Conflux Journal of Education Vol 1 Issue 2 July 2013 Nas Publishers

CONFLUX
JOURNAL OF EDUCATION
Volume 1, Issue 2, July 2013
ISSN 2320 - 9305
A PEER REVIEWED INTERNATIONAL JOURNAL

(Monthly)
Editor
Dr. Mariamma Mathew Associate Professor Peet Memorial Training College Mavelikara, Kerala, India. Naseerali. M. K. Research Scholar Government College of Teacher Education, Thycaud, Thiruvananthapuram, Kerala, India. Dr. T.V. Sunish Lecturer, Inter University Centre for Disability Studies, Mahatma Gandhi University, Kottayam, Kerala, India. Manikandan Alungal Dharmadasan ICSSR Fellowship Awardee, School of International Relations and Politics, Mahatma Gandhi University, Kottayam, Kerala, India. Dhanya Krishna Assistant Professor, Department of Commerce, SNG College, Chelannur, Kozhikode, Kerala, India. P. Rintarajan Varghese Head, Medical Surgical Department, Bel- Air College of Nursing, Pune, Maharashtra, India. Prince. T. R. Government Higher Secondary School, Kunchithanni, Idukki District, Kerala, India. Sibu. V.G. Department of English St. Xaviers International School, Panchgani, Maharashtra, India.
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Naseerali. M.K. Research Scholar Government College of Teacher Education, Thycaud, Thiruvananthapuram, Kerala, India. Hashif Manzil, Perinthattiri P.O. Cheloor, Malappuram Dt. Kerala, India. Ph: 09745073615, 08907162762, Email: naspublishers@gmail.com Web: naspublishers.blogspot.com
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Live as if you were to die tomorrow. Learn as if you were to live forever.
Mahatma Gandhi
Contents
From the Desk Re Searching the Research Naseerali. M.K. Articles Students Attitude towards the Inclusion of Lifestyle Education in The Secondary School Curriculum Dr. Shyamal Kumar Biswas and Dr. Tuhin Kumar Samanta Empowerment of Rural Women through Vocational Education and Training Dr. R. Vijaya Anuradha and Dr. G. Lokanadha Reddy Parents Attitude towards the Inclusion of Their Children with Autism i n Mainstream Classrooms Dr. Gayatri Ahuja and Dr. T.V. Sunish How Teachers can Recognize and Deal with Behavioral Problems of Adolescents in the Classroom? Muhammed. K.V and Dr.Mohamedunni Alias Musthafa. M.N Effectiveness of Student-Team Achievement Division (STAD) on the Enhancement of English Language Competency among Students at Secondary Level 23 Dr. Sunila Thomas and Sreevidya Nair N. Information Literacy for Lifelong Learning P. Nirmala Tamilchelvi and Dr. S. Senthilnathan Management of Common Mental Health Problems: Sensitisation to Childrens Needs Firoz K.T and Aseel Abdul Wahid Study of Environmental Awareness of Pupil Teachers, Trainee Teacher Educators and Trainee Managers of Gorakhpur City Of Uttar Pradesh 36 Dr. Uday Singh Paulo Freires Pedagogy of the Oppressed and Narrative Pedagogy Dr. Mariamma Mathew ICT Based Assessment in Schools: Teachers Attitude Sindhu S. Mental Health Status in Relation to Cognitive Stress of Teachers in Multigraded Learning Centers of Kerala Dr. Jaya Jaise and Alizabeth George Comparing Emotional Intelligence and Decision Making Ability of Institutionalized and Non Institutionalized Children 58 Mrs. Rakhy Radhakrishnan and Mrs. Rajasree S. Teacher Education and Life Skills Development towards Global Living Citizenship. Dr. Dinkar Kr. Dixit and Dr. M. Shamim Ahmad Scientific Attitude of Secondary School Students in Maharashtra 68 64 50 44 42 31 27 19 13 6 2 1
Naseerali.M.K. Overcome the Schooldropout Rate through Open Learning Dr. M.T.V. Nagaraju Challenges of the English Classrooms in India Ms. S. Savitha Emotional Maturity and Social Intelligence of First Born and Last Born Girls of Working Mothers Dr. Ravbeet Gaur Teaching English Poetry A Quintessence Bhavdip Chavda A Study of Problems of Adjustment of Senior Secondary School Students Nidhi Gupta Awareness of Teacher Education College Students about Virtual Learning in Thanjavur District of Tamilnadu 92 Dr. M.Suresh Kumar and G.Thamil Selvi Gender Discrimination in Secondary Education in Kerala-A Major Threat to Social Development and Integration. An Analytical Study on Reasons and Consequences Sudheer K.V and Dr.A.Sethurama Subbiah Role of a Teacher in Education at 21st Century N.Subbarayudu and Dr. S. Babu Praveen Kumar Andaman Nicobar Islands: Historical and Linguistic Influence on School Education Lalita Nair Relationship between Social Intelligence and Cores of Life Skills: A Study on Higher Secondary School Students Prakash Alex Miscellany 115 109 102 100 90 85 83 80 71
Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013
From the Desk RE SEARCHING THE RESEARCH

Naseerali.M.K. The Merriam-Webster Online Dictionary defines research as "a studious inquiry or examination; especially: investigation or experimentation aimed at the discovery and interpretation of facts, revision of accepted theories or laws in the light of new facts, or practical application of such new or revised theories or laws. It is a well-known fact that the first step to quality education is good quality research. The outcome of such research must be solutions to real life problems, unearthing of facts, provision of novel teaching strategies and techniques to make teaching more effective. The world declaration on higher education for the twenty first century in article 1 states that one of the core missions and value of higher education is to advance, create and disseminate knowledge through research and provide, as part of its service to the community, relevant expertise to assist societies in cultural, social and economic development, promoting and developing scientific and technological research as well as research in the social sciences, the humanities and the creative arts. Looking at the current scenario of higher education and related research activities in our country, this mission remains just a dream a few educationists hope will come true. Year after year our universities are piling substandard dissertations that are gathering dust. Research activities among students have become mere academic exercise .Although we insist on compulsory research project for the award of higher degrees, we turn a blind eye to the quality of research. As a result there is an increase in inferior quality researches that do not contribute anything to the development of the profession nor to the society. One of barriers in the development of research is the increase in number of autonomous universities and institutes that have sprung up as part of corporatization. Many of these universities are only concerned with increasing their student strength and are least bothered about the quality of students passing out with high degrees. This acts as a roadblock in the progress of academic research in our nation. Another important factor that hinders the development of research in our country is demotivated guides. Since the number of research guided is taken into account for promotions and perks, many educators focus on the quantity of studies ignoring the quality. The problem is not so shallow as it seems because demotivated guides give rise to demotivated students who in turn will become tomorrows demotivated guides thus starting a vicious cycle that gnaws at the progress of research and quality education in our country. It is time that we take notice of this plight of higher education and research and take appropriate steps to improve the state of things. There must be clear guidelines and criteria set, to evaluate the quality of research. Any study that does not fulfill these criteria must be rejected. Funding allotted to institutes of higher education and universities for research activities must be carefully scrutinized. Funds of non performing universities and institutes must be withdrawn and diverted to universities and institutes that perform genuine research and contribute to the development of the society. Compulsory accreditation of all universities and institutes of higher education will ensure that quality of education in all organizations are on par with each other and improve the quality research in the long run. An online registry to compile all PhD theses can be developed at the national level. There must be stringent guidelines that have to be fulfilled before a theses gets entry into this national registry. Free access must be allowed to everyone who wishes to visit the site and download research articles. Once the thesis is published in the registry, only then degree must be awarded to that particular candidate. This must be made applicable to all the universities. This will help in minimizing duplication of research and will encourage academicians as well as research scholars to get a better perspective of what research is already done and what has to be done . It will also help educationists in practicing evidence based teaching. The academic research scenario of our country needs immediate revamping. It is the duty of every educationist, every student and every citizen of this nation to ensure that this reformation in research begins soon.
