Russell, III., and John Pagnotti); (24) The History of the Handshake: Its Place in the Classroom in the Digital Age (Beau Michael Whitsett); (25) International Reductions in Compulsory Geography Education and Teacher Preparation: A Multi-national Pilot Study (Patrick C. Womac); (26) Creating a Space for Social Justice through Dialogic Interactions in a Writing Workshop (Elsie L. Olan and Jeffery Kaplan); and (27) Writing Workshop Fostering Social Justice through Creative Writing and Dialogic Interactions (Jeffery Kaplan and Elise L. Olan). (Individual papers contain references.) [For the 2013 proceedings, see ED545197.]
- Published
- 2014
6. Is There a Quantity-Quality Trade-Off as Enrollments Increase? Evidence from Tamil Nadu, India. Policy Research Working Papers.
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World Bank, Washington, DC., Duraisamy, P., James, Estelle, Lane, Julia, and Tan, Jee-Peng
- Abstract
Developing countries have been expanding educational enrollments, especially at the lower levels. But for any given level of efficiency, increased enrollments require increased resources to maintain quality. This paper explores the negative impact of enrollment expansion on school conditions and learning, using a cross-district time series analysis of Tamil Nadu, India. In the past two decades, the Tamil Nadu government has adopted numerous measures to increase enrollments: setting up a primary school in every village with more than 1,000 inhabitants (recently lowering that threshold to 500); providing free lunches, uniforms, and books; and offering incentives to encourage girls' schooling. Between 1977 and 1992, 2,700 primary schools were added, and enrollment rates increased to 101 percent for primary school, 96 percent for middle school, and 47 percent for high school. However, the number of teachers increased by only 4 percent during this period, and pupil-teacher ratios in primary and middle schools ranged from 39:1 to 54:1 in 1992. In addition, many new rural schools had no buildings or only meager facilities. Educational quality, as measured by the pass rate on the statewide 10th-grade examination, suffered, particularly in districts with the fastest enrollment growth. Districts with a high proportion of privately managed schools performed better. Policy changes such as greater use of private management and finance and greater local discretion in publicly-managed schools might improve the situation. An appendix examines the influence of family and village characteristics and state policies on enrollments. (Contains 19 references.) (SV)
- Published
- 1997
7. Attributed Reasons and Suggested Remedies for Academic Failure: An Initial Exploration among Young Adults in Malappuram District
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K., Munshida and Gafoor K., Abdul
- Abstract
Higher education equips people to inculcate the knowledge and skills they need to succeed in today's world. In India, National Education Policy (NEP) 2020 focuses on key reforms in higher education that make ready the next generation to flourish and succeed in the new digital age. So the higher education system should ensure the quality meets the same. In this regard, the system needs to instill in students the hope for their success. Despite this, some students are lacking it because of the prevailing educational practices. The pass percentage of undergraduate students is not so high. This means that higher education is lacking something. The present paper reports on a qualitative exploration study using sequential semi-structured interviews on the perceptions and attributions of academically failed undergraduate students from the Malappuram District of Kerala (N=10). Reasons for their academic failure attributed to the Teacher, Curricular, Transactional, Learner and Institutional related practices in their undergraduate programme were identified and suggestions there for improvement of higher education practices were derived. The recommendations by the young learners can be implemented to make the higher education system more learner-friendly and the findings here will help to enhance the curricular reforms and improve the excellence of higher education.
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- 2022
8. Contract Teachers: Experimental Evidence from India. NBER Working Paper No. 19440
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National Bureau of Economic Research, Muralidharan, Karthik, and Sundararaman, Venkatesh
- Abstract
The large-scale expansion of primary schooling in developing countries has led to the increasing use of non-civil-service contract teachers who are hired locally by the school, are not professionally trained, have fixed-term renewable contracts, and are paid much lower salaries than regular civil-service teachers. This has been a controversial policy, but there is limited evidence on the effectiveness of contract teachers in improving student learning. We present experimental evidence on the impact of contract teachers using data from an "as is" expansion of contract-teacher hiring across a representative sample of 100 randomly-selected government-run rural primary schools in the Indian state of Andhra Pradesh. At the end of two years, students in schools with an extra contract teacher performed significantly better than those in comparison schools by 0.16s and 0.15s, in math and language tests respectively. Contract teachers were also much less likely to be absent from school than civil-service teachers (18% vs. 27%). Combining the experimental reduction in school-level pupil-teacher ratio (PTR) induced by the provision of an extra contract teacher, with high-quality panel data estimates of the impact of reducing PTR with a regular civil-service teacher, we show that contract teachers are not only effective at improving student learning outcomes, but that they are no less effective at doing so than regular civil-service teachers who are more qualified, better trained, and paid five times higher salaries.
