An Internationl Peer Reviewed
Sep-Oct,2016, vol-2/9
Impact Factor: 3.489
ISSN: 2454-5524
Date: 2016-11-09
SEPT- OCT, 2016 IJERS
BRAIN BASED LEARNING: HOLISTIC APPROACH TO TEACHING AND LEARNING
Ms. Kalpana M. More & Ashok R. Rane
Page No.: 671 - 677
The Brain Based Learning (BBL) is a comprehensive approach to instruction based on the structure and function of the brain. Renate Caine and Geoffry Caine have postulated twelve principles of BBL theory, which are further condensed into three instructional elements namely, relaxed alertness, orchestrated immersion, and active processing. Relax alertness is an optimal state of mind, comprising of low threat and high challenge, emphasizing that the learners should feel secure so that they can take a risk. The orchestrated immersion provides the learners with rich, complex experiences that include options and sense of wholeness. Active processing refers to theoretical organization and internalization of meaningful and conceptually coherent information by the learner. In this article we present in depth discussion on these three elements of BBL, highlighting their importance and implication.
Fellows., K and N.I. Zimpher (1988) “Reflectivity and instructional process: A definitional comparison between theory and practice” in “Images of Reflection in Teacher Education” edited by H.C. Waxman and et.al., Association of Teacher Educators. Hart.,L (1983), “Human Brain, Human Learning”. New York. Longman. Jensen (1995/2000), (revised) “Brain-based Learning: The New Science of Teaching and Training” Revised edition, Thousand oaks, California, Corwin Press Renate Caine and Geoffry Caine, (1991) “Making connections: Teaching And The Human Brain: Addison Wiley. Innovative Learning Publications.
EFFECTIVENESS OF RIGHT TO EDUCATION ACT 2009 IN PRIMARY AND UPPER PRIMARY SCHOOLS OF DISTRICT ALMORA, UTTARAKHAND: AN EVALUATIVE STUDY
Ashok Upreti & Mamta Kandpal
Page No.: 678 - 684
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The Right to Education Act, a fundamental right provides for free and compulsory education for every child between the age group of 6-14 years. While the Act has made the State responsible for educating each and every child, it has restricted the agencies that can provide education. Section 19 of the Act states “Where a school established before the commencement of this Act does not fulfil the norms and standards specified in the RTE schedule, it shall take steps to fulfil such norms and standards specified in the schedule at its own expenses within a period of 3 years from the commencement of the Act”. According to this, both the recognised and unrecognised schools will have to meet the new norms for recognition under the RTE Act. The unrecognised schools would additionally have to meet the present State norms for recognition. In the light of it, the paper aims to explore the effectiveness of the RTE Act in the Almora district of Uttarakhand.
Keywords: Elementary Education, Right to Education (2010), rights based approach to education
Aggarwal, Yash. 2000. Public and Private Partnership in Primary Education in India: A Study of Unrecognised Schools in Haryana. New Delhi: National Institute of Educational Planning and Administration. Central Advisory Board of Education, India. 2005. Central Advisory Board of Education (CABE). Committee on Free and Compulsory Education Bill And Other Issues Related to Elementary Education. New Delhi: Government of India. Rana, V (2009). Right to education. Economic and Political Weekly, July 23, 2009, India: Sameeksha Trust Publications
A STUDY OF RELATIONSHIP BETWEEN PATIENCE, CONFIDENCE AND STRESS LEVEL AMONG ADOLESCENTS
Khan Tanveer Habeeb
Page No.: 685 - 689
It’s almost guaranteed that if you have low self-confidence and patience, you will tend to experience more negative stress in your life, so conversely one of the ways to handle stress is by becoming more self-confident. It’s absolutely essential to be confident if you want to be more relaxed and able to handle stressful experiences effectively and relaxation is far easier when you are at ease. The present research study was designed to study the relationship between confidence, patience and stress levels among adolescents. Descriptive survey method was used for conducting the study. Random sampling technique was used to select the sample of 100 adolescents from science stream of Aurangabad city. The tools used for data collection were Students Stress Scale and Social Intelligence Scale (SIS).The major findings included that there was a negative relationship between stress and patience and stress and confidence. There was no significant difference found between the patience, confidence and stress levels of male and female adolescent students of Aurangabad city.
