An Internationl Peer Reviewed
Mar-Apr,2016, vol-1/4
Impact Factor:
ISSN: 2454-5554
Date: 2016-05-09
MAR-APR,2016
QUALITY EDUCATION, EXPECTANCY AND CONSTRUCTIVE YOUTH PROGRESS
B. S. Bichukale
Page No.: 457 - 459
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Berger P. L, Luckmann T. 1966. The social construction of reality: A treatise in the sociology of knowledge. Anchor Books: New York. Creswell J. W. 2003. Research design. A qualitative, quantitative, and mixed method approaches. SAGE Publications: Thousand Oaks, CA. Dawes S. S. 1996. Interagency information sharing: Expected benefits, manageable risks. Journal of Policy Analysis and Management 15 (3): 377-394. Eccles, J., and Gootman, J. A. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academy Press. Roth, J. L. (2004). Youth development programs. Prevention Researcher, 11(2), 3-7. Werner, E. E. and R. S. Smith. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithaca, NY: Cornell University Press.
Berger P. L, Luckmann T. 1966. The social construction of reality: A treatise in the sociology of knowledge. Anchor Books: New York. Creswell J. W. 2003. Research design. A qualitative, quantitative, and mixed method approaches. SAGE Publications: Thousand Oaks, CA. Dawes S. S. 1996. Interagency information sharing: Expected benefits, manageable risks. Journal of Policy Analysis and Management 15 (3): 377-394. Eccles, J., and Gootman, J. A. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academy Press. Roth, J. L. (2004). Youth development programs. Prevention Researcher, 11(2), 3-7. Werner, E. E. and R. S. Smith. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithaca, NY: Cornell University Press.
B.ED. CHATTRA SHIKSHKASATHI SHIKSHANATIL ASHY-YUKTA ADHYPAN PADHTICHA PRATYAKSHIK KARYPADHTICHA MULYMAPANASATHI DNYANRACHNAWADI MULYMAPAN KARYANITICHE VIKASAN
Zanjare Pramila Kishor
Page No.: 466 - 470
TEACHERS’ UNDERSTANDING OF MULTICULTURALISM FOR POSITIVE LEARNING ENVIRONMENT: AN EXPLORATORY STUDY
Dr. Ritu Tripathi Chakravarty
Page No.: 471 - 474
The aim of this study is explore the teachers’ understanding of their students’ social background, their ethnic diversity and cultural knowledge for providing positive learning impact in their multicultural classrooms. Multicultural education is a philosophical concept built on the ideals of freedom, justice, equality, equity, and human dignity as acknowledged in various Human Rights adopted by the United Nations. This study affirms the need to prepare students for their responsibilities in an interdependent world. The data was collected by taking unstructured interviews of the teachers. The primary findings shows interesting facts that if teachers are made aware of cultural diversities they tend to take care of the feelings of various diverse needs of the students present in their class . Though teachers are majorly not aware of various their teaching techniques, interaction, communication and authentic activities but were open to adapt and enhance their teaching strategies if they were provided to opportunity to learn to handle diversity in the classrooms. However the study concludes that in practical situation though the multi-cultural classroom provides an opportunity for students from different cultures to bring their enormous range of experiences, knowledge, perspectives and insights to the learning – if the process is enabled but it is not always easy to do.
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Annan, K. (2000). Dialogue among civilisations. Round Table 2000. New York: United Nations. www.unesco.org/dialogue/en/annan.htm. Banks, J. A. (1997). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. McGee Banks (Eds.), Multicultural education: Issues and perspectives (3rd ed., pp. 3-31). Boston: Allyn and Bacon. De La Torre, W. (1996). Multiculturalism. Urban Education, 31, 314-346. Pelo, A. (2006). At the crossroads: Pedagogical documentation and social justice. In A. Fleet, C. Patterson & J. Robertson (Eds.), Insights: Behind early childhood pedagogical documentation. New South Wales: Pademelon Press. Simonson, S. D. (1995). Multiculturalism in the middle school: One aspect of a community of learners. Multicultural Review, 4, 36-42.