- Published
- 2013
9. Affirmative Action in Higher Education in India: Targeting, Catch Up, and Mismatch at IIT-Delhi. NBER Working Paper No. 17727
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National Bureau of Economic Research, Frisancho Robles, Veronica C., and Krishna, Kala
- Abstract
Affirmative action policies in higher education are used in many countries to try to socially advance historically disadvantaged minorities. Although the underlying social objectives of these policies are rarely criticized, there is intense debate over the actual impact of such preferences in higher education on educational performance and labor outcomes. Most of the work uses U.S. data where clean performance indicators are hard to find. Using a remarkably detailed dataset on the 2008 graduating class from the Indian Institute of Technology (IIT) in Delhi we evaluate the impact of affirmative action policies in higher education on minority students focusing on three central issues in the current debate: targeting, catch up, and mismatch. In addition, we present preliminary evidence on labor market discrimination. We find that admission preferences effectively target minority students who are poorer than the average displaced non-minority student. Moreover, by analyzing the college performance of minority and non-minority students as they progress through college, we find that scheduled caste and scheduled tribe students, especially those in more selective majors, fall behind their same-major peers which is the opposite of catching up. We also identify evidence in favor of the mismatch hypothesis: once we control for selection into majors, minority students who enroll in more selective majors as a consequence of admission preferences end up earning less than their same-caste counterparts in less selective majors. Finally, although there is no evidence of discrimination against minority students in terms of wages, we find that scheduled caste and scheduled tribe students are more likely to get worse jobs, even after controlling for selection.
- Published
- 2012
10. School Inputs, Household Substitution, and Test Scores. NBER Working Paper No. 16830
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National Bureau of Economic Research, Das, Jishnu, Dercon, Stefan, Habyarimana, James, Krishnan, Pramila, Muralidharan, Karthik, and Sundararaman, Venkatesh
- Abstract
Empirical studies of the relationship between school inputs and test scores typically do not account for the fact that households will respond to changes in school inputs. We present a dynamic household optimization model relating test scores to school and household inputs, and test its predictions in two very different low-income country settings--Zambia and India. We measure household spending changes and student test score gains in response to unanticipated as well as anticipated changes in school funding. Consistent with the optimization model, we find in both settings that households offset anticipated grants more than unanticipated grants. We also find that unanticipated school grants lead to significant improvements in student test scores but anticipated grants have no impact on test scores. Our results suggest that naive estimates of public education spending on learning outcomes that do not account for optimal household responses are likely to be considerably biased if used to estimate parameters of an education production function.
- Published
- 2011
11. Teacher Performance Pay: Experimental Evidence from India. NBER Working Paper No. 15323
- Author
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National Bureau of Economic Research, Muralidharan, Karthik, and Sundararaman, Venkatesh
- Abstract
Performance pay for teachers is frequently suggested as a way of improving education outcomes in schools, but the theoretical predictions regarding its effectiveness are ambiguous and the empirical evidence to date is limited and mixed. We present results from a randomized evaluation of a teacher incentive program implemented across a large representative sample of government-run rural primary schools in the Indian state of Andhra Pradesh. The program provided bonus payments to teachers based on the average improvement of their students' test scores in independently administered learning assessments (with a mean bonus of 30% of monthly pay). At the end of two years of the program, students in incentive schools performed significantly better than those in control schools by 0.28 and 0.16 standard deviations in math and language tests respectively. They scored significantly higher on "conceptual" as well as "mechanical" components of the tests, suggesting that the gains in test scores represented an actual increase in learning outcomes. Incentive schools also performed better on subjects for which there were no incentives, suggesting positive spillovers. Group and individual incentive schools performed equally well in the first year of the program, but the individual incentive schools outperformed in the second year. Incentive schools performed significantly better than other randomly-chosen schools that received additional schooling inputs of a similar value.
