Search

Assoc. Prof., Welcomgroup Graduate School of Hotel Administration, Manipal Academy of Higher Education, India, partho.seal@manipal.edu The Covid-19 pandemic prompted drastic changes in education, including the closure of institutions and transition in the mode of teaching and learning. However, the effect of disruption is not equal across the spectrum of education. The transition to online mode of teaching created challenges to teachers of vocational education including hospitality. In the current study, we aimed to identify the factors of motivation, online teaching satisfaction and intention to adopt online teaching in the future by the teachers of hospitality education using Herzberg's Theory of Motivation. A cross-sectional survey was conducted among hospitality teachers in India, and the data was collected using Google Forms. Structural Equation Modelling (SEM) is employed to test the hypothesis proposed in the study. The IBM AMOS 25 software was used for data analysis and testing of hypothesis. The results of the study indicate that motivational factors are the significant predictors of online teaching satisfaction and teachers' intention to adopt online teaching in the future. The finding signifies that institutional administrators and policymakers of hospitality education in the study context needs to focus on improving both motivational and hygiene element to enhance teachers' satisfaction and behavioural intention in online teaching. [ABSTRACT FROM AUTHOR]

In order to help achieve the objectives of the heavily stressed idea of inclusion, it is necessary and crucial that teachers receive training in the use of ICT in teaching and learning. In order to ensure that a classroom is truly inclusive, it is crucial for teachers to possess the knowledge and abilities needed to remove frequent learning barriers that appear as a result of individual differences of a cultural, social, physical, psychological, and economic nature. In this article, comparative analysis between government school teacher and private school teacher on integration of ICT in classroom with special focus to Malda District, West Bengal, India has been evaluated. [ABSTRACT FROM AUTHOR]

Anxiety refers to the feeling of a human that expresses his fear, dread, and uneasiness. It might cause the human to sweat, tense, feel restless, and have a rapid heartbeat. It also expressed his normal reaction to stress. Depression is a common and serious medical illness that makes humans react negatively toward others. It makes the man persistent feeling of sadness and loss their interest in the profession. It also affects the daily activities of humans. Depression may lead to suicide. B.Ed Trainees were the persons who got the training for a particular period of teaching practice in a school undertaken under the supervision to become a professional teacher. Anxiety and depression create huge issues among bed trainees in the teaching and learning process. Today B.Ed trainees will become tomorrow's teachers in educational institutions. Every teacher should have the ability to control their anxiety and depression for the effective teaching and learning process in the education system. And so the need is felt to study "Anxiety and depression as huge issues among B.Ed trainees". The Anxiety and Depression Scale was constructed and standardized by the investigator. The participants of the study are 355 B.Ed Trainees from different educational institutions in Chennai and Kancheepuram district. According to the study findings, there is a significant difference in the level of anxiety and depression with respect to their gender and locality. And also it inferred that there is no significant difference between B.Ed Trainees with respect to their Family Income. In this technological world, most teachers affect with anxiety and depression in their regular work because they have many responsibilities in their profession and also in their families. B.Ed Trainees have to become the future teachers of our country and so they need to be aware and avoid the issues of anxiety and depression in their regular life. [ABSTRACT FROM AUTHOR]

E-learning plays a key role in an individual's mental growth and a nation's future in today's competitive world. Traditional learning is teacher-centered, and teaching the same subject well every time is tough. Traditional teaching approaches can't be used everywhere. By mitigating this flaw in traditional learning, E-learning becomes a potent weapon for intellectual progress and contributes to intellectual society. Traditional learning's high prices, set hours, and limited classroom access may be avoided through e-learning. People are India's major strength as the world's first and biggest democracy. E-Learning benefits these countries and plays a crucial role in establishing intellectual think tanks that can be utilised by the entire world for constant growth and an aggressive reaction to other nations' logical cultures. In this regard, a more focused approach has been considered on introducing new e-learning methodologies, priorities set for each methodology for easy e-learning, and upcoming technological trends in the field of elearning such as Mobile learning, Microlearning, Beacon learning, Internet of Things(IoT), Cloud-based e-learning, Gamification, and others. [ABSTRACT FROM AUTHOR]