Retrieved from Suzanne Fetting (2016) Stress and Self-confidence http://absoluteconfidence.com/stress-and-self-confidence. Retrieved from Osman Abraham (2016), How To Be More Patient & In Control Of Your Lifehttp://www.codeofliving.com/self-discipline/how-be-more-patient-control-your-lifeby Retrieved from Rahul Sinha (2015) https://www.quora.com/How-important-is-patience-in-practical-life Retrieved from Z. Hereford(2016), Patience & Tips on How to Develop It .The Benefits of Developing Patiencehttp://www.essentiallifeskills.net/patience.html
RELATIONSHIP BETWEEN SOCIO-ECONOMIC STATUS AND ACADEMIC ACHIEVEMENT
Azad Ahmad Andrabi & Nayyar Jabeen
Page No.: 690 - 695
The present study investigated the relationship of academic achievement and socioeconomic status among secondary level students. A total of 564 tribal and non-tribal students were selected from two districts of Kashmir by stratified random sampling technique. Socio-Economic Status Scale (SESS) developed by Divya Singh and Deepa Vinay (2013) was administered for assessing Socio-economic status. Correlation and regression analysis reported a significant relationship between academic achievement and socio-economic status in tribal and non-tribal students. Gender wise comparison also showed a significant relationship between the two variables.
Keywords: socio-economic status, academic achievement, tribal, non-tribal.
Battle, Juan. And Michael Lewis. 2002. The increasing significance of class: The relative effects of race and socioeconomic status on academic achievement. Journal of Poverty, 6(2), 21-35. Baharudin, Rozumah and Tom Luster. 1998. Factors related to the quality of the home environment and children’s achievement. Journal of Family Issues. 19(4), 375-403. Eamon, Mary. Keegan. 2005. Social demographic, school, neighbourhood, and parenting influences on academic achievement of Latino young adolescents. Journal of youth and Adolescence, 34(2), 163- 175.
PEER RELATION AMONG RESIDENTIAL SCHOOL STUDENTS
P. Jaya Chandran & P. Suresh
Page No.: 696 - 700
Peer relation is an important dimension in the field of school and learning community. The healthy peer relation ignites the future citizens with the values that enhance the learning capacity of the children. In this study, survey method is used for collecting the data from 300 samples from six different higher secondary Residential schools by stratified random sampling technique. The major objectives of the study is to analyze the level of peer relation among Residential school students and to find out the peer relation among Residential school students based on gender and type of college. Peer relation of female Residential school students is found to be higher than male Residential school students. Among the various types of schools, girls students peer relation is significantly higher compared to other schools. Peer relation skills acquired by the learners during their learning period enable them to meet the demands of the existing learning communities.
Annamalai A.R. 2000. Attitude of school students towards teaching, experiment in education, Vol.XXVIII 94, 69-71 Bandaru A., C.R.Force, et al 1999. The dimensions of student perception of Teaching Effectiveness, Educational and Psychological Measurement, Vol.59 p 580-597 Galluzzo 2005. Study on Peer relation and school students behaviour, article in journal of Education research, Vol IV, 40-52
A STUDY ON IMPACT OF REALITY TV PROGRAMMES ON HOME SCIENCE COLLEGE GIRLS
Mrs. Gunjan Sharma
Page No.: 701 - 705
Reality TV programmes are gaining popularity among students. Effect of these reality TV progarmmes is a matter of concern. The Objective of this study is to analysis the change in personality throw viewing reality TV programme. This study is conducted in the Sri Ganganagar city of Rajasthan state. Sample size included 80 girls studying in Government. College, Sri Ganganagar. It is found that the effect of reality TV programme is easily seen on personality of Home Science girls. These Reality TV programme have great effect on our society & social values.
Keywords: Reality TV, Impact, Home science, girl student, Sri ganganagar
KAUR, J. (1998). “Impact of viewing TV on the social life of rural illiterate and neo-illiterate adults.” Psycho-lingua, Vol. 28(2), pp. 39-44. HERSHBERGER, A. (2002). “The evils of television. The amount of television viewing and school performance level.” Retrieved Jan. 2009 IN www.isub.edu/journal/2002/hershberger. Giacomo Corneo, (2002). Work and Television, CESIFO Working Paper Series No. 829; IZA Discussion Paper No. 376. Joshi, Gautam, M. (2002). TV viewing patterns of adolescents and its impact on their studies, National Institute of Public Co-operation and Child Development, Indore, Devi Ahilya Vishvadyalaya Institute of Education NIPCED,nic.in/reports/racw.paf.