- Published
- 2009
12. Teacher Training and Student Achievement in Less Developed Counties. World Bank Staff Working Paper No. 310.
- Author
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World Bank, Washington, DC., Husen, Torsten, Saha, Lawrence J., and Noonan, Richard
- Abstract
Part 1 of this paper reviews major research findings on the relationship of teacher characteristics to student achievement. Of the 16 teacher variables analyzed, those identified as important to student performance are teacher certification, ability and achievement, experience, inservice training, expectations for students, and methods. Policy recommendations include the development and improvement of teacher training programs in developing countries, accompanied by thorough research into the demographic, structural, and cultural context for each program and focusing on the development of teacher knowledge and ability in specific subject areas. The authors also recommend further research on the impact on learning of the unique relationships between teacher and student as well as the threshold effects of teacher competence variables. Part 2 of the paper reviews an empirical study of the effect of teacher training and teacher competence on student science achievement in the countries of Chile and India. Verbal IQ shows the strongest effect on student achievement, followed by teaching methods, teacher training and home background. (Author/WD)
- Published
- 1978
13. Quality Education for All? A Case Study of a New Delhi Government School
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Sarin, Meera Nath
- Abstract
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.
- Published
- 2015
- Full Text
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14. 'Desire to Learn, Learn to Shine': Idolizing Motivation in Enhancing Speaking Skill among L[subscript 2] Learners
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Kumar, Tribhuwan
- Abstract
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.
- Published
- 2021
15. Measuring Quality in Indian VET Institutions: Development Steps towards a Framework Adapted to the National Context
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Ramasamy, Muthuveeran, Regel, Julia, Sharma, Harshil, Rajagopalan, Anjana, and Pilz, Matthias
- Abstract
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.
- Published
- 2021
16. Inside Mathematics Learning Inequality: An Analysis of Young Lives Survey Data, India
- Author
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Aquib Parvez
- Abstract
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.
- Published
- 2024
- Full Text
- View/download PDF
17. Talent Management in Academia -- The Indian Business School Scenario
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Divekar, Rajiv and Raman, Ramakrishnan
- Abstract
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.
- Published
- 2020
18. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Porto, Portugal, July 16-19, 2019)
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International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and Isaias, Pedro
- Abstract
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.]
- Published
- 2019
19. MOOC Learner Behaviors by Country and Culture; an Exploratory Analysis
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Liu, Zhongxiu, Brown, Rebecca, Lynch, Collin F., Barnes, Tiffany, Baker, Ryan, Bergner, Yoav, and McNamara, Danielle
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The advent of Massive Online Open Courses (MOOCs) has led to the availability of large educational datasets collected from diverse international audiences. Little work has been done on the impact of cultural and geographic factors on student performance in MOOCs. In this paper, we analyze national and cultural differences in students' performance in a large-scale MOOC. We situate our analysis in the context of existing theoretical frameworks for cultural analysis. We focus on three dimensions of learner behavior: course activity profiles; quiz activity profiles; and most connected forum peer or "best friends." We conclude that countries or associated cultural clusters are associated with differences in all three dimensions. These findings stress the need for more research on the internationalization in online education and greater intercultural awareness among MOOC designers.
- Published
- 2016
20. Elementary Math Class in Face-to-Face, Fully Online, and Flipped Mode: A Comparative Study on Students' Achievement and Satisfaction
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Kundu, Arnab, Bej, Tripti, and Mondal, Gourish C.
- Abstract
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.
- Published
- 2023
- Full Text
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21. Adolescent Students' Problems and Yoga as a Preventive Measure
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Mala, V.
- Abstract
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.
- Published
- 2018
22. Student Selection in the Scenario of Democratization of Higher Education Reforms in India
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Toms, Bini, Kurup, Jayashree, and Panda, Ranjita
- Abstract
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.