In India, changes in legislation and policy have increased the number of students with disabilities enrolled in higher education. The purpose of this study was to investigate university teachers' perceptions towards inclusion of students with disability public and private universities in India. The study examined how age, gender, educational levels, years of teaching experience, and frequency of interaction with a person with a disability influence instructors' views about people with disabilities and their inclusion at public and private academic institutions. Data was collected through a digital questionnaire from private and public universities in Pune, India. The population of the study comprised of full time University teachers' (under-graduate, post-graduate and doctoral courses) in Pune. The survey was completed by 309 university teachers. Descriptive statistics, independent sample t-test and ANOVA were used to examine the data. The researchers found no statistically significant relationships between teachers' perceptions of inclusion in regards to degree level, gender and years of experience. The study did, however, discover a statistically significant relationship between teachers' perceptions of inclusion and their interaction with students with disabilities. Academic and social outcomes of students with disabilities are significantly enhanced when inclusive approaches are used. Goals for future research are discussed. [ABSTRACT FROM AUTHOR]

Value education is a process through which people give moral values to each other. Value education helps to develop good moral values in the children and to develop good citizenship and standard of living and behaviour of children. Value education helps to develop tolerance and make a kind person to the children. In this research, The researcher would like to reach up to the goal as to the values which are enshrined in the Constitution of India and the methods and techniques which can be used to achieve such values and how value education is an indespensable part of everyone's life. [ABSTRACT FROM AUTHOR]

Background: Low and middle-income countries (LMICs) lack trained child mental health professionals. While teachers' child development experience potentially positions them to fill the gap as lay mental health counselors, they have rarely delivered indicated child mental health care in LMICs. As part of assessing the feasibility of teachers serving as lay counselors, we explored teachers' perceptions of serving as lay counselors and their mental health attitudes and knowledge. Methods: In 2018, with training and supervision, 19 primary school teachers from five rural, low cost private schools in Darjeeling, India, served as lay counselors in their classrooms. Using mixed methods, we examined teacher perceptions of serving as lay counselor and mental health attitudes and knowledge through a survey (n = 15), a summative assessment (n = 14), and semi-structured interviews (n = 17). For the survey and summative assessment, pre-training, post-training, and post-intervention mean scores were compared using paired t tests. Post-intervention interviews were coded for teachers' perceptions of serving as lay counselor and mental health attitudes and knowledge. Results: Qualitatively, teachers expressed being willing to serve as lay counselor, having more inclusive mental health attitudes, and retaining mental health knowledge as applicable to use during instructional time or incorporation into the knowledge transfer process, their primary duty. By contrast, quantitatively, teachers' attitudes appeared to become more inclusive on the study-specific survey pre versus post-training, but reverted to pre-training levels post-intervention. Teachers' mental health knowledge on the summative assessment did not change pre-training versus post-training versus post-intervention. Conclusions: Training, supervision, and serving as lay counselors led to teachers' willingness to serve as lay counselors. Teachers served as lay counselors by utilizing therapeutic techniques during class time and incorporating them into their typical instruction, not through delivering traditional office-like care. Teacher practices may be pointing to the potential emergence of an "education as mental health therapy" system of care. Their changes in attitudes and knowledge reflected their emerging practices. Quantitative measures of knowledge and attitude changes did not capture these nuanced changes. Trial Registration The parent feasibility trial was registered on January 01, 2018 with Clinical Trials Registry – India (CTRI), reg. no. CTRI/2018/01/011471, ref. no. REF/2017/11/015895. http://ctri.nic.in/Clinicaltrials/pdf_generate.php?trialid=21129&EncHid=&modid=&compid=%27,%2721129det%27.. [ABSTRACT FROM AUTHOR]

Copyright of Musicology of Lithuania / Lietuvos muzikologija is the property of Lithuanian Academy of Music & Theatre and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The growth of higher education in India over a little more than half a century has been even more staggering. Indian higher education is in need of radical reform with a focus on enforcing quality education. Improvement in quality of education places a major responsibility on teachers and their professional competencies. Competencies are the skills and knowledge that enable a teacher to be successful. Teachers' competencies can be commonly categorized into four groups viz. Teaching / Academic competencies, Behavioural competencies, Managerial competencies and Research competencies. As the saying goes 'Destiny of a nation is determined in the classroom', it is time to realize that the destiny of the classroom is determined by the teacher. Thus, imperative is the teacher competency. [ABSTRACT FROM AUTHOR]