Annan, K. (2000). Dialogue among civilisations. Round Table 2000. New York: United Nations. www.unesco.org/dialogue/en/annan.htm. Banks, J. A. (1997). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. McGee Banks (Eds.), Multicultural education: Issues and perspectives (3rd ed., pp. 3-31). Boston: Allyn and Bacon. De La Torre, W. (1996). Multiculturalism. Urban Education, 31, 314-346. Pelo, A. (2006). At the crossroads: Pedagogical documentation and social justice. In A. Fleet, C. Patterson & J. Robertson (Eds.), Insights: Behind early childhood pedagogical documentation. New South Wales: Pademelon Press. Simonson, S. D. (1995). Multiculturalism in the middle school: One aspect of a community of learners. Multicultural Review, 4, 36-42.
SUSTAINABLE MODELS FOR BETTER DESIGN OF FOUNDATION SYSTEMS
Harshdeep Singh Bhatia
Page No.: 475 - 478
Soil–structure interaction is an interdisciplinary field of endeavour which lies at the intersection of soil and structural mechanics; soil and structural dynamics; computational and numerical methods. Its origins trace back to the late 19th century, evolved and matured gradually in the ensuing decades and during the first half of the 20th century, and progressed rapidly in the second half stimulated mainly by the needs of the nuclear power and offshore industries, and simultaneously, by the debut of powerful computers and simulation tools such as finite elements. However, the actual behaviour of a concrete element resting over the soil media is very complicated and it shows a great variety of behaviour when subjected to different conditions because of heterogeneous nature of both concrete and soil. Various constitutive models have been proposed by several researchers to describe different aspects of concrete and soil behaviour in details. But none of these models is capable to completely describe the complex behaviour of this composite-system arsing out by construction of a concrete element over the soil media under all conditions. This paper attempts to present various constitutive models developed by researchers and could be helpful in developing an analytical model to describe the behaviour of foundation systems by considering the soil-structure interaction in a better way thereby, paving a way for formulation of sustainable design methodologies by reducing the embodied energy through a better design.
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Key words: Soils; Constitutive model; Analysis; Soil-structure interaction; Modelling
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CHEN W F AND BALADI G Y, Soil plasticity: Theory and Implementation, Elsevier, Amsterdam, 1985, pp 2 DUTTA S C AND ROY R, A critical review on idealization and modelling for interaction among soil-foundation-structure system” Computer and Structure, 80, 2002, pp 1579-1594 HOVATH J S, Beam–column- analogy model for soil structure interaction analysis, Journal of Geotechnical Engineering, 1993, Vol. 119, No. 2, pp 358-364 KAVITHA P E, NARAYAN K P AND BEENA K S, A review of soil constitutive models for soil structure interaction analysis” Proceeding, Indian Geotechnical Conference, 2011, Vol. 2, pp 903-906 KOK S T ET AL, A review of basic soil constitutive models for geotechnical application, Electronics Journal of Geotechnical Engineering, 2009 KURIAN N P AND MANOJ KUMAR N G, A new continuous model for soil structure interaction” Journal of Structure Engineering, 2001, Vol. 27, No. 4, pp 269-276 MADHAV M R, Modelling and analysis in Geotechnical/Ground Engineering” Indian Geotechnical Journal, 1998, Vol. 1, No. 28, pp 1-70 REISSNER E, Deflection of plates on visco-elastic foundation, Journal, Applied Mechanics Trans., ASME, 1958, Vol. 80, No.3, pp 144 VLASOV V Z, Structure mechanics of thin walled three dimensional system, Gosstroiizdaat, 1949, Russian WAI F C AND ATEF F S, Constitutive equations for engineering materials, John Wiley & Sons, NewYork, 1982.