Articles STUDENTS ATTITUDE TOWARDS THE INCLUSION OF LIFESTYLE EDUCATION IN THE SECONDARY SCHOOL CURRICULUM
Dr. Shyamal Kumar Biswas1 and Dr. Tuhin Kumar Samanta 2 Abstract This study is an attempt to investigate the students attitude towards the inclusion of lifestyle education in the school curriculum. 221 secondary school students of four secondary school of Purulia district were taken as sample through random sampling. The self made questionnaire used for data collection to find out the teachers attitude. The mean value (71.34) indicates that students are having high attitude towards the inclusion of lifestyle education in secondary school curriculum. It also indicates that there is no significant difference between boys and girls students in respect of their attitude towards the inclusion of life-style education in secondary school curriculum. But there is a significant difference between urban and rural students in respect of their attitude. They believe that Lifestyle education would be effective to shape their healthy sexual life in future. Key words: Secondary school student, Students Attitude and Life-style Education. INTRODUCTION Newspapers, periodicals, journals and magazines often carry sensational stories of teenage sex escapades, pregnancies and sexually transmitted diseases like gonorrhea, syphilis, Acquired Immune Deficiency Syndrome (HIVAIDS) and herpes. These sex escapades activities are always influenced by television and cinema viewing or reading pages of romance or pornographic materials. The victims are mainly teenagers of the secondary schools and colleges which are scattered throughout the country. They perform horrible acts in their bid to get rid of pregnancies. The current general economic depression forced so many ladies including housewives and single parents into trading their bodies for money (commercial sex workers). This is being done to either supplement their meager financial resources or as a survival strategy. Some parents, because of poverty, make use of their teenage daughters to earn money from willing and in randy men. Under this prevailing circumstances various families, communities and the societies in general have rendered the religious, moral and cultural check to balances in matters concerning human sexuality. In modern times this initiative has failed to prevent the moribund situation. In view of the foregoing, the question is that how the society would meaningfully and constructively addresses the social malaise in the interest of the present and future generations. The one and only answer is that the teaching of sex education should be institutionalized at the secondary school level. Educators and enlightened parents started realizing the need of the sex education in beginning of the 20th century. They started telling children about the sex organs and sexual reproduction of plants, birds, reptiles and animals. In the second half of the 20th century due to the fast-growing epidemic of AIDS through out the world AIDS education, human reproduction, population education, family life education, adult education and value education have been incorporated in the traditional concept of sex education. The latest concept of sex education must be a very wide and all inclusive concept which should have the functional elements of knowledge about sex, sexuality, sex values, health and hygiene, family values, prevention from STD and AIDS, adolescent education, relationship between sex, morality, freedom, creativity, happiness and progress. The over-all purpose of such a functional and all-inclusive progressive concept of sex education should be to make every boy and girl a responsible person in matters concerning his or her sexuality, attitudes and values towards the children, adolescents and adults of the other sex. Sexual indiscipline is at the peak of all sorts of family and social disorganization, crimes, physical and mental diseases and widespread discontent cruelties, miseries and unhappiness. Therefore, it becomes the duty of all enlightened parents, teachers, teacher educators, public men and NGOs to understand and appreciate the social context, implications the various trends of the emerging concept of sex education in the 21st century.
1 2
Assistant Professor, Sponsored Teachers Training College, Purulia, West Bengal. Associate Professor, Education Department, Burdwan University, Burdwan, West Bengal.
The need for sexuality education in schools was well documented at the five-day Asian Sexology Conference held in December 1994 in New Delhi, with emphasis on reproductive health education issues throughout India and Asia. A draft proposal for a National Sexual Health Program was submitted to the Ministry of Health. It is true that the sex education is needed for understanding behaviour, attitudes and knowledge of Indians regarding human sexuality and AIDS before comprehensive national planning introduce. Not only this sex education must be accepted by the students, teachers and parents as an appropriate subject to be taught in schools if a successful sex education programme is to be introduced in secondary schools. It is being realized by West Bengal Board of secondary Education that school childrens should not be kept aloof from and unaware of the various dimensions of sex and sexuality in the present context. That is why they have introduced lifestyle education at secondary level. This study was therefore conducted to ascertain whether the students of Purulia are in support or not to the inclusion of lifestyle education in secondary school curriculum. OBJECTIVES OF THE STUDY The objectives of the study were: i. i. ii. To find out the students attitude towards the inclusion of lifestyle education at secondary level. To find out whether there is any significant difference between the boys and the girls student in respect of their attitude towards the inclusion of lifestyle education at secondary level. To find out whether there is any significant difference between urban students and the rural students in respect of their attitude towards the inclusion of lifestyle education at secondary level.
HYPOTHESES The following null hypotheses proposed to be tested: 1. 2. 3. Secondary school students are not having positive attitude towards the inclusion of lifestyle education in secondary school curriculum. There is no significant difference between boys and girls students in respect of their attitude towards the inclusion of lifestyle education in secondary school curriculum. There is no significant difference between urban students and rural students in respect of their attitude towards the inclusion of lifestyle education in secondary school curriculum.
METHODOLOGY The present study was undertaken by using survey method. Sample The sample consisted of 221 secondary school students (both boys and girls) taken from Purulia district of West Bengal. The random sampling technique has been used to collect the sample for the present study. For the purpose of this study the researcher randomly selected four schools, two from urban area and two from rural area of Purulia district. The boys and girls as sampling units were also randomly selected from those four schools. Tool An Attitude Measure Scale was constructed and used for measuring students attitude towards the inclusion of lifestyle education in secondary school curriculum. DATA ANALYSIS To find out the students attitude towards the inclusion of lifestyle education in secondary school curriculum raw scores were converted into percentage scores. After conversion of raw scores into percentage scores Mean and Standard Deviation were computed and values of Mean and SD have been shown in Table 1 Table 1. Mean and SD of Secondary School Students Attitude. Sample Entire Sample N 221 Mean 71.34 SD 9.26
From the above table it indicates that the students attitude towards the inclusion of lifestyle education was high. The mean value of students attitude (71.34) indicates that students are having high attitude towards the inclusion of lifestyle education in secondary school curriculum. Thus, the hypothesis secondary school students are not having high attitude towards the inclusion of lifestyle education in secondary school curriculum (0H1) is rejected. Table 2 provides a comparative picture of students attitude towards the inclusion of lifestyle education in secondary school curriculum among the boys and girls students. It was hypothesized that there is no significant difference between boys and girls students in respect of their attitude towards the inclusion of lifestyle education in secondary school curriculum. Table 2. Computed t-value of Boys of and Girls Secondary School Students. Sample Boys Girls Mean 72.15 70.62 S.D 8.89 9.52 N 104 1.24 117 1.97 Not significant t-value Tabulated value at 0.05 level Significance at 0.05 level
From the above table it has been found that the t-value is not significant and it is concluded that there is no significant difference between boys of and girls secondary school students in respect of their attitude towards the inclusion of life-style education in secondary school curriculum. Thus, the null hypothesis 2 is accepted. Table 3 provides a comparative picture of urban and rural students attitude towards the inclusion of lifestyle education in secondary school curriculum. It was hypothesized that there is no significant difference between urban and rural students in respect of their attitude towards the inclusion of life-style education in secondary school curriculum. Table 3. Computed t-value of Urban and Rural Secondary School Students. Sample Urban Rural Mean 75.06 67.38 S.D 5.32 10.8 N 114 6.64 107 1.97 Significant t-value Tabulated value at 0.05 level Significance at 0.05 level
The above table shows that the difference between urban and rural students in respect of their attitude towards the inclusion of life-style education in secondary school curriculum is significant at 0.05 level. It indicates that there is a significant difference between urban and rural students in respect of their attitude towards the inclusion of life-style education in secondary school curriculum. Thus, hypothesis 3 is rejected. FINDINGS In the present study it has been found that Students showed very high attitude (mean=71.34) toward the inclusion of life-style education in secondary school curriculum which is normal and natural. This may tells us they are in favour of towards the inclusion of lifestyle education in secondary school curriculum. There is no real sex difference among boys and girls students in respect of their attitude towards the inclusion of life-style education in secondary school curriculum. There is a real location difference among the secondary school students in respect of their attitude towards the inclusion of life-style education in secondary school curriculum. This may arise due to media facilities and cultural differences, although they are following same curriculum.