Work-family enrichment handles the dilemma of work-family interface by developing a synergy in both domains of life. The instrumental and affective gains from life roles are vital for the individual's and organizational success. In the present study, the workto- family enrichment was explored and validated by using factor analysis. The information was collected from 223 teachers of central universities in North India. The sample included 121 males and 102 female respondents. The work-family measurement tool developed by Carlson, Kacmar, Wayne and Grzywacz (2006) was used to conduct the study. The results of the study showed the resources from work to family domain are perceived to be transferable in the form of development, affect and capital. The findings of study revealed that the instrumental gains from work roles are dominating the affective gains during work-to-family enrichment of teachers. The future research can be on the activated mental schema during work-family enrichment and the role of stereotypes in work-to-family enrichment. [ABSTRACT FROM AUTHOR]

Background: Student's assessment regarding the teacher's characteristics can be considered as the best evidence about teachers. The most common characteristics which influence the teacher-student learning experience are communication, accessibility and knowledge of the teacher about subject matter. Materials and Method: The present descriptive cross-sectional survey was conducted at Ved Nursing College, Panipat, Haryana in the month of September, 2017 using self-structured, pre-tested and validated perception rating scale. Total 192 subjects were enrolled in the study. Results: According to students' perception in personal area, self-confidence of teacher had maximum effect on teaching (92.7%), followed by speaking style of teacher (86.5%), in professional area clarification of doubts (86.5%) was the most important factor effecting teaching followed by method of teaching (85.5%) and in scientific area experience of the teacher (86.4%) effects teaching highly followed by mastery on scientific concepts and materials (84.4%). Conclusion: Students perceive personal, professional and scientific characteristics of teachers to be equally efficacious for effective teaching. [ABSTRACT FROM AUTHOR]

Research on processes of bringing effective tobacco control interventions to scale to increase quit rates among tobacco users is uncommon. This study examines processes to bring to scale one such intervention for school teachers, i.e. Tobacco Free Teacher-Tobacco Free Society (TFT-TFS). This intervention provides a foundation for an effective and low cost approach to promote cessation through schools. The present study was conducted in the states of Bihar and Maharashtra in 2014 using quantitative and qualitative methods. Focus group discussions (FGDs) were analysed using immersion crystallization method. The data presented are from a survey of 291 principals and seven FGDs. This study examined characteristics of principals and teachers, organizational environment, external environmental factors and program characteristics to determine facilitators and barriers for successful dissemination and implementation of the TFT-TFS program. Some facilitators were, incorporation of the program in existing channels like staff meetings and trainings, certification and recognition by the department of education; while some barriers were routine time bound duties (mainly teaching) of teachers and prevalence of tobacco use among teachers and administrators. Principals and teachers expressed a need and high level of interest in the adoption and implementation of the TFT-TFS program in their schools. [ABSTRACT FROM AUTHOR]

Introduction: Children attend primary school from as early as 6 years to the mixed dentition stage of about 9 years and spend most of their time in school along with the teachers. School teachers are likely to be among the first to see a child immediately after an injury has occurred, and their knowledge regarding emergency procedures is critical to ensure good prognosis of the clinical treatment.Purpose: The purpose of the study was to evaluate, by means of a questionnaire, the primary school teacher's knowledge and attitude with regard to emergency management of traumatized avulsed teeth and to test the effectiveness of a health education tool.Methodology: A total of 214 primary school teachers from 24 government schools, in and around East Madurai Panchayat, participated in a 3-month long study. Baseline data were collected using a pretested questionnaire in the 1st month. Based on that data, a health educational tool was prepared. The final assessment was made using the same questionnaire in the 3rd month. Baseline data and final data were compared using Z-test.Results: The knowledge level of 70.83% of primary school teachers was in the very good category after the health education tool, which was initially nil. Similarly, the attitude level also raised drastically with 0.90% initially in the very good category, and after the health education tool, it was 41.20%.Conclusion: From this study, the importance of the need for the steps to increase the knowledge about the emergency management of avulsion is clearly understood. Thus, the main implication of the study is that a health educational tool regarding the emergency management of avulsion is necessary for the primary school teachers during their teacher training program. [ABSTRACT FROM AUTHOR]