CHEN W F AND BALADI G Y, Soil plasticity: Theory and Implementation, Elsevier, Amsterdam, 1985, pp 2 DUTTA S C AND ROY R, A critical review on idealization and modelling for interaction among soil-foundation-structure system” Computer and Structure, 80, 2002, pp 1579-1594 HOVATH J S, Beam–column- analogy model for soil structure interaction analysis, Journal of Geotechnical Engineering, 1993, Vol. 119, No. 2, pp 358-364 KAVITHA P E, NARAYAN K P AND BEENA K S, A review of soil constitutive models for soil structure interaction analysis” Proceeding, Indian Geotechnical Conference, 2011, Vol. 2, pp 903-906 KOK S T ET AL, A review of basic soil constitutive models for geotechnical application, Electronics Journal of Geotechnical Engineering, 2009 KURIAN N P AND MANOJ KUMAR N G, A new continuous model for soil structure interaction” Journal of Structure Engineering, 2001, Vol. 27, No. 4, pp 269-276 MADHAV M R, Modelling and analysis in Geotechnical/Ground Engineering” Indian Geotechnical Journal, 1998, Vol. 1, No. 28, pp 1-70 REISSNER E, Deflection of plates on visco-elastic foundation, Journal, Applied Mechanics Trans., ASME, 1958, Vol. 80, No.3, pp 144 VLASOV V Z, Structure mechanics of thin walled three dimensional system, Gosstroiizdaat, 1949, Russian WAI F C AND ATEF F S, Constitutive equations for engineering materials, John Wiley & Sons, NewYork, 1982.
INCLUSIVE EDUCATION IN SCHOOLS
Veena Jha & Aneesh Jose
Page No.: 453 - 456
Society is undergoing so many changes every day. All the social changes have been taking place with the contribution given by the citizen. In a democratic nation where development of the abilities and skills of each person is considered a human right, it becomes the duty of the nation, society and schools that they should provide inclusive education for those children who are in need of it. India, in process of becoming a developed country has to develop the entire citizen capable of contributing for the development of the nation. In each country there are many people who need special attentions from their childhood on ways. Indian Government had tried to enumerate the population who need special needs during the last census. It is found that 80% of these populations are school dropout and not given proper education from their childhood on ways. Here is the question why? They did not get an opportunity to continue their education or the atmosphere might not help them to continue it. There can be so many answers to this question.
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A. Langston, L. Abhott. V. Lewis, and M. Kellett, ‘Early Childhood’. Doing Research with children and Young People, S. Fraser, V Lewis, S. Ding, M Kellett and C. Robinson, eds., London: Sage, pp 147-160, 2004. A. Richter- Kornweiz,- Child Poverty- Social and Economic Policy for Children. B. White,- Globalization and the Child Labour Problem, II Journal of International Development, Vol, 8, no 6, pp. 829-839,1996 C.A Hartzen and S. Priyadarsini, The Global Victimization of Children: Problems and Solutions. New York: Springer Science + Business Media. LLC,P 57, 2012 C Bellamy, The State of the World’s Children, 2005: Childhood under Threat. New York : UNICEF, 2004. D. Remenyi, B Willams, A Money and E Swartz, Doing Research in Business and Management: An introduction to Process and Method. London ; Thousand Oaks, New Delhi: Sage Publications, p 285,2003 D W Stewart and P N Shamdasani, Focus Group Discussion: Theory and Practice. London: SAGE, p, 10.1990 E. Rubinton and M.S Weinberg, The study of Social Problems: Seven Perspectives, 7th ed. Oxford University Press, p, 2011. G.R Sethi, - Street Children- A window to the Reality, II Indian Pediatrics, vol.41- 2004 Human Rights Watch, World Report 200: The events of 1999. USA: Human Rights Watch IFRC, First Aid in the community: A Manual for Trainers of Red Cross and Red Crescent Volunteers in Africa. M. Desai, A Right- Based Preventive Approach for Psychological Well- Being in Childhood. New York: P.C Shukla, Street Children and the Asphalt Life: Street Children and the Future Direction. Adarsh Nagar, New Delhi. India. R.K Jain, Lifestyle for Total Development: A Unique Guide to Develop Your Personality, New Delhi R. K Singh, Exceptional Children S. Deb, children in Agony: A Source Book. New Delhi: Concept Publishing Company. 