CONCLUSION It is expected that students will know about the hazards of sex and how to exercise healthy sexual life through lifestyle education in the school. They also try to prevent themselves from sexual diseases. In present study it has been found that students have supported to the inclusion of lifestyle education in the secondary school curriculum. That means effective implementation of lifestyle education is essential without any delay. REFERENCES Agarwal, J.C. (2003), Population Education, 2nd Edition, Shipra Publication, New Delhi. Bhadrayu, V.V. (1989), Study of the impact of self-instructional material on sex education on adjustment, neuroticism and attitude towards high school student, Fifth Survey of Educational Research. George,K.V.(1991), Demographic studies in education and population education , Fifth Survey of Educational Research, 1737-1757. Jain, M. K., John, T. J. & Keusch, G. T. (1994). A review of human immunodeficiency virus infection in India. Journal of Acquired Immune Deficiency Syndromes, 1185-1194. Murthy, M.S.R. (1991), Concept formation of sex and reproduction among unmarried rural adolescent girls, Fifth Survey of Educational Research. Pathak, R. (1994, January 31). The new generation. India Today, 48-51. Porter, S. B. (1993). Public knowledge and attitudes about AIDS among adults in Calcutta India. AIDS Care 5, 169-176. Rao, S. R. (1987). A study on the attitude of parents and teachers from rural and urban areas towards population education, Fifth Survey of Educational Research. Sahu, B. K. (2002). Population Education, Sterling Publishing Co. Ltd., New Delhi. Tikoo, M., Bollman, S. R., & Bergen, M. B. (1995). Knowledge level of youth in India regarding human sexuality and AIDS. Journal of Sex and Marital Therapy, 21, 246-252.
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EMPOWERMENT OF RURAL WOMEN THROUGH VOCATIONAL EDUCATION AND TRAINING

Dr. R. Vijaya Anuradha1 and Dr. G. Lokanadha Reddy2 Abstract Education is instrumental in making the remarkable contribution to economic growth of the Developing Countries by way of suitable manpower production according to the needs of the Industry, Society and the Global World as a whole. To produce fully skilled manpower/knowledgeable technocrats in the present era of science and technology is the need of the hour. Youths and women are the most vibrant and dynamic segment as well as potentially most valuable human resources. However, despite phenomenal capabilities, India is seriously handicapped with a very weak and narrow knowledge and skills base, with 12.3% gross enrolment ratio, as compared to 21% in China, 54.6% in developed countries and the world average of 23.2% (Vijay, 2008). By concentrating on the rural women population, where, over two-thirds of the worlds 860 million illiterate persons are women many of whom live in rural areas (ILO, 2009), the authors presented this paper by explaining the concept and Meaning of Vocational Education and Training by linking it to life long learning. They elaborated by pinpointing the importance of VET for under-privileged, marginalized groups and women in the rural sector in particular, as it is a powerful weap on against poverty and hunger, and for womens empowerment. By focusing on the need for VET for rural women, the authors felt that VET can make a big difference for many of the rural poor and women by improving household productivity, employability and income-earning opportunities and also for enhancing food security and promoting environmentally sustainable rural development and livelihoods. Further, the authors highlighted some of the barriers in providing VET to the rural women such as: disadvantages in accessing basic education which is often a prerequisite for further skills development; Women are less likely than men to be reached by agricultural extension workers; VET for rural women are often limited to a narrow range of female-dominated fields that reinforce their traditional roles and responsibilities and so on. Also, by focusing on the current status and opportunities of VET for rural women, the authors explained that VET on the whole plays a crucial role in the social and economic development of a nation and is subjected to the rapid changing needs of education, society, rural sector, industry and the environment; careful identification of economic opportunities and training needs assessment in the community; designing and delivering relevant skills training; and post-training support to facilitate womens access to wage or self employment and so on. Finally, the authors concluded by suggesting some policy planning for empowering the rural women through VET such as: Develop a gender-responsive strategy for education, training and entrepreneurship development that responds to the needs of rural girls and women; Improved curricula that respond to rural realities, such as combining agricultural training with conventional subjects; Complement vocational and technical training with numeracy and literacy training for the rural women; Women, may also need training on gender issues and life skills, such as health and nutrition, confidence building, negotiation and leadership skills and so on. Key words: Vocational Education and Skills Training, Womens Empowerment, Self Employment, Gender Issues and Life Skills. INTRODUCTION India has one of the largest technical manpower in the world. However, compared to its population it is not significant and there is a tremendous scope of improvement in this area. In India, the emphasis has been on general education, with vocational education at the receiving end. This has resulted in large number of educated people remaining unemployed. This phenomenon has now been recognized by the planners and hence there is a greater thrust for vocational education. Another shortcoming in the area of technical and vocational education is that till now, the number of engineers graduating is more than the diploma holders. This is creating an imbalance, as more work forces are required at the lower level. One of the nationally agreed objectives of the vocational education and training (VET) system is to achieve equitable outcomes for disadvantaged groups
1 2
Post Doctoral Fellow, Dept. of Education, School of Education and HRD, Dravidian University, Kuppam 517 426, A.P. State. Professor and Head, Dept. of Education, School of Education and HRD, Dravidian University, Kuppam 517 426, A.P. State.