Teaching is a dignified, distinguished and noble profession. There is no doubt that the effectiveness and success in the teaching-learning process can be influenced by the satisfaction level of teachers. The changing trend of educational system demands the competent teachers to cope themselves up with the new change in the horizon of knowledge, methods and techniques of teaching and proper use of technology in teaching and learning. The changing time and situation always demand to know the teachers' job satisfaction level and the job satisfaction survey is the best way to investigate and analyze the various causes and factors of satisfaction or dissatisfaction towards their job environment. The present study tries to trace out the level of job satisfaction and teachers effectiveness of the secondary school teachers of Tinsukia district of Assam along with the relation between these two variables. The study reveals that majority of the teachers both male and female of Tinsukia district, Assam have average degree of job satisfaction and their level of effectiveness in their teaching learning process is also average The study demonstrated that there is a significant positive relationship between job satisfaction and teachers effectiveness of secondary school teachers in terms of their gender, age, and experience. [ABSTRACT FROM AUTHOR]

This article explores stakeholders’ awareness of autism and their perspectives on children with autism, in an urban Indian school context. Using an interpretive framework, the article draws on interview data from a study conducted in Kolkata. Findings indicated varying but limited awareness of autism among school staff. Teachers instead described the child as “different” from peers. Further, there was variation in stakeholders’ view on the challenges faced by the child. In contrast to parents and private specialists, school staff gave no importance to social development and perceived behaviour and personality differences as inherent in the child. Nevertheless, there was a consensus among stakeholders on school responsibility as limited to academic input. Challenging school staff's beliefs about child development and purpose of education, along with re-assessing special educator courses and developing collaboration between parents and school, needs to be addressed to meet the educational needs and ensure successful participation of these children. [ABSTRACT FROM PUBLISHER]

The Child-Centred Approach (CCA) is increasingly promoted within India and internationally as a response to the challenge of delivering quality education. From identifying and examining Indian indigenous and global concepts of CCA within traditional and contemporary child-centred pedagogic discourse, this paper reveals the complexities of underlying agendas within the domestic and international setting and the implications of this for the integration of CCA and the ‘child-centred’ teacher in India. Based on empirical analysis of teachers’ interviews, the findings demonstrate that the role of the teacher continues to be largely overlooked in spite of a willingness from teachers to engage within the child-centred pedagogic discourse. Disempowerment, a lack of autonomy and limited professional status are highlighted. Therefore, this paper calls for the rediscovery of the ‘child-centred’ teacher to advance from within the nation. Without this, it is asserted that the authenticity of the CCA model will continue to be compromised, and with it, any indigenous expressions of a similar epistemology will be fundamentally restricted. [ABSTRACT FROM PUBLISHER]

This study examines the preferences of regular primary and secondary school teachers in Delhi, India regarding professional development delivery modes in the context of inclusive education for students with disabilities. A total of 223 primary school teachers and 130 secondary school teachers responded to a seven-item Likert-type questionnaire, indicating their preferences for the delivery modes. The teachers were also requested to list additional delivery modes that they would like to see being used while receiving in-service training. Data were analyzed using descriptive statistics,ttests and Spearman rank-order correlation. The implications for teacher training in India are discussed in terms of the different models that can improve teacher quality for inclusive education. [ABSTRACT FROM AUTHOR]

Language laboratory is an essentiality in today's language classrooms. As teachers and teacher educators, we should always focus on enhancing the LSRW Skills of students. In this paper we are trying to unveil the importance of usage of language labs in our Language teaching, along with highlighting how pertinent is the role of teachers in guiding students for effective Language Learning. The paper also throws light on the challenges faced by teachers and students in the teaching-learning process of language through language laboratories. [ABSTRACT FROM AUTHOR]

The teacher's place in society is of vital importance. He acts as a pivot for the transmission of intellectual traditions and technical skills from generation to generation and helps to keep the lamp of civilization burning. The teachers are literally the arbiters of a nation's destiny. He is being recognized as the most vital factoring any educational system. Upon his training, dedication and efficiency stands the whole structure of education. He is the key of quality education and the foster parent of the child. Child looks to him for knowledge, wisdom, manners morals inspiration, enlightenment and what not. [ABSTRACT FROM AUTHOR]