2006 S. Verma, - Socialization for Survival: Development issues among working street children in India. WHO, UNIESCO. School health education to prevent AIDS and HIV: A resource package for curriculum planners. 1994 WHO & Mentor Foundation Young people and substance use: A manual on how to create use and evaluate educational materials and activities. Geneva, 1999
A. Langston, L. Abhott. V. Lewis, and M. Kellett, ‘Early Childhood’. Doing Research with children and Young People, S. Fraser, V Lewis, S. Ding, M Kellett and C. Robinson, eds., London: Sage, pp 147-160, 2004. A. Richter- Kornweiz,- Child Poverty- Social and Economic Policy for Children. B. White,- Globalization and the Child Labour Problem, II Journal of International Development, Vol, 8, no 6, pp. 829-839,1996 C.A Hartzen and S. Priyadarsini, The Global Victimization of Children: Problems and Solutions. New York: Springer Science + Business Media. LLC,P 57, 2012 C Bellamy, The State of the World’s Children, 2005: Childhood under Threat. New York : UNICEF, 2004. D. Remenyi, B Willams, A Money and E Swartz, Doing Research in Business and Management: An introduction to Process and Method. London ; Thousand Oaks, New Delhi: Sage Publications, p 285,2003 D W Stewart and P N Shamdasani, Focus Group Discussion: Theory and Practice. London: SAGE, p, 10.1990 E. Rubinton and M.S Weinberg, The study of Social Problems: Seven Perspectives, 7th ed. Oxford University Press, p, 2011. G.R Sethi, - Street Children- A window to the Reality, II Indian Pediatrics, vol.41- 2004 Human Rights Watch, World Report 200: The events of 1999. USA: Human Rights Watch IFRC, First Aid in the community: A Manual for Trainers of Red Cross and Red Crescent Volunteers in Africa. M. Desai, A Right- Based Preventive Approach for Psychological Well- Being in Childhood. New York: P.C Shukla, Street Children and the Asphalt Life: Street Children and the Future Direction. Adarsh Nagar, New Delhi. India. R.K Jain, Lifestyle for Total Development: A Unique Guide to Develop Your Personality, New Delhi R. K Singh, Exceptional Children S. Deb, children in Agony: A Source Book. New Delhi: Concept Publishing Company. 2006 S. Verma, - Socialization for Survival: Development issues among working street children in India. WHO, UNIESCO. School health education to prevent AIDS and HIV: A resource package for curriculum planners. 1994 WHO & Mentor Foundation Young people and substance use: A manual on how to create use and evaluate educational materials and activities. Geneva, 1999
NEW AGE PEDAGOGY: CHALLENGES AND OPPORTUITIES FOR THE TEACHERS
Ujjwala. D. Sadaphal
Page No.: 489 - 497
Pedagogy is a science and an art of teaching. It is changing with changing time. Teaching fraternity is always using different teaching – learning strategies. But in wake of current changes taking place in the world around, teacher will have to employ new and diversified methods and even combining two or three for attaining educational objectives.Constructivism is a learner-centered approach and emphasizes construction of knowledge by the students. It also requires creating interactive learning environment. This paper is about new age pedagogy which will facilitate in tapping the latest technologies to face the challenges of the dynamic world and forward some recommendations for shaping future classrooms.