including women. It can thus be hoped that VET will play a major role in improving the lives of the people of India. CONCEPT OF VOCATIONAL EDUCATION AND TRAINING Prior to the Industrial Revolution, the apprenticeship system and home were the principal sources of vocational education. Since then society has been forced by the decline of handwork and the specialization of occupational functions to develop institutions of vocational education. Manual training, involving general instruction in the use of hand tools, developed initially in Scandinavia (c.1866) in response to the doctrines of Friedrich Froebel and Johann Pestalozzi. It became popular in the elementary schools of the United States after 1880. While the immediate object of this training was not vocational, it developed gradually into extended courses in industrial training. Courses in bookkeeping, stenography, and allied commercial work in both public and private institutions were other early forms of vocational education. Among the early private trade schools were Cooper Union (1859) and Pratt Institute (1887). Hampton Institute (1868) and Tuskegee Institute (1881) were pioneers in industrial, agricultural, and home economics training for African Americans. The agricultural high school (1888) of the University of Minnesota was the first regularly established public vocational secondary school and introduced extensive public instruction in agriculture. Since 1900 the number of public and private vocational schools has greatly increased. Up until the middle of the twentieth century, vocational education focused on specific trades such as, an automobile mechanic or welder, and was therefore associated with the activities of lower social classes. As a consequence, it attracted a level of stigma. Vocational education is related to the age-old apprenticeship system of learning. However, as the labor market becomes more specialized and economies demand higher levels of skill, governments and businesses are increasingly investing in the future of vocational education through publicly funded training organizations and subsidized apprenticeship or traineeship initiatives for businesses. At the post-secondary level vocational education is typically provided by an institute of technology, or by a local community college. MEANING OF VOCATIONAL EDUCATION AND TRAINING General and academic education is seen as that which builds analytical skills, knowledge and critical thinking, while VET develops craftsmanship, practical experience and practical problem solving. Venn (1964) explains the etymology of the term vocational as a sort of calling. He refers to it as education aiming at a stable job and a stable career in a recognized profession, pinpointing its emergence somewhere in the 19th century industrial revolution. Moodie (2002) analyses existing definitions in four dimensions - epistemological, teleological, hierarchical and pragmatic. He argues that a definition is ne eded on all four levels, stating that one may consider vocational education and training to be the development and application of knowledge and skills for middle-level occupations needed by society from time to time. Technical and Vocational Education is used as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO, 2001, p. 2). Vocational training is defined as supplementary to initial training which is part of an ongoing process designed to ensure that a persons knowledge and skills are related to the requirements of his/her job and are continuously updated (FAS, 2006). Vocational Education or Vocational Education and Training (VET), also called Career and Technical Education (CTE), prepares learners for jobs that are based in manual or practical activities, traditionally nonacademic and totally related to a specific trade, occupation or vocation, hence the term, in which the learner participates. It is sometimes referred to as technical education, as the learner directly develops expertise in a particular group of techniques or technology. Vocational education and training designed to advance individuals' general proficiency, especially in relation to their present or future occupations. The term does not normally include training for the professions. At a higher level, the technical education and vocational training system in India produces a labour force through a three-tier system: a) Graduate and post-graduate level specialists (e.g. Indian Institutes of Technology (IIT) and engineering colleges) trained as engineers and technologists.
b) Diploma-level graduates who are trained in polytechnics as technicians and supervisors. c) Certificate-level craft people trained in ITIs as well as through formal apprenticeships as semi-skilled and skilled workers.
Technical and Vocational Education plays a vital role in human resource development of the country by creating skilled manpower, enhancing industrial productivity and improving the quality of life. The term Technical Education (TE) and Vocational Training (VT) are sometimes used synonymously. However, as per present practice, the term TE refers to post secondary courses of study and practical training aimed at preparation of technicians to work as supervisory staff. The term VT refers to lower level education and training for the population of skilled or semi-skilled workers in various trades and it does not enhance their level with respect to general education (Vijay, 2008). Vocational education and training is any formal, postcompulsory education that develops knowledge, skills and attributes linked to particular forms of employment, although in some interpretations this would exclude professional education. VET includes initial training and continuing professional development. It is closely linked to lifelong learning (Harvey, 200412). IMPORTANCE OF VOCATIONAL EDUCATION AND TRAINING VET is important as it enriches a person for life and it provides the competences which are necessary in a democratic society. Societal and economic development depends on the strength of VET as it provides access to skills and entry routes into the labour market. For under-privileged, marginalized groups and women in the rural sector in particular, it can be an important route towards a better life. On the other hand, vocational education and training are powerful weapons against poverty and hunger, and for womens empowerment. From a developmental perspective, investing in the education and training of females has the highest rate of return of any possible investment in developing countries (FAO, 1997): educated mothers, having fewer children, invest more in the health and education of each child, thereby raising the productivity of future generations, increasing their income, and generating sustainable growth. Evidence from Asia suggests that better education enables rural workers to find high paying non-farm employment, whereas a lack of education tends to limit their choices to agricultural and low-wage non-farm employment (ILO, 2009). Over two-thirds of the worlds 860 million illiterate persons are women many of whom live in rural areas (ILO, 2009). The global secondary school attendance rate of rural girls is 39% as opposed to 45% for rural boys and as compared to 59% and 60% of urban girls and boys respectively (UN, 2009). In rural India, agriculture and allied industrial sectors employ as much as 89.5% of the total female labour. In overall farm production, women's average contribution is estimated at 55% to 66% of the total labour (Manish Kumar, n.d). Thus, rural women's access to education and training can have a major impact on their potential to access and benefit from income-generating opportunities and improve their overall well-being. A variety of approaches, including non-formal education, technical and vocational training, agricultural extension services, workplace training, training in new technologies and literacy and numeracy training are needed to address the various challenges rural women face. In addition, information and communication technologies (including mobile and electronic communication, etc.), supported by the right policies and institutional frameworks, can provide rural women with alternative avenues to access information related to their rights, services and resources, and social protection (e.g. identification card registration; laws on land, inheritance, and domestic/gender-based violence; and agriculture, market, health, nutrition information and so on). NEED FOR VOCATIONAL EDUCATION AND TRAINING FOR RURAL WOMEN Education and training are essential components of any strategy to improve agricultural and non-farm productivity and rural incomes. Learning about improved production technologies and methods, new products and markets, business skills, as well as life skills (such as health management, decision-making, self confidence, or conflict management) can make a big difference for many of the rural poor, particularly the women folk (ILOVI, 2008). Women often have different training needs than men since they are more likely to work as contributing family workers, subsistence farmers, home-based micro-entrepreneurs, or low-paid seasonal labourers, in addition to handling their domestic work and care responsibilities (Jetting and Morrisson, 2009). Even within agriculture, the gender division of labour for managing or undertaking specific tasks in crop, livestock or fish production and processing, generates different technical and managerial training needs for men and women. Self-employed women are not regarded as entrepreneurs in many rural communities and thus have difficulty accessing entrepreneurship development training and services. Environmental degradation and climate change pose threats to subsistence farming and call for new technologies, alternative crops or growing processes which demand new skills (ILO-V, 2008). Evidence suggests that climate change affects women and men differently and their skills needs may thus also differ (ILO, 2009). Skills development is a key to improving household productivity, employability and income-earning opportunities for women and also for enhancing food security and promoting environmentally sustainable rural development and livelihoods.