- Published
- 2018
23. Psychological Applications and Trends 2018
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Pracana, Clara and Wang, Michael
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2018, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). 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. The 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. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on 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 2018 received 386 submissions, from more than 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. 126 submissions (overall, 32% acceptance rate) were accepted for presentation in the conference. The conference also includes a keynote presentation by Dr. Saima Löfgren (BSc(Hons), MSc, DClinPsy, Clinical Psychologist, Visiting Lecturer at the Universities of Nottingham and Leicester, United Kingdom); and two Special Talks, one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Prof. Dr. Pedro Oliveira (MSc on Anthropology and Child Development, PhD in Social Anthropology, Clinical Psychologist, Member of the Portuguese Order of Psychologists, Portugal). We would like to express our gratitude to all our invitees. 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 book contains the 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. [These proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2017 proceedings, see ED604951.]
- Published
- 2018
24. Social Effects of School Choice Programs. SREE 2017 Symposium Proposal
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Society for Research on Educational Effectiveness (SREE) and Society for Research on Educational Effectiveness (SREE)
- Abstract
School choice reforms are increasingly common across the U.S. This symposium summarizes and presents the most recent research on the social effects of private school choice programs and public charter schools. All three papers consider heterogeneity in effects that can and should inform policymaking. The first paper, "Charter School Entry and School Choice: The Case of Washington, D.C." (Maria Marta Ferreyra and Grigory Kosenok) discusses novel research on estimating an equilibrium model of charter school entry and school choice. From a social standpoint, the paper shows that the existence of charter schools yields net benefits. The second paper, "Squeezing the Public School Districts: The Fiscal Effects of Eliminating the Louisiana Scholarship Program" (Corey A. DeAngelis and Julie R. Trivitt) studies the fiscal effects of reduced funding in a statewide voucher program. This paper adds to the literature by comparing the short-term and long-term savings to the state and individual public school districts due to this policy. The results show that the voucher program generates net cost savings in the long run for almost all educational jurisdictions under reasonable assumptions. The third paper, "The Juice Is Worth the Squeeze: A Benefit/Cost Analysis of the Experimental Evidence on Private School Vouchers across the Globe" (M. Danish Shakeel, Kaitlin P. Anderson, and Patrick J. Wolf) is a benefit/cost analysis of the best available research on private school vouchers. This benefit/cost analysis provides the most comprehensive look at the achievement effects of school voucher programs using lottery-based research designs both in the U.S. and internationally. This symposium summary provides abstracts for each of the three papers. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
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- 2017
25. International Psychological Applications Conference and Trends (InPACT) 2017 (Budapest, Hungary, April 29-May 1, 2017)
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World Institute for Advanced Research and Science (WIARS) (Portugal), Pracana, Clara, and Wang, Michael
- Abstract
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.]
- Published
- 2017
26. Privatization of School Education: Problems and Prospects
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Lhungdim, Mercy Lamneichong and Hangsing, E.
- Abstract
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.
- Published
- 2021
27. Teachers-Librarian Collaboration in Building the Curriculum for an IB World School: A Case Study
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International Association of School Librarianship (IASL), School Library Association of Queensland Inc. (SLAQ), and Bhargava, Madhu
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Many schools are in the transition stage from passive learning environments into active ones. Teachers, librarians and administrators are forced to rethink the curriculum in terms of content and teaching methodology because of advancement of technology and competitions. The paper will demonstrate the need of collaborative work of teacher-librarians and class room teachers. It will analyse the need of students and faculty for viable information skills offering librarians a new entree into the classroom curriculum. Librarians are designing a variety of outreach programs to work more closely with teachers to integrate information skills into the curriculum. The paper will present a case study of a structured collaborative program which is working effectively in an IB World School in India. Appendices include: (1) G.D. Goenka World School Library Media Center Librarian-Teacher Collaboration Plan Sign Up Sheet; and (2) Questionnaire.
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- 2010
28. Psychological Well-Being of Senior Secondary School Students in Relation to Gender and Academic Achievement: An Empirical Study
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Bhat, Bilal Ahmad
- Abstract
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.
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- 2021
29. Higher Education at the Margins -- Success Criteria for Blended Learning Systems for Marginalized Communities
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Mayr, Anna and Oppl, Stefan
- Abstract
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.
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- 2023
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30. Knowledge about Family and School Contribution in Academic Achievement: The Context of Schooling and Social Representations in India
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Sinha, Chetan
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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.