Keywords: New age Pedagogy, Challenges, Opportunities for teachers
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Bhatia and Bhatia (1997) Theory and Principles of Education. Delhi, Doaba House. Chaube S. P. (2001) History of Indian Education. Agra, Vinod PustakMandir. Gupta S., Garg, S. &Dikshit, J. (2011) Use of Technology in education: a paradigm shift from little media to M- learning. University News, 49(36) Sept 05-11. Muthukrishnan, S. (2011) Some Issues in Skill Development in Higher Education. University News, 49 (01) Jan, 03-09. SasiPriya R. & Anna Raja P. (2011). Soft Skills for prospective teachers. Edutrack Vol. 10, No. 7, March, pp3-5. Singh H. (2003) Building effective blending learning programs. Journal on Educational Technology, 43(6), 51-54.
Bhatia and Bhatia (1997) Theory and Principles of Education. Delhi, Doaba House. Chaube S. P. (2001) History of Indian Education. Agra, Vinod PustakMandir. Gupta S., Garg, S. &Dikshit, J. (2011) Use of Technology in education: a paradigm shift from little media to M- learning. University News, 49(36) Sept 05-11. Muthukrishnan, S. (2011) Some Issues in Skill Development in Higher Education. University News, 49 (01) Jan, 03-09. SasiPriya R. & Anna Raja P. (2011). Soft Skills for prospective teachers. Edutrack Vol. 10, No. 7, March, pp3-5. Singh H. (2003) Building effective blending learning programs. Journal on Educational Technology, 43(6), 51-54.
EDUCATION AND ECONOMIC EMPOWERMENT OF WOMEN IN INDIA
Manju Maria Solomon & Ashmita Solomon
Page No.: 447 - 452
In the history of human development, woman has been as important as man. In fact, the status, employment and work performed by women in society is the indicator of a nation’s overall progress. Without the participation of women in national activities, the social, economical or political progress of a country will be stagnated
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Bhatia, S. C., Education and Social Cultural Disadvance, Xeres Publication,Delhi,1982 Chattoadhyay, Kamala Devi, Indian women’s Battle for Freedom, Abhinav Publications, New Delhi,1983 “Towards equality”, Report of the Committee on Status of Women in India, Government of India ,1975 Karl ,M.(1995):women and Empowerment:Partcipation in Decision Making,Zed Books,London Rasure,KA(2008),Economics of Education, Health and Human Resource Development ,Abhijeet Publications ,Delhi Bardhan ,Pranab(1984),:The political Economy of development in India,Oxford University press.
Bhatia, S. C., Education and Social Cultural Disadvance, Xeres Publication,Delhi,1982 Chattoadhyay, Kamala Devi, Indian women’s Battle for Freedom, Abhinav Publications, New Delhi,1983 “Towards equality”, Report of the Committee on Status of Women in India, Government of India ,1975 Karl ,M.(1995):women and Empowerment:Partcipation in Decision Making,Zed Books,London Rasure,KA(2008),Economics of Education, Health and Human Resource Development ,Abhijeet Publications ,Delhi Bardhan ,Pranab(1984),:The political Economy of development in India,Oxford University press.
DEHRADUN ZILHE KE MADHYAMIK VIDYALAYO ME ADHYAPAKO KI ADHYAPAN KE PRATI ABHIVRUTI KA EK ADHYAYAN
Binita Fonia & Sunita Godiyal
Page No.: 498 - 505
SRIRAM VANYAGAMUN KA MULYA ADHARIT CHINTUN
Pramila Mishra
Page No.: 506 - 510
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CONTINUOUS AND COMPREHENIVE EVALUATION: THE PRESENT SCENERIO
Mrs. Vishavpreet Kaur
Page No.: 511 - 516
Evaluation is widely acknowledged as a powerful means of improving the quality of education. The introduction of Continuous and Comprehensive Evaluation (CCE) is considered as one of the major steps taken in this regard to improve and strengthen the quality of learner evaluation. Today we are in a Global village, where world-class educated people take maximum material advantage. If we want to sustain the process of development in all its aspects and dimensions, we have to swim with the global current. For that we have to follow the footprints of highly developed educational system(s) of the world. That doesn’t mean we have to overthrow the existing educational system as a whole, instead we should incorporate the necessary changes in the existing system.