BARRIERS IN PROVIDING VET TO RURAL WOMEN Despite rural womens major role in agricultur e and other rural activities, higher barriers in education and training limit their opportunities and capacities to engage in more productive and remunerative work, perform managerial and leadership roles and participate fully in the development of their communities, and demand targeted action to dismantle them. Although primary and secondary school enrolment has improved significantly for rural girls in many countries (ILO, 2009), they generally continue to suffer disadvantages in access that tend to accumulate throughout their lives as basic education is often a prerequisite for further skills development; and women receive less vocational training than men (Jetting and Morrisson, 2009). Women are less likely than men to be reached by agricultural extension workers (FAO, 2006). Women make less use of formal or informal apprenticeship systems (ILO, 2009), which often operate in male-dominated trades. Negative attitudes towards the benefits of educating girls and lower priority for girls' education especially if womens remuneration is lower than mens (gender discrimination in the labour market) and employment opportunities are scarce. In addition, girls are seen as relatively transitory assets - not worthy of longterm investment - as they leave their parents household upon marriage. Often believed to be less worthy of education, girls tend to receive less and miss out on opportunities to socialize, acquire knowledge, gain skills and autonomy, perpetuating the vicious circle in which they are trapped. Higher opportunity costs for girls education in most cultures as families tend to rely significantly on girls to help with household chores such as cooking, cleaning and caring for younger siblings while both boys and girls often help with farm work (FAO, 2009). Rural womens more limited access to land and other productive resources than men and their lower educational levels, reinforced by social norms about appropriate work for women, tend to confine them to lower paid, lower status work where opportunities for skills training and thus advancement are often limited, thus perpetuating their inferior status. Vocational education and training for rural women are often limited to a narrow range of female-dominated fields that reinforce their traditional roles and responsibilities. While this may improve their incomegenerating opportunities, it will not give them the chance to benefit from newer, non-traditional fields, such as information and communication technologies (ICT) or renewable energy that can provide higher earnings or obtain more skilled technical or managerial jobs in Non-Traditional Agricultural Export (NTAE) industries (ILO, 2009).
Vocational Education and Training (VET) systems are dynamic in nature. They face many challenges in responding to societal, technological and economic changes in the local and global environment. The issue today is not so much about the value and role of VET in the social and economic development of a nation but, the real challenge is, how to reposition it in response to the global forces driving change in a knowledge-based economy. VET plays a crucial role in the social and economic development of a nation and is subjected to the rapid changing needs of education, society, rural sector, industry and the environment. CURRENT STATUS OF VET FOR RURAL WOMEN IN INDIA The vocational education system at present is largely irrelevant to the needs of the rural market, particularly the women, in India. The participation of women is also especially low, something that warrants further study (World Bank, 2006). Preliminary evidence seems to indicate that social and cultural norms may be a binding constraint to their participation and that family responsibility has a significant effect on their participation. Women also tend to become discouraged workers easily, especially in rural areas. Overall they seem to be tentative entrants to the labor force: entering when employment conditions are good, and exiting when they are not (Planning Commission 2002). About 73 per cent of the households belonged to rural India and these accounted for nearly 75 per cent of the total population. About 64 per cent of rural males and 45 per cent of rural females were literate. But, when vocational skills are considered, only about 10 per cent of male and 6.3 per cent of female workers possessed marketable skills (NSSO, Report No. 517). A multi-faceted approach, which includes literacy, hygiene and moral training, and skills training to improve their productivity, gives rural women the tools to help uplift their communities. Some NGOs like Bahai, Seesha are literally working hard for the empowerment of rural women in India by providing vocational training where it focuses on developing skills related to sewing, tailoring,
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embroidery, hand and machine knitting, and the preparation of items such as bags, purses and coverlets. In addition, there are lectures and discussions on topics related to social legislation, womens rights, work ethics, budget and accounts maintenance, marketing skills (communication), personal health and hygiene, family education, environmental health and labour law. It serves the cause of education for girls indirectly by changing attitudes, challenging social stereotypes, and redefining girls roles paving the way to the emp owerment of women through education. Need of the hour is many more such organizations along with the governments involvement in promoting Vocational Education and Training for the rural women. OPPORTUNITIES OF VET FOR RURAL WOMEN Rural women are more benefitted if they can make use of the available opportunities in vocational education and training. A few examples to mention are: The women will get more employment opportunities and improve their daily lives, for e.g. In Bangladesh, where 70 per cent of the population lack electricity, women are most affected as they need energy for cooking and other household tasks. Grameen Shakti microloans financed the installation of over 100,000 solar home systems in rural areas and trained local youth and women as certified technicians and in repair and maintenance. This provided women employment opportunities and improved their daily lives, while solar systems are facilitating business start ups such as mobile phone centres, repair shops and handicrafts (UNEP, 2008). TREE is an ILO community-based training programme implemented in Asia and Africa. It promotes income generation and employment opportunities for disadvantaged women and men by providing them with skills and knowledge they can use in their communities. Its strategy involves planning with local partner institutions; careful identification of economic opportunities and training needs assessment in the community; designing and delivering relevant skills training; and post-training support to facilitate trainees access to wage or self employment (ILO-IV, 2008). In rural Pakistan, where social norms restricted womens participation in training outside their homes, female resource persons went to villages and trained rural women at home. Trainees increased income generating activities also generated greater respect for women in the community, and many experienced increased mobility, self-esteem and socioeconomic empowerment (ILO-IV, 2008). In partnership with the Barefoot College of India, UN Women supports hands on training of rural illiterate grandmothers in solar technology, so that they can become Barefoot Solar Engineers who will be equipped to electrify their villages through solar energy. This provides them with an opportunity to access jobs in the green energy sector, and enhance poor rural household's living standard. By providing post-training services such as access to credit or savings programmes, business development services, training in product design and marketing and linkages to new markets, the women are more benefitted by opportunities to adopt new technologies and production practices.
POLICY PLANNING FOR EMPOWERMENT OF RURAL WOMEN Skills development for rural women and men often requires a combination of training in formal settings (such as schools and training institutions), non-formal settings (such as community groups and NGOs) and informal ones (such as learning from family or peers). It can comprise basic education, vocational training, life skills training, entrepreneurship training, and agricultural extension services. Policy makers should aim at designing and implementing a package of complementary measures to address the specific needs of each category of rural individuals. These include the following policy options (ILO, 2004): 1. 2. 3. 4. Develop a gender-responsive strategy for education, training and entrepreneurship development that responds to the needs of rural girls and women. Improved curricula that respond to rural realities, such as combining agricultural training with conventional subjects. Involvement of all parents and communities in planning and managing local education and schooling so they better meet the needs of the boys and girls, their families and their communities. Reduced gender stereotyping in vocational training to improve the classroom environment and particularly to dismantle stereotyped profiles of rural women and men that reinforce inequality and inequity in the household and the world of work. Encouragement to girls to study technical subjects, for example, through scholarships.
5.
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6. 7.
Increase the quality and quantity of gender-responsive vocational education and training institutions in rural areas. Support, design and deliver gender-responsive community-based training initiatives, including skills training in employment-intensive infrastructure programmes, especially in areas lacking formal educational institutions. Complement vocational and technical training with numeracy and literacy training for the rural women who need it. Women, particularly the most disadvantaged, may also need training on gender issues and life skills, such as health and nutrition, confidence building, negotiation and leadership skills. Combine technical and entrepreneurship training, for example, through community-based initiatives, as many rural women make a living through self-employment in the informal economy.
8.
9.