Vocal hygiene education program addresses the importance of proper care of vocal fold tissue suggesting certain changes in behaviors, patterns, life style and diet. It is an effective method to create awareness, reduce vocal abuse and prevent onset and progression of voice problems among the teachers and other professional voice users. The effectiveness of such sensitization programs has not been documented in the Indian context. The present study aimed to evaluate the short-term effect of a vocal hygiene awareness program among the teacher training students in Mysore city. The program consisted of three consecutive sessions on anatomy of voice production, causes of voice disorders and vocal hygiene tips to teachers, delivered audio-visually by experienced speech language pathologists. A basic questionnaire consisting of 10 questions (one open ended and nine close ended) was prepared, which was divided into three sections based on different areas of voice. The questionnaire was administered prior to and after the sensitization program. The efficacy was determined based on participant's ability to answer the questions. The results showed that the average percent scores improved from 58% (pre-test) to 73% (post-test) after attending the program. Further studies that address other voice care domains in the questionnaire like vocal and non-vocal practices, diet, and classroom management and the long-term effect of such programs have to be addressed to understand the effectiveness of such programs. [ABSTRACT FROM AUTHOR]

It is important for language teachers and students in multilingual societies to know when, why and with whom a language should be chosen. In this way teachers and students can make links between their linguistic repertoire and the discourse norms of the various interlocutors in such a diverse society. Those with limited language proficiency when speaking to someone who speak a different language might have to use various communicative strategies acquired from their first language to compensate for their lack of proficiency in their speech partner's language. This paper describes the communicative strategies in interactions as used in the movie Slumdog Millionaire to show how an audience outside India, could actually understand the movie which is not entirely in English. This paper shows how a diverse audience who can speak English but not Hindi are able to negotiate meanings through the dialogues which display the use of unique communicative strategies. Learners and teachers can learn from movies such as Slumdog Millionaire and become sociolinguistically competent in a multilingual society. In Slumdog Millionaire, which will be discussed, the characters who are young urbanites code mix many English lexical items in their Hindi dialogues. [ABSTRACT FROM AUTHOR]

Abstract: Since the early 1990s, significant progress has been made with regard to education in India. This positive development stands, however, in sharp contrast with the way in which government teachers themselves think and talk about education. Instead of feeling pride and satisfaction, many teachers are unhappy, and often self-critical. Based on focus group discussions and interviews with teachers in Andhra Pradesh, south India, this paper analyses the reasons behind motivations and demotivations of government school teachers. The paper concludes that there is a need for a new professional ethos and culture. [Copyright &y& Elsevier]

Adolescents develop food habits that affect both their present and future health. Underpinned by the stakeholder theory, this study was designed to explore the perspective of parents and nutrition educators regarding urban Indian adolescents' food habits. Thirty-two educators and 280 parents from five independent, English-speaking, secondary schools in Kolkata, India completed a paper-based instrument consisting of both closed and open-ended measures. Qualitative data were subjected to thematic analysis informed by the Template Analysis Technique. Descriptive and cross-tabulation analyses were employed to assess quantitative data. Three quarters (75%) of the respondents were dissatisfied with the ubiquitous consumption of energy-dense, nutrient-poor foods and sugar-sweetened beverages as well as the low intakes of healthy foods like fruits and vegetables among urban Indian adolescents. Six reasons were advanced for such unhealthy consumption including i) Proliferation of fast food retail outlets; ii) Hyper-palatability of fast food; iii) Marketing of fast food on electronic and social media; iv) Diminished household cooking practices; v) Lack of food knowledge; vi) Tendency to seek peer group acceptance. Both parents and educators suggested some healthy eating strategies aimed at improving the food and nutrition situation in Indian secondary schools to foster healthy eating among pupils. These included: i) Restrictions on the sale of unhealthy foods in school canteens; ii) Increased availability of attractive and palatable nutritious foods; iii) Discussion of the advantages of consuming healthy foods and inclusion of food preparation techniques in the school curriculum; iv) Home Economics coursework to be made mandatory for students. The findings suggest that Indian parents and teachers are likely to support changes to the food and nutrition curricula and to school food provision to foster healthy eating among adolescents. [ABSTRACT FROM AUTHOR]