Keywords: Evaluation, Continuous and Comprehensive Evaluation.
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Continuous Evaluation irks Teachers, Students. (2012.feb9),The Tribune, p-9. NCERT (1988): National Curriculum for Elementary and Secondary Education – A Framework (Revised Version), Published at the Publication Department, Secretary, NCERT, New Delhi. Rao Manjula P. (2001): Effectiveness of the Continuous and Comprehensive Evaluation Training Programme over the Evaluation Practices of Primary School Teachers – A DPEP Research Study in Tamil Nadu, RIE, Mysore. Rao Manjula P. and S.P. Kulkarni (2002), Development and Implementation of a school based evaluation system at Primary Stage in Demonstration School, RIE, Mysore. Rao (1998). Impact of SOPT Training Programme on the classroom practices of Teachers – A Study in Southern States, RIE (NCERT), Mysore. Kauts, D.S.& Kaur, V. (2013) Perception and Attitude of Teachers from Rural and Urban Background towards Continuous and Comprehensive Evaluation at Secondary Level, Educationia Confab ISSN: 2320-009X2(5) May 2013 72. Monika,(2013).Continuous and Comprehensive Evaluation: Challenges and Plausible Solutions. Educationia Confab, ISSN: 2320 -009X, 2,(4),48.
Continuous Evaluation irks Teachers, Students. (2012.feb9),The Tribune, p-9. NCERT (1988): National Curriculum for Elementary and Secondary Education – A Framework (Revised Version), Published at the Publication Department, Secretary, NCERT, New Delhi. Rao Manjula P. (2001): Effectiveness of the Continuous and Comprehensive Evaluation Training Programme over the Evaluation Practices of Primary School Teachers – A DPEP Research Study in Tamil Nadu, RIE, Mysore. Rao Manjula P. and S.P. Kulkarni (2002), Development and Implementation of a school based evaluation system at Primary Stage in Demonstration School, RIE, Mysore. Rao (1998). Impact of SOPT Training Programme on the classroom practices of Teachers – A Study in Southern States, RIE (NCERT), Mysore. Kauts, D.S.& Kaur, V. (2013) Perception and Attitude of Teachers from Rural and Urban Background towards Continuous and Comprehensive Evaluation at Secondary Level, Educationia Confab ISSN: 2320-009X2(5) May 2013 72. Monika,(2013).Continuous and Comprehensive Evaluation: Challenges and Plausible Solutions. Educationia Confab, ISSN: 2320 -009X, 2,(4),48.
LEARNING DISABILITY: A CHALLENGE FOR SOCIETY
Mrs. Vishavpreet Kaur & Mr. Gurpinder Singh
Page No.: 517 - 521
Education is often thought to be one of the most important accomplishments in an individual’s life. It is often considered to be the means by which the person will be able to secure gainful employment and achieve success in life. Consequently, one’s education is a valuable tool. However, there are varying degrees by which individuals are able to learn. Not all children can learn with the same efficiency as other children. But research shows that these children who are poor learners may have some type of disability. In fact, these children are able to learn with the proper training and accommodations. These children are referred to as having learning disabilities. The purpose of this paper is to discuss learning disabilities as a challenge
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Kirk, S. A. (1963). Behavioral diagnosis and remediation of learning disabilities. Proceedings of the annual meeting of the Conference on Exploration into the Problems of the Perceptually Handicapped Child: Vol. 1. Evanston, I Kirk , S.A.(1968):National Advisory Committee of Handicapped Children http://www.psychpage.com/family/ld.html https://www.papermasters.com/learning-disabilities.html http://www.helpguide.org/articles/learning-disabilities/learning-disabilities-and-disorders.htm Kirk, S., & Johnson, G. (1951). Educating the Retarded Child. Cambridge, Massachusetts: The Riverside Press http://sped.wikidot.com/learning-disabilities
Kirk, S. A. (1963). Behavioral diagnosis and remediation of learning disabilities. Proceedings of the annual meeting of the Conference on Exploration into the Problems of the Perceptually Handicapped Child: Vol. 1. Evanston, I Kirk , S.A.(1968):National Advisory Committee of Handicapped Children http://www.psychpage.com/family/ld.html https://www.papermasters.com/learning-disabilities.html http://www.helpguide.org/articles/learning-disabilities/learning-disabilities-and-disorders.htm Kirk, S., & Johnson, G. (1951). Educating the Retarded Child. Cambridge, Massachusetts: The Riverside Press http://sped.wikidot.com/learning-disabilities