THE PRE SERVICE TEACHER EDUCATION PROGRAMME AND WISDOM
Prerna Mandhyan
Page No.: 706 - 709
Teachers play a prominent role in national and social reconstruction and in transmission of wisdom, knowledge and experiences of one generation to another generation. The pre service teacher training programme is a programme where we prepare prospective teachers. It should be designed as that emphasizes comprehension and reasoning, transformation and reflection. To articulate and justify this conception, the present study responds to following questions: What are the sources of the wisdom base teaching? In what terms can these sources be conceptualized? How the processes of pedagogical reasoning and action helps in wisdom base teaching? And what are the implications for teaching policy and educational reform? The answers — informed by philosophy, psychology and sociology — go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars, and policymakers is a major redirection in how teaching is to be understood and teachers are to be trained and evaluated.
Keywords: social reconstruction, transmission of wisdom, reflection, pedagogical reasoning
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Arrow, K. (1973): Higher Education as a Filter. Journal of Public Economics, Vol.2, No. 3, pp. 193-216. Berger, S. and Piore, M. (1980): Dualism and Discontinuity in Industrial Societies. Cambridge: Cambridge University Press. Darling-Hammond, L. (2005): Preparing tomorrow’s Teachers: Linda Darling- Hammond on the Role of Collaboration in Our Schools (18-19). Retrieved November 24, 2013 from http://www.nwrel.org/nwedu/11-01/darling/cloak/q&a.pdf. Darling-Hammond, L., Ruth, C, and Fred, F. (2002):Variation in Teacher Preparation: How Well Do Different Pathways Prepare Teachers to Teach?. Journal of Teacher Education 53 (4), pp. 286–302 Guarino, C. M., Santibanez, L., and Daley, G. A. (2006): Teacher Recruitment and Retention: A Review of the Recent Empirical Literature. Review of Educational Research,Vol.76, No.2, pp.173-208. OECD (2004): Attracting, Developing and Retaining Effective Teachers. Final Summary Report. Paris.
Arrow, K. (1973): Higher Education as a Filter. Journal of Public Economics, Vol.2, No. 3, pp. 193-216. Berger, S. and Piore, M. (1980): Dualism and Discontinuity in Industrial Societies. Cambridge: Cambridge University Press. Darling-Hammond, L. (2005): Preparing tomorrow’s Teachers: Linda Darling- Hammond on the Role of Collaboration in Our Schools (18-19). Retrieved November 24, 2013 from http://www.nwrel.org/nwedu/11-01/darling/cloak/q&a.pdf. Darling-Hammond, L., Ruth, C, and Fred, F. (2002):Variation in Teacher Preparation: How Well Do Different Pathways Prepare Teachers to Teach?. Journal of Teacher Education 53 (4), pp. 286–302 Guarino, C. M., Santibanez, L., and Daley, G. A. (2006): Teacher Recruitment and Retention: A Review of the Recent Empirical Literature. Review of Educational Research,Vol.76, No.2, pp.173-208. OECD (2004): Attracting, Developing and Retaining Effective Teachers. Final Summary Report. Paris.
A STUDY OF CLASSROOM INTERACTION CHARACTERSTICS USING FLANDER'S CLASS ROOM INTERACTION ANALYSIS INA MATHS CLASSOF RURAL AND URBAN SCHOOLS
Sumeer Sharma
Page No.: 710 - 716
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..
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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.
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.
BLENDED LEARNING – A NEW INNOVATIVE STRATEGY FOR QUALITY TEACHER EDUCATION
Parveen Rani
Page No.: 710 - 715
Education means to find your inner qualities. To know those inner qualities. Quality education is required. In order to provide quality education to today’s y generation. Innovative strategies are the major requirement. Blended learning is an innovative strategy which suite to the curiosity and mind setup of currents technology. It combines traditional face-to-face classroom methods with more modern computer – mediated activites using internet and other advanced technology, Blended learning is the teaching practice that combines teaching methods from both face-to-face and online learning and is expectations of 21st century learners Teachers are the nation builders. So our teacher’s educators should enhance the quality of the curriculum of B.Ed. so that our wood be teachers can meet the challenges of the modern are and shape up the future generation in right direction.
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Comparative study of traditional and web based learning, Gilliland, international. A, The Humanities and Social Scienes (2007), volume 68, Publisher: Duquesne University, Pages: 100, ISSN: 04194209 Roberts Tim S: THEORY AND PRACTICE IN WEB-BASED DELIVERY, central Queensland University Dr. B. V. Pawar: web Based school Education in India: Problems Considerations, Approaches & Important Features of Web-Based Learning Environment Thomas D. Lynch and Cynthia E. lynch. Web-Based Education, The innovation Journal: An issue on processes and tools Volume 8, Issue 4 (September-December, 2003) www.innovation.cc/scholarly-style/lynchs-education.pdf.