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- 2023
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31. Smartphones and Academic Performance: Evidence from India
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Ammunje, Rithwik Nayak, Prabhu H., Mahesh, and Barkur, Gopalakrishna
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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.
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- 2023
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32. A Study on Relation between Self Concept and Academic Achievement among Secondary School Students of Jammu District
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Lone, Parveez Ahmad and Lone, Tariq Ahmad
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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.
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- 2016
33. Exploratory Study of MOOC Learners' Demographics and Motivation: The Case of Students Involved in Groups
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Bayeck, Rebecca Yvonne
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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.
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- 2016
34. Action Research in Education: Effectiveness of Flipped Classroom on Academic Performance of Students
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Vinay, Aparna
- Abstract
This study is an action research in the field of education. In this research paper I have tried to gauge the effectiveness of flipped classroom as a strategy to improve the academic performance of students. The present study involved a sample of 14 AS and A level (CAIE curriculum) psychology students from an International School in Mumbai. Active learning strategy of flipped classroom was used to foster teaching and learning process among students. The data collection was done using self-report, observation and objective assessment. The results supported the effectiveness of flipped classroom on academic performance. The strategy helped improve the grades of students who were at the lower end of academic performance.
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- 2020
35. Admission Requirements for Teacher Education as a Factor of Achievement
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Lukaš, Mirko and Samardžic, Darko
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Numerous researches have demonstrated the enormous role of teachers in achievements of students. Educated and motivated teacher that cares about the success of students devotes more effort to preparing the lesson and thus provides the students better conditions for achieving results. The problem occurs when teachers are not equally qualified, motivated and prepared so it is justified to ask why some people even opt for the teaching profession if they have no motivation for this noble profession. The purpose of this study is to highlight the diversities of the admission requirements to teacher colleges in developed and developing countries. Diversity of admission requirements will show that the selection of candidates can affect students' later academic achievements. Comparative analysis between developed and developing countries, precisely Finland, Japan, Korea, Singapore and Croatia, India, Russia and Turkey, determines if there are any differences in the admission requirements among the selected countries. The analysis and the qualitative approach to the statistical indicators of PISA tests conducted in 2012 show which group of countries achieves better results and points to the correlation of students' achievements and the admission requirements. Research results show that the developed countries have strict entry requirements to teacher colleges and have better understanding of the importance of selecting the best candidates into the teaching profession. Developed countries achieved better results in PISA tests which indicates to a connection between the selection of more capable candidates for teaching profession and student achievement. Research confirms that the role of the teacher is very important and that the future reforms of primary education should be extended to higher education, that is teacher education because teachers play a major role in the educational process. [This paper was published in "2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015, Conference Proceedings, Book 1, Psychology & Psychiatry, Sociology & Healthcare, Education" (vol 2, p17-24). Sofia, Bulgaria: STEF92 Technology. doi: 10.5593/SGEMSOCIAL2015/B12/S3.003.]
- Published
- 2015
36. Methodological Lessons on Measuring Quality Teaching in Southern Contexts, with a Focus on India and Pakistan
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Aslam, Monazza, Malik, Rabea, Rawal, Shenila, Rose, Pauline, Vignoles, Anna, and Whitaker, Lydia
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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.
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- 2019
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37. Alleviating Cross-Cultural Challenges of Indian Subcontinent Students: University Staff Perspectives
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Kansal, Monika, Chugh, Ritesh, Weber, Anthony, Macht, Stephanie, Grose, Robert, and Shah, Mahsood
- Abstract
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.
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- 2022
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38. Gender Differences in Students' Progress from Elementary to Secondary Education in India: Who Are Performing Better?
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Kumar, Deepak, Pratap, Bhanu, and Aggarwal, Archana
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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.