10. Develop targeted strategies to allow rural women to access formal and non-formal vocational education and training. These include: a) Reducing financial barriers for rural women to access skills training (for example, through stipends), considering issues of timing and location of training, and developing flexible curricula that fit rural womens needs.
b) Increasing the number of women trainers and agricultural extension workers, and providing gender awareness training to trainers and other staff of training institutions (including on issues related to sexual harassment and to gender stereotypes in households and in the world of work). c) Providing infrastructure support and facilities, including accommodation, safe and female-friendly transport facilities, childcare services and tool kits.
d) Developing curricula that address rural womens different skill needs (for example, in the field of climate change or sustainable agricultural practices). Take into account the different kinds of indigenous knowledge and skills they have, and complement them with up-to-date knowledge and technology. e) Raising awareness among rural women and their families/communities, and training institutions, of the benefit of training women with targeted programmes in non-traditional trades, in using new technologies, and in traditionally male occupations. Developing gender-sensitive delivery mechanisms that match rural womens and mens different needs, such as mobile training units, extension schemes and distance learning using mobile phones, radio and internet. Within those mechanisms, the most disadvantaged (such as women with disabilities, from ethnic minorities, or associated with armed forces or ex-combatants) should be guaranteed access to specifically designed trainings.
f)
REFERENCES Annual Report: (2008). Ministry of Human Resource Development, Department of Education, India. Chappell, C. (2003). Researching Vocational Education and Training: Where to From Here?, Journal of Vocational Education and Training, 55 (1), pp. 21-32. FAO. (1997). Higher agricultural education and opportunities in rural development for women , by M. Karl. Rome. FAO. (2006). Gender: the missing component of the response to climate change, by Y. Lambrou and G. Piana. Rome. FAO. (2009). Education for Rural People. The role of education, training and capacity development in poverty reduction and food security, by D. Acker and L.Gasperini. Rome. FAS (2006). FS Vocational Training Strategy for People with disabilities , Foras Alsianna Saothair- Training and Employment Authority, Government of Ireland. Harvey, L. (200412). Analytic Quality Glossary, Quality Research International, http://www.qualityresearchinternational.com ILO. (2004). Recommendation concerning Human Resources Development: Education, Training and Lifelong Learning (No. 195 - 2004)
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ILO. (2008). Report V- Skills for improved productivity, employment growth and development . Geneva / and FAO http://www.fao.org/erp/en/ , Rome. ILO. (1990). Statistical Sources and Methods, Geneva: ILO. ILO. (2008). Report IV: Promotion of rural employment for poverty reduction . Geneva. ILO. (2009). Green jobs: Improving the climate for gender equality too! http://www.ilo.org/wcmsp5/groups/ public/---dgreports/---gender/documents/publication/ wcms_101505.pdf. ILO. (2009). Report VI: Gender Equality at the Heart of Decent Work , Geneva / Burchi, F. and De Muro, P. 2009: Reducing Childrens Food Insecurity through Primary Education for Rural Mothers: The case of Mozambique. FAO, Rome. Jutting, J. and Morrisson, C. (2009). Women, bad jobs, rural area: what can "SIGI" tell us? . FAO-IFAD-ILO Workshop Op.Cit. Moodie, G. (2002). Identifying Vocational Education and Training, Journal of Vocational Education and Training, 54 (2), pp. 249-266. Manish Kumar, S. (n.d). Need for Vocationalisation of Education in India, Article in India Education Review.com, retrieved on Feb. 7th 2013. NSSO (Report No. 517). Status of Education and Vocational Training in India -2004-05, Ministry of Statistics and Programme Implementation, Government of India. Technical and Vocational Education and Training in India (Nov.2008): Report compiled by Perya Short, Education Counseller (South Asia). UN. (2009). The Millennium Development Goals Report 2009. New York. UNEP (2008): Green Jobs: Towards Decent Work in a Sustainable, Low-Carbon World. UNEP, Nairobi. UNESCO. (1973). Technical and Vocational Teacher Education and Training, Paris: UNESCO. UNESCO. (2001). Revised Recommendation Concerning Technical and Vocational Education and Training, Paris, UNESCO. Venn, G. (1964). Man, Education and Work: Postsecondary vocational and Technical Education, Washington DC: American Council on Education. Vijay, P. Goel. (2008). Technical and vocational education and training (TVET) system \in India for sustainable development, Ministry of Human Resource Development, Government of India. World Bank (1991). Vocational Education and Training: A World Bank Policy Paper. Washington DC: The World Bank. World Bank (2006). Skill development in India: the vocational education and training system, Human Development Unit, South Asia Region, The World Bank. West, A. (1999), Vocational education and training indicators project EU priorities and objectives related to VET, November (European Commission, European Centre for the Development of Vocational Training (Cedefop).
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PARENTS ATTITUDE TOWARDS THE INCLUSION OF THEIR CHILDREN WITH AUTISM IN MAINSTREAM CLASSROOMS
Dr. Gayatri Ahuja1 and Dr. T.V. Sunish2 Abstract Disability related legislations of our country guarantee that all children, regardless of their disability or perceived educability, are entitled to a free and appropriate education. For millions of children, these legislations opened the doors to the mainstream education. An inclusive system of education that strives to produce better outcomes for all students. In such a system, special educational services are provided as a support to students who need them in order to achieve the outcomes expected of all students, and mainstream education and specialized services complement and support each other. The current research focuses on the parents attitude towards the inclusion of their children with Autism in mainstream classrooms. This study considers the way to make more productive use of information in a recognised survey instrument, the Parents Attitudes To Inclusion (PATI) scale is used as a tool. The present study gathered responses from a sample of 22 parents of children diagnosed with autistic spectrum disorder and enrolled in mainstream education. The result of the study shows that Parents attitude towards the quality of educational services in mainstream education is negative. Regarding the child acceptance and treatment in mainstream education the parents have positive attitude. It is also found that parents of children with autism have neutral attitude towards the mutual benefits of inclusive education. INTRODUCTION Inclusive education, as an approach, seeks to address the learning needs of all children. Inclusive education is a concept that allows children with special needs to be placed and receive instruction in the mainstream classes and being taught by mainstream teachers. Supporters of inclusive education believe that students with Special Educational Needs can and should be educated in the mainstream education classroom with the provision of supplementary aids and services. It implies all learners, young people - with or without disabilities being able to learn together through access to common pre-school provisions, schools and community educational setting with an appropriate network of support services. This is possible only in a flexible education system that assimilates the needs of a diverse range of learners and adapts itself to meet these needs. It aims at all stakeholders in the system (learners, parents, community, teachers, administrators and policy makers) to be comfortable with diversity and see it as a challenge rather than a problem. Research, as well as practical experience has demonstrated that parents perceptions are important in determining the effectiveness of inclusion, as parents are the second teachers and most responsible for implementing inclusive service delivery models. NEED FOR THE STUDY Disability related legislations in India and UNCRPD have prepared the way for students with special needs to acquire a right to regular education. Studies of stakeholder attitudes to inclusion have affirmed the principled, philosophical support for inclusion promoted by some parent groups and by sectional interests within the educational community. It is important to investigate the attitude of parents of children with autism about the inclusive education. Their desirable opinions too are a prerequisite if inclusive education is to be actualized in India. There is an urgent need to look into their views and concepts about the philosophy and implementation of the inclusive policies. OBJECTIVES OF THE STUDY 1. 2. 3. To conduct the item wise analysis of parents attitude towards the mainstre am education of their children obtained from PATI scale. To explore the parents attitude towards the quality of educational services in mainstream education To explore the parents attitudes towards the child acceptance and treatment in mainstream education
1 2
Lecturer, AYJNIHH-NRC, New Delhi Lecturer, Inter University Centre for Disability Studies, Mahatma Gandhi University, Kottayam
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4.