Comparative study of traditional and web based learning, Gilliland, international. A, The Humanities and Social Scienes (2007), volume 68, Publisher: Duquesne University, Pages: 100, ISSN: 04194209 Roberts Tim S: THEORY AND PRACTICE IN WEB-BASED DELIVERY, central Queensland University Dr. B. V. Pawar: web Based school Education in India: Problems Considerations, Approaches & Important Features of Web-Based Learning Environment Thomas D. Lynch and Cynthia E. lynch. Web-Based Education, The innovation Journal: An issue on processes and tools Volume 8, Issue 4 (September-December, 2003) www.innovation.cc/scholarly-style/lynchs-education.pdf.
ATTITUDE OF B.ED. STUDENTS TOWARDS TEACHING PROFESSION AS RELATED TO THEIR PARENTS' OCCUPATION
Sushil Kumar Pandey
Page No.: 716 - 720
Unfortunately in India, to-day, the socio-economic status and the professional status of teachers is low. The quality of education as an academic study must be raised which can be one of the influential factor for school teaching to emerge as a profession on par with other established professions like Law, Medicine, Engineering etc. Unless, teaching attains the status of high profession and teachers as professionals, it is painful to harbor high expectations that we as people have from our teachers and to have right attitudes towards their profession. Present study find the difference in attitude towards teaching profession of B.Ed. students whose parents are teachers and those whose parents are not teachers. The present study consisted of 120 B.Ed. Students of Doon International and BKD colleges of Education of Sirmour district as a sample of the study. Self developed questionnaire was used to data collection. Mean, Standard Deviation and 't' value were calculated. Result shows that B.Ed. students whose parents are teachers has higher attitude for teaching profession as compare to B.Ed. students whose parents are not teachers.
Key words: Teaching profession, Attitude, behavioral component
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Akkaya, F. (2009). Pre-service teachers` attitude towards teaching profession. Inonu University Journal of the Faculty of Education, 9 (6), 27 – 42. B.Anupama devi (2014) “ A study on teaching attitude and aptitude of B.Ed trainees in relation to SocioDemographic variables. Ph.D thesis, Education, S.V. University, TPT. Capa Y, Cil N (2000). Teachers' Attitudes towards Teaching Profession: An Investigation of the different variables. Hacettepe University J. Educ., 18: 69-73. Kauts, A. and Kumar, V. (2013). Occupational stress in relation to emotional intelligence, age and qualification among secondary school teachers. International Journal of Education and Psychological Research (IJEPR), 2(4), 60-74. Khatiji Begum, (1981). A Comparative study of the Attitude of Professional and Non-Professional Students towards Entrance Examinations. Natesan.N (2004) : Teaching profession, Perception, Teacheing aptitude and Intelligencey Factors of scecondary Grade Teachers, Edu,Tracks. Oral, B. (2004). The attitudes of students of education faculty towards teaching profession. Eurasian Journal of Educational Research, 15, 88-98. Subramanyam Naidu. N (2012) “ A study of attitude and aptitude of secondary school teacher towards teaching profession. M.Ed Dissertation. Suja, K. (2007). Interaction effect of attitude towards teaching, interest in teaching and teaching experience of job commitment of primary school teachers. M.Ed. Thesis. University of Calicut
Akkaya, F. (2009). Pre-service teachers` attitude towards teaching profession. Inonu University Journal of the Faculty of Education, 9 (6), 27 – 42. B.Anupama devi (2014) “ A study on teaching attitude and aptitude of B.Ed trainees in relation to SocioDemographic variables. Ph.D thesis, Education, S.V. University, TPT. Capa Y, Cil N (2000). Teachers' Attitudes towards Teaching Profession: An Investigation of the different variables. Hacettepe University J. Educ., 18: 69-73. Kauts, A. and Kumar, V. (2013). Occupational stress in relation to emotional intelligence, age and qualification among secondary school teachers. International Journal of Education and Psychological Research (IJEPR), 2(4), 60-74. Khatiji Begum, (1981). A Comparative study of the Attitude of Professional and Non-Professional Students towards Entrance Examinations. Natesan.N (2004) : Teaching profession, Perception, Teacheing aptitude and Intelligencey Factors of scecondary Grade Teachers, Edu,Tracks. Oral, B. (2004). The attitudes of students of education faculty towards teaching profession. Eurasian Journal of Educational Research, 15, 88-98. Subramanyam Naidu. N (2012) “ A study of attitude and aptitude of secondary school teacher towards teaching profession. M.Ed Dissertation. Suja, K. (2007). Interaction effect of attitude towards teaching, interest in teaching and teaching experience of job commitment of primary school teachers. M.Ed. Thesis. University of Calicut