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- 2022
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39. How Playful Learning Can Help Leapfrog Progress in Education
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Brookings Institution, Center for Universal Education, Winthrop, Rebecca, Ziegler, Lauren, Handa, Rhea, and Fakoya, Foluyinka
- Abstract
Humans are born with the natural ability to gain skills through play. Children learn about social norms, roles and responsibilities, and language through curiosity-driven, playful interactions and activities. Learning through play harnesses the power of children's imagination and inspires active engagement with the material. The Center for Universal Education at Brookings, is studying innovations that strive to improve education. If the education sector stays on its current trajectory, half of all youth around the world entering the workforce in 2030 will lack basic secondary-level skills they need to thrive--from literacy and numeracy to critical thinking and problem solving. It is believed that leapfrogging, or rapid nonlinear progress, is needed to change this trajectory. Education that allows students to leap forward in learning should incorporate experimentation and iteration, helping students make meaning of what they are learning, and engage with others in doing so. These types of student-centered, playful learning experiences are an essential component to leapfrogging in education because without them young people will not be able to develop the full breadth of competencies and skills they need to thrive in a fast-changing world. This paper is the first in in a series of Leapfrogging in Education snapshots that provide analyses of a global catalog of education innovations. Of the nearly 3,000 innovations captured in the catalog, two-thirds involve playful learning, which represents the largest category of innovations that were recorded. [Support also provided by the BHP Foundation.]
- Published
- 2019
40. Service Marketing Mix as Input and Output of Higher and Technical Education: A Measurement Model Based on Students' Perceived Experience
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Mahajan, Prashant and Golahit, Suresh
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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.
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- 2019
41. Academic Tasks to Identify Students with Reading Disability in Malayalam among Upper Primary Students
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Gafoor, K. Abdul and Remia, K. R.
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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.)
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- 2013
42. A Study on Mobile Learning as a Learning Style in Modern Research Practice
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Joan, D. R. Robert
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Mobile learning is a kind of learning that takes place via a portable handheld electronic device. It also refers to learning via other kinds of mobile devices such as tablet computers, net-books and digital readers. The objective of mobile learning is to provide the learner the ability to assimilate learning anywhere and at anytime. Mobile devices can be used not only to convey information but also can be used as modern comprehension. In present days mobile learning focus on the distance learning through mobile devices. Progression in mobile communication skill will push more educational atmosphere in which the interactive society is interested. The term mobile learning is a much more recent modification, motivated by mobile communications technology and modelled on expressions such as electronic learning, which refers more generally to learning and teaching supported by computers and other electronic devices. The investigator used the survey method to determine the development of global trends of mobile learning in modern research practice as a learning style. The investigator has used two tools for the present study. They are Mobile Learning Questionnaire and Personal data sheet. The major objective of this paper is to establish the progress of mobile learning as a learning style among student teachers and find the correlation between mobile learning and academic achievement among student teachers. The major hypothesis of this paper is there is no significant difference between mobile phone users and others in mobile learning as a learning style among student teachers. Also there is no significant correlation between mobile learning and academic achievement among student teachers. The major finding of this paper is there is significant difference between mobile phone users and others in mobile learning as a learning style among student teachers and there is significant correlation between mobile learning and academic achievement among student teachers. That is, the student teachers who are using mobile device are better than others in mobile learning as a learning style. Also the mobile learning and academic achievement have high correlation in the learning of student teachers. It is concluded that mobile phones increases learning paradigms and also the inventory related to learning.