To explore the parents attitude towards the mutual benefit of mainstream education
OPERATIONAL DEFINITIONS Inclusion: The Children with Autism are placed in the same classroom with non-impaired children, where they receive various educational services. The schools system is prepared so as to accept and retain children with diverse needs. Attitude: An estimated belief of a parent which is an outcome of his/her experience, knowledge and inferences drawn about inclusive education. In this study attitude is assessed on the basis of the score received from the PATI scale. REVIEW OF RELATED LITERATURE Boer (2009) reviewed literature about parents attitudes towards inclusive education. A review of the literature resulted in 10 studies showing that the majority of parents hold positive attitudes. However, parents of children with special needs reported various concerns, including the availability of services in regular schools and individualized instruction. Several variables were found which relate to parents attitudes, such as socialeconomic status, education level, experience with inclusion and type of disability. Palmer, Fuller, Arora, and Nelson (2001) surveyed parents of children with severe disabilities regarding their perceptions toward inclusion. They administered a 62-item survey to 140 parents of children with severe disabilities, including mental retardation, who were being served in traditional school settings. Part of the survey included a scenario describing a supportive inclusive environment that included key components of inclusive environments for students with severe disabilities. The authors concluded that variability exists in parents attitudes toward inclusion, in that some favoured full inclusion while others favoured special class placements. They further acknowledged that these findings might not be the same for all parents of children with different disabilities, but that understanding parents viewpoints is an important consideration in the education of their children. METHODOLOGY Research design: The research design selected for this study is descriptive to explore parents attitude towards inclusion of their children with Autism in mainstream classrooms in Kerala. Sample Size: 22 parents of children with autism studying in mainstream school were selected for the study. The sample was selected by using the purposive sampling method from four districts of Kerala, ie., Kottayam, Idukki, Ernakulam and Palakkad. Tool for data collection: The present study attempts to find out the attitude of parents towards inclusion of their children with Autism in mainstream classrooms. In order to collect the data the investigator adapted the Parents Attitudes to Inclusion (PATI) scale developed by Palmer, Borthwick-Duffy, and Widaman (1998) to Malyalam. Description of the tool PATI Palmer et al. (1998) recognised and responded to the growing awareness of the multidimensional nature of widespread attitudes among parents of children with special needs by designing the Parents Attitude to Inclusion (PATI) specifically to survey and elicit Parents attitudes. The PATIs construction deliberately incorporated the multidimensional nature of parent perceptions regarding inclusive practices for children with significant cognitive disabilities. Validation of the tool The investigator has done the content validity of the adapted tool. In order to conduct the content validity, the adapted PATI scale in Malayalam was distributed to 8 experts having experience in this respective field. The final tool was prepared according to the suggestions given of the experts. The suggestions given by 80% experts and the modifications done are the following
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Table 1. Suggestions and Modification Suggested by the Experts Experts suggestions 1. The item number 4 in PATI is confusing 2. 6-point Likert rating scale may create confusion for respondents in Malayalam. Modifications done Removed from the final adapted PATI scale in Malayalam Changed the scoring pattern and 5 point Likert rating scale is selected for adapted PATI tool in Malayalam.
The final adapted PATI scale The final adapted PATI scale in Malayalam consists of 10 items have three dimensions: quality of educational services, mutual benefits for the included child and nondisabled peers, and socio-emotional issues of peer acceptance and self-feelings. Two of the factors, labelled Quality of Educational Services (Items 5, 6, 9, & 10) and Child Acceptance and Treatment (Items 2 & 3), focused on the benefits of inclusion for these students. The third factor, labelled Mutual Benefits of Inclusion (Items 1, 4, 7, & 8), focused on relations with other students. Scoring: The scoring procedure of PATI scale is as follows. Parents were asked to respond on a 5-point Likert rating scale that ranges from "strongly agree", scored as 5, to "strongly disagree", scored as 1. The responses were scored by assigning a value of 5 for strongly agree, 4 for agree, 3 for no idea, 2 for disagree, and a score of 1 for strongly disagree. Reverse scoring was used in the present study to ensure that the lowest score invariably reflects the most negative perception. Procedure for data collection The investigator collected the data from the parents of children with autism studying in mainstream education (Inclusive Education). Investigators approached the parents through resource room teachers working in general mainstream schools and collected data using PATI scale adapted in Malayalam. The resource room teachers, those who collected the data for the study were thoroughly trained in the procedure for data collection. With the consent of parents, investigator collected the data. The collected data were analysed using descriptive statistical methods like Mean, Percentile and Standard Deviation. RESULTS AND DISSCUSSION The data collected for the study has been analysed using the descriptive statistical methods. The findings of the present study explained below are based on the objective set for the study. Objective 1: To conduct the item wise analysis of parents attitude towards the mainstream education of their children obtained from PATI scale Table 2. Item wise Analysis of Parents Attitude towards the Mainstream Education
Item 1 Score 5 4 3 2 1 Total F 0 3 4 12 3 22 % 0 13.6 18.2 54.5 13.6 100 F 16 6 0 0 0 22 Item2 % 0 27.3 0 0 72.7 100 Item 3 F 0 15 4 3 0 22 % 0 68.2 18.2 13.6 0 100 Item 4 F 6 3 0 9 4 22 % 27.3 13.6 0 40.9 18.2 100 Item 5 F 0 11 6 2 3 22 % 0 50 27.3 9.1 13.6 100 Item 6 F 9 12 1 0 0 22 % 40.9 54.5 4.5 0 0 100 Item 7 F 0 3 4 15 0 22 % 0 13.6 18.2 68.5 0 100 Item 8 F 0 3 0 13 6 22 % 0 13.6 0 59.1 27.3 100 Item 9 F 6 6 3 7 0 22 % 27.3 27.3 13.6 31.8 0 100 Item 10 F 9 9 1 3 0 22 % 40.9 40.9 4.5 13.6 0 100
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Table 2 shows the scores and its percentage of 22 parents response toward each item in the PATI scale. The first item in the PATI scale is the more time my child spends in a regular classroom, the more likely it is that the quality of his/her education will improve. 54.5% of parents showed their disagreement to this. It shows that the majority of the parents dont believe that if their child with autism spends more time in the mainstream classroom, it increases the quality of their education. 18.6% parents showed neutral attitude and 13.6% parents agreed to this statement. The second and third items in the scale aim to explore the parents attitude towards child acceptance and treatment in mainstream education. The item 2 is stated as the more time my child spends in a regular classroom, the more likely it is that he/she will be mistreated by other nondisabled students in that room. 72.7% of parents strongly disagreed to this statement and showed their positive attitude towards the mainstream education for the children with special needs. The third item in the scale is the more time my child spends in a regular classroom, the more likely it is that he/she would end up feeling lonely or left out around the regular education students. To this statement, 68.2% parents agreed and 18.2% parents showed neutral attitude. From the response, it can be found that the majority of the parents of children with autism agree that the inclusive or mainstream education is nurturing the value of acceptance and positive treatment towards the children with special needs. The 4th item in the adapted PATI scale is stated as It is impossible to modify most lessons and materials in a regular classroom to truly meet the needs of my child. 40.9% of the sample disagreed to this statement and expressed their negative attitude towards this. 5 th item in scale is If my child were to spend a lot of time in a regular classroom, he/she would end up not getting the extra help he/she needs. 11 participants out of 22 (50%) agreed and showed positive attitude towards the comprehensive approach in mainstream education for the children with special needs. For the 6th statement in PATI, that is, If my child were to spend much of his/her day in a regular classroom, he/she would become friends with nondisabled students in that room, 95.5% of the participants showed their positive attitude towards this and agreed that their children will get more non-disabled as friends if they spend much time in regular school. The 7th item in PATI is about the mutual benefit of inclusive education. The item is in the scale is stated as the quality of a regular education student's education is enriched when a student with severe disabilities participates in his/her class. To this, 15(68.5%) participants disagreed, while 4 (18.25) participants showed their neutral stand. It can be inferred that the parents of children with autism do not believe that the quality of general education will be improved when the disabled are present in the mainstream classroom. The 8th and 9th items in PATI are comparing the services providing in mainstream and special schools. Majority of the respondents (86.4%) showed their negative attitude in discontinuing the services of special school for their children with autism. From the response to the item number 9 in PATI, it is clear that 54.6% of parents agreed that their children with autism are getting more services and opportunities in mainstream schools than the regular schools. The 10th item in PATI scale is the more time my child spends in a regular classroom, the more likely it is that he/she will be treated kindly by the nondisabled students in that room. 81.8% of participants that is 18 0ut of 22 agreed that the nondisabled children will understand and will be treated more kindly if a child with disabled spends more time in regular classroom. Objective 2: To explore the Parents attitude towards the quality of educational services in mainstream education Table 3. Mean and SD of Parents Attitude towards the Quality of Educational Services in Mainstream Education N 22 Mean 2.88 Std. Deviation 1.3
The investigator kept the items 4, 5, 8 & 9 in PATI scale to find the Parents attitudes towards the quality of educational services in mainstream education. Table 3 shows the result of the analysis. The mean value 2.88 depicts that the attitude of parents towards quality of educational services in mainstream education is negative. It could thereby be conclude that the parents are not satisfied with the existing measures to improve the quality of mainstream education.