A STUDY OF CLASSROOM INTERACTION CHARACTERSTICS USING FLANDER'S CLASS ROOM INTERACTION ANALYSIS INA MATHS CLASSOF RURAL AND URBAN SCHOOLS
Sumeer Sharma
Page No.: 522 - 528
A Study of Classroom Interaction Characteristics in mathematics Class Conducted. For these reasons, the interactions in the rural maths classes are supposed to be different from the urban ones. This condition motivates the writer to focus the study on the classroom interaction. The objectives of this study are to explore the classroom interaction characteristics and to find out whether or not the maths classroom activities as used to teach The sample for present study was comprised of two clusters of students of class IX standard from rural and urban school, Faridkot in Punjab. The observation used for Flander\\\'s class Room Interaction Analysis to analyze the data;. The results of the analysis showed that the most dominant characteristic in urban classroom interaction was the content cross ratio, Student Talk Ratio, Pupil Initiation Ratio. It reflected that most of the teaching-learning time was devoted urban areas student seems to be more aware and take part in the discussion as compared to student of rural area and high student talk ratio in urban school sample reveals a lively class room with max discussion in class i.e. democratic climate..
Davis, H. A. (2006). Exploring the contexts of relationship quality between middle school students and teachers. The Elementary School Journal: Special Issue on the Interpersonal Contexts of Motivation and Learning, 106, 193-223. Flander, N.A. (1960). Interaction analysis in class room a manual for observes, university of Michigan, ann arbor. Flander, N.A. (1970) Analysis teacher behaviour, Addison Wesley publishing company. Jones (2000) : In walia, J.S. " Education technology" Patiala, paul publication (2004) , pp—308-309.
APPROACHES OF PROFESSIONAL DEVELOPMENT OF TEACHERS
Mahavir Singh Chhonkar
Page No.: 2094 - 2097
Professional development is a broad term, encompassing a range of people, interests and approaches. Those who engage in professional development share a common purpose of enhancing their ability to do their work. At the heart of professional development is the individual\\\'s interest in lifelong learning and increasing their own skills and knowledge. Professional development refers to skills and knowledge attained for both personal development and career advancement. Professional development encompasses all types of facilitated learning opportunities, ranging from college degrees to formal coursework, conferences and informal learning opportunities situated in practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage. There are a variety of approaches to professional development, including consultation, coaching, and communities of practice, lesson study, mentoring, reflective supervision and technical assistance.
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Kowal, J. & Steiner, L. (September, 2007 Issue Brief) Instructional coaching. The Center for Comprehensive School Reform and Improvement. Accessed at http://www.centerforcsri.org/files/CenterIssueBriefSept07Coaching.pdf Dufour, R. (May, 2004) What is a "Professional Learning Community"? in the themed issue Schools as Learning Communities. Educational Leadership. 61, 8. Alexandria, VA: Association for Supervision and Curriculum Development. pp. 6-11. Julie Meltzer jmeltzer@pcgus.com Contact in Polish: Ma?gorzata Marciniak mmarciniak@pcgeu.com Speck, M. & Knipe, C. (2005) Why can't we get it right? Designing high-quality professional development for standards-based schools(2nd ed.). Thousand Oaks: Corwin Press. National Professional Development Center on Inclusion. (2008). "What do we mean by professional development in the early childhood field?". Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. Golding, L. & Gray, I. (2006).Continuing professional development for clinical psychologists: A practical handbook. The British Psychological Society. Oxford: Blackwell Publishing. Jasper, M. (2006).Professional development, reflection, and decision-making. Oxford: Blackwell Publishing.