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- 2013
43. Multiple Intelligence Approach to Curriculum Transaction in Achieving the Educational Objectives at Secondary School Level
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Francis, Reni
- Abstract
The purpose of this study was to foster learning through the Multiple Intelligence Approach in achieving educational objectives across the levels of Revised Bloom's Taxonomy. Multiple intelligences approach facilitates ways for students by ensuring that curriculum and instruction validate the strengths and build on the assets that students possess and value them. Teachers encourage students to be independent thinkers and learners, and provide different types of learning experiences so that students discover meaning in content and engage in active learning through a wide range of activities by expanding the gamut of techniques, tools and strategies beyond the typical and predominant ones that are used. This was a quasi-experimental study following the Counter Balanced Design (Two Groups Equivalent Materials Post Test Design), Factorial design to find out the main effect and interaction effect of the variables--levels of achievement, gender and types of school. The sample for the study were 736 students of Grade 6 from four different Boards of school education (SSC,CBSE,ICSE,IGCSE) from 2009/10-2011/12. The findings of the study indicated that: (1) the Multiple Intelligence Approach of curriculum transaction seemed to have an overall positive impact on the learning in realizing the educational objectives among secondary school students, it was effective in transforming as a constructivist learning environment. There was significant main effect as well as interaction effect of the approaches to curriculum transaction Multiple Intelligence Approach (MIA), Traditional Approach (TA) and the Levels of Achievement (Average, Below Average and Above Average) on the achievement of educational objectives of Revised Bloom's Taxonomy (RBT) among secondary school students. There was significant main effect of approaches to curriculum transaction on the achievement of educational objectives of RBT among secondary school students; (2) There was significant main effect on the type of schools on the achievement of educational objectives of RBT among secondary school students; (3) There was no significant interaction effect of approaches to curriculum transaction and on the types of schools on the achievement of educational objectives of RBT among secondary school students. There was significant main effect of approaches to curriculum transaction on the achievement of educational objectives of RBT among secondary school students; (4) There was no significant main effect of gender on the achievement of educational objectives of RBT among secondary school students; and (5) There was no significant interaction effect of approaches to curriculum transaction and gender on the achievement of educational objectives of RBT among secondary school students. Teachers should provide extensive opportunities for guided practice, repetition, and review for their students, giving them ample opportunities to practice before they are given tests or other forms of assessment. Variety of instructional materials can be used during the teaching- learning process to make learning enjoyable and student centered. Teachers need to break down the shackles of rote memorization and invent new pedagogical practices for students welfare. The following are appended: (1) Personal Data Sheet, (2) Multiple Intelligence Tests, (3) Lesson Transcript, (4) Field Notes, (5) List of Teachers, (6) Science Question Paper (Energy), (7) Science Question Paper (Pollution), and (8) List of Experts. Individual chapters contain references.
- Published
- 2012
44. Long-Term Effects of Teacher Performance Pay: Experimental Evidence from India
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Society for Research on Educational Effectiveness (SREE) and Muralidharan, Karthik
- Abstract
While the idea of teacher performance-pay is increasingly making its way into policy, the evidence on the effectiveness of such programs is both limited and mixed. The central questions in the literature on teacher performance pay to date have been whether teacher performance pay based on test scores can improve student achievement, and whether there are negative consequences of teacher incentives based on student test scores? The literature on both of these questions highlight the importance of not just evaluating teacher incentive programs that are designed by administrators, but of using economic theory to design systems of teacher performance pay that are likely to induce higher effort from teachers towards improving human capital and less likely to be susceptible to gaming. Also, while there is a growing body of high-quality empirical studies on the impact of teacher performance pay on education quality, most of these evaluations stop after two or three years, and so there is no good evidence on longer-term impacts (both positive and negative) of teacher performance pay on students who have completed most of their education under such a system. In this paper, the author contributes towards filling this gap with results from a five-year long randomized evaluation of group and individual teacher performance pay programs implemented across a large representative sample of government-run rural primary schools in the Indian state of Andhra Pradesh (AP). The main questions addressed in this paper are: 1) What is the impact of teacher performance pay (implemented for five years) on student test scores at various points of program exposure? 2) Are there any negative consequences of the teacher performance pay program? 3) What is the relative effect of group and individual teacher incentive programs? There are three main results in this paper. First, the individual teacher performance pay program had a large and significant impact on student learning outcomes over all durations of student exposure to the program. Students who had completed their entire five years of primary school education under the program scored 0.54 and 0.35 standard deviations (SD) higher than those in control schools in math and language tests respectively. These are large effects corresponding to approximately 20 and 14 percentile point improvements at the median of a normal distribution, and are larger than the effects found in most other education interventions in developing countries (see Dhaliwal et al. 2011). Second, the results suggest that these test score gains represent genuine additions to human capital as opposed to reflecting only "teaching to the test". Students in individual teacher incentive schools score significantly better on both non-repeat as well as repeat questions; on both multiple-choice and free-response questions; and on questions designed to test conceptual understanding as well as questions that could be answered through rote learning. Most importantly, these students also perform significantly better on subjects for which there were "no incentives"--scoring 0.52 SD and 0.30 SD higher than students in control schools on tests in science and social studies (though the bonuses were paid only for gains in math and language). There was also no differential attrition of students across treatment and control groups and no evidence to suggest any adverse consequences of the programs. Third, the authors find that individual teacher incentives significantly outperform group teacher incentives over the longer time horizon though they were equally effective in the first year of the experiment. Students in group incentive schools score better than those in control schools over most durations of exposure, but these are not always significant and students who complete five years of primary school under the program do not score significantly higher than those in control schools. However, the variance of student outcomes is lower in the group incentive schools than in the individual incentive schools. The authors measure changes in teacher behavior and the results suggest that the main mechanism for the improved outcomes in incentive schools is not reduced teacher absence, but increased teaching activity conditional on presence. Finally, the authors also measure household responses to the program--for the cohort that was exposed to five years of the program, at the end of five years--and find that there is no significant difference across treatment and control groups in either household spending on education or on time spent studying at home, suggesting that the estimated effects are unlikely to be confounded by differential household responses across treatment and control groups over time.