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This result of the study suggests that provisions like the preparation and competence of teachers both at initial and in-service level, and the provision and possible training of non-teaching support is needed to provide the quality education. Greater linkages between mainstream and special schools with pupils going back and forth or special school staff acting as outreach support teachers in mainstream settings and vice versa is a further possibility to enhance the quality. The increased promotion of an inclusion agenda as a feature of other educational and governmental initiatives should be considered. Objective 3: To explore the Parents attitudes towards the child acceptance and treatment in mainstream education Table 4. Mean and SD of Parents Attitudes towards the Child Acceptance and Treatment in Mainstream Education N 22 Mean 4.13 Std. Deviation .85
The items 2 and 3 in PATI were kept to find out the Parents attitudes towards the child acceptance and treatment in mainstream education. The Mean value is 4.13; it shows that the parents have positive attitude towards child acceptance and treatment in mainstream education. The parents often have two concerns: the interactions with peers and the quality of the education programs. In actuality, however, parents of children in inclusive settings reported very few difficulties with peers and agree that inclusive settings promote positive social contact for all children. Many parents of children with disabilities want their children to form friendships with nondisabled children and reap the benefits of real-world experiences offered by school. Objective 4: To explore the Parents attitude towards the mutual benefit of mainstream education Table 5. Mean and SD of Parents Attitude towards the Mutual Benefit of Mainstream Education N 22 Mean 3.30 Std. Deviation 1.23
In order to find the attitude of parents of children with autism towards the mutual benefit of mainstream education, the researcher used the items 1, 6, 7, & 10 in the PATI scale. The mean value is 3.30. It can be found that the attitude level of parents is neutral. The result of the study throws lights to the need of awareness among parents regarding the benefit of inclusive education for the disabled and nondisabled in classroom. LIMITATIONS OF THE STUDY The sample size is too small and since the study was conducted in a few districts of Kerala, it cannot be a representative sample of the whole population of India. Further studies with an enlarged sample drawn from all the provinces of India are needed. This should also differentiate parents attit udes towards the inclusion of different types of CWSEN, which are thought to constitute an important parameter as well as data linking attitudinal scores to either teaching effectiveness or to student outcomes which is yet to be explored. More generally, future research needs to address a variety of issues related to the issue of identifying precisely where, in the inclusion debate, distinct categories of groups of stakeholders agree and where they differ. CONCLUSION Based on the above results of the study, in general, the efforts to implement the inclusive programme received positive as well as negative responses from the parents. Studies have shown that the success of the inclusive education depends, to a large extent, on the willingness and the ability of all the stakeholders, most importantly parents, to make accommodations for individuals with special needs. In conclusion, interviews with parents serve to confirm the common agreement on a general right to inclusion and the need for extra support and training to all the stakeholders. That is, despite in principle agreement about inclusion, attitude of parents remained mixed about practices related to inclusion.
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Research highlights the benefits of efforts on the part of schools to find meaningful and creative ways for parents of children with disabilities to participate and contribute in the school community so that their attitude becomes positive towards inclusion. REFERENCES Alur M. & Bach M. (Eds) (2005) Inclusive education: from rhetoric to reality (New Delhi, India). Alur, M. (2002a) They did not figure: policy exclusion of disabled people in India, International Journal of Inclusive Education, 6, 101-112. Avramidis E, Bayliss P, Burden R. A survey into mainstream teachers attitudes towards the inclusion of children with special educational needs in the ordinary school in one local authority. Educational Psychology 2000; 20(2):191-211. Mittler, P. (2000). Working Towards Inclusive Education: Social context. London, UK: David Fulton Publishers. Palmer, D. S., Borthwick-Duffy, S. A., Widaman, K., & Best, S. J. (1998). Influences on parent perceptions of inclusive practices for their children with mental retardation. American Journal on Mental Retardation, 103, 272287. Palmer, D. S., Fuller, K., Arora, T., & Nelson, M. (2001). Taking sides: Parents views on inclusion for their children with severe disabilities. Exceptional Children, 67, 467-484. Shahzadi S. Inclusive Education: Perspective of Services. Paper presented at International Special Education Congress, University of Manchester, 2000. Singal, N. (2005). Mapping the field of inclusive education: a review of the Indian literature, International Journal of Inclusive Education.
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HOW TEACHERS CAN RECOGNIZE AND DEAL WITH BEHAVIORAL PROBLEMS OF ADOLESCENTS IN THE CLASSROOM?
Muhammed. K.V1 and Dr.Mohamedunni Alias Musthafa. MN2 Abstract It is very common that teachers need to deal with students feelings of frustration, disappointment, anxiety, etc. These situations are difficult to deal with for many teachers and also to cope up with these behavioral problems in the classroom. An insight in to these behavioral problems and suggesting measures to overcome them is the task undertaken by the investigators in the present study. The investigator selected 40 college teachers teaching in first year graduation and used the technique interview and a questionnaire to explore the teachers views about the characteristics of behavioral problems exhibited in the classroom and their relative effects. The study employed qualitative design in which the investigators suggested guidelines to overcome behavioral problems in the classroom by analyzing the perception of teachers. Key words: Teachers, Adolescent problem behaviors, Recognition and Dealing INTRODUCTION School is a strategic environment that gives most children opportunities for a wide range of social interaction. It is understandable, then, that this institution, which plays a role in developing the childs autonomy and socialization, witnesses social and developmental problems. While behavior problems, can take many forms, including bullying, aggression towards peers or authority figures or destruction of others' property, the result is often a disruption of everybodys learning. The greatest source of frustration for most teachers typically centers on student behavior and classroom management issues. Children with behavioral problems are often difficult and disruptive, requiring much of the teachers attention. Helping them succeed academically and socially is a huge task. It is quite natural for the teacher to feel overwhelmed when faced with an anguished child who, to protect or defend himself, wreaks havoc in the classroom. The teachers job is a solitary one, and although speci alized professional services are sometimes available to the student, teaching remains a relationship between the teacher and the student that needs to be developed for both to succeed. NEED AND SIGNIFICANCE OF THE STUDY Our teachers are finding it difficult to identify the behavioral problems exhibited by the adolescents and there by not having enough skill on how to tackle these problems. Through this article the investigators are trying to identify the specific characteristics of behavioral problems from the perception of teachers and suggesting measures on how to get