Kowal, J. & Steiner, L. (September, 2007 Issue Brief) Instructional coaching. The Center for Comprehensive School Reform and Improvement. Accessed at http://www.centerforcsri.org/files/CenterIssueBriefSept07Coaching.pdf Dufour, R. (May, 2004) What is a "Professional Learning Community"? in the themed issue Schools as Learning Communities. Educational Leadership. 61, 8. Alexandria, VA: Association for Supervision and Curriculum Development. pp. 6-11. Julie Meltzer jmeltzer@pcgus.com Contact in Polish: Ma?gorzata Marciniak mmarciniak@pcgeu.com Speck, M. & Knipe, C. (2005) Why can't we get it right? Designing high-quality professional development for standards-based schools(2nd ed.). Thousand Oaks: Corwin Press. National Professional Development Center on Inclusion. (2008). "What do we mean by professional development in the early childhood field?". Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. Golding, L. & Gray, I. (2006).Continuing professional development for clinical psychologists: A practical handbook. The British Psychological Society. Oxford: Blackwell Publishing. Jasper, M. (2006).Professional development, reflection, and decision-making. Oxford: Blackwell Publishing.
AN ARTICLE ON HISTORICAL BACKGROUND OF INDIAN ECONOMY
Ragini Agrawal
Page No.: 2124 - 2127
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Abbas, Qaisar; Akbar, Salman , 1996. Impact of Foreign Direct Investment on Gross Domestic Product. Global Journal of Management and Business Research, 11(8), pp.35–40. Agrawal, G. & Khan, M.A., 1995. Impact of FDI on GDP Growth: A Panel Data Study. European Journal of Scientific Research, 57(2), pp.257–264. Akhtar, G., 1997. Inflows of Fdi in India?: Pre and Post Reform Period. International journal of humanities and social sciense invention, 2(2), pp.1–11. Azam, M. & Lukman, L., 2005. Determinants of Foreign Direct Investment in India , Indonesia and Pakistan?: A Quantitative Approach. Journal of Managerial Sciences, 4(1), pp.31–44. BBC, 2016. India outpaces China in 2015 economic growth. BBC. Available at: http://www.bbc.com/news/business-35519671. Fauzi, H. & Chee, W.C., 2003. The Contribution of Economic Sectors to Economic Growth: The Cases of China and India. International Journal of Academic Research in Economics and Management Sciences, 2(2), pp.38–53. Himachalpathy, R. & Kavya, V., 2002. A Study On The Determinants Of Foreign Direct Investment Inflows Into India, Bangalore.
Abbas, Qaisar; Akbar, Salman , 1996. Impact of Foreign Direct Investment on Gross Domestic Product. Global Journal of Management and Business Research, 11(8), pp.35–40. Agrawal, G. & Khan, M.A., 1995. Impact of FDI on GDP Growth: A Panel Data Study. European Journal of Scientific Research, 57(2), pp.257–264. Akhtar, G., 1997. Inflows of Fdi in India?: Pre and Post Reform Period. International journal of humanities and social sciense invention, 2(2), pp.1–11. Azam, M. & Lukman, L., 2005. Determinants of Foreign Direct Investment in India , Indonesia and Pakistan?: A Quantitative Approach. Journal of Managerial Sciences, 4(1), pp.31–44. BBC, 2016. India outpaces China in 2015 economic growth. BBC. Available at: http://www.bbc.com/news/business-35519671. Fauzi, H. & Chee, W.C., 2003. The Contribution of Economic Sectors to Economic Growth: The Cases of China and India. International Journal of Academic Research in Economics and Management Sciences, 2(2), pp.38–53. Himachalpathy, R. & Kavya, V., 2002. A Study On The Determinants Of Foreign Direct Investment Inflows Into India, Bangalore.