- Published
- 2012
45. Re-Searching Secondary Teacher Trainees in Distance Education and Face-to-Face Mode: Study of Their Background Variables, Personal Characteristics and Academic Performance
- Author
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Garg, Mamta and Gakhar, Sudesh
- Abstract
The present investigation was conducted to describe and compare the background variables, personal characteristics and academic performance of secondary teacher trainees in distance education and face-to-face mode. The results indicated that teacher trainees in distance education differed from their counterparts in age, marital status, sex and socio-economic status. Distance trainees outperformed the on-campus trainees on their preference for left-hemispheric styles of learning and thinking, budgeting time, learning motivation, overall study habits, academic motivation, attitude towards education, work methods, interpersonal relations, and on their perception about relevance of course content of theory papers in B.Ed., but on-campus trainees outperformed distance trainees on preference for right-hemispheric learning styles, need for achievement, motivation for sports, attitude towards teaching profession, child-centered practices, teachers, overall attitude towards teaching along with their perception for development of teaching skills and attitude, personality development during B.Ed. course. In academic performance distance trainees lag behind the on-campus trainee in their marks in theory papers, skills in teaching and in aggregate. (Contains 13 tables.)
- Published
- 2011
46. Overcoming Exclusion through Quality Schooling. Pathways to Access. Research Monograph No. 65
- Author
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Consortium for Research on Educational Access, Transitions and Equity (CREATE), Govinda, R., and Bandyopadhyay, Madhumita
- Abstract
In the era of globalisation, provision of quality education is increasingly gaining importance across the world. Like elsewhere, it has already been realised in India that equal attention is needed simultaneously on access, equity and quality to achieve the goal of universalisation of elementary education. It has also been experienced that although the majority of children in India today have access to school education, all of them are not receiving quality education for various reasons, leading to poor learning level, repetition and gradual exclusion from school education. Large achievement gaps are found among different groups of children attending schools located in different regions and managed by government and private providers. Using the primary data collected from 88 schools of Madhya Pradesh and Chhattisgarh, this paper attempts to critically examine the extent to which the quality of school affects access and participation of children particularly in rural areas. It also investigates problems of inadequate infrastructure and academic facilities: how these are affecting the quality of education; who are the children most affected by poor quality schools and therefore facing problems of locational disadvantage; and the influence of gender and social background of children on their access to quality education. (Contains 2 footnotes, 9 figures, and 34 tables.)
- Published
- 2011
47. Investigation of the Impact of Augmented Reality Technology on Interactive Teaching Learning Process
- Author
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Kudale, Pritam and Buktar, Rajesh
- Abstract
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%.
- Published
- 2022
- Full Text
- View/download PDF
48. Ethno-Cultural Diversity Education in Canada, the USA and India: The Experience of the Tibetan Diaspora
- Author
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MacPherson, Seonaigh
- Abstract
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.
- Published
- 2018
- Full Text
- View/download PDF
49. Effect of Autonomous Learner Model on Self-Esteem of Secondary School Students with Different Levels of Achievement
- Author
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Pinto, Rose Kiran and A. C., Clare
- Abstract
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.
- Published
- 2018
50. Post-Formalist Explanation of Academic Achievement: Exploring the Contribution of John Ogbu and Joe Kincheloe
- Author
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Sinha, Chetan
- Abstract
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.
- Published
- 2016
- Full Text
- View/download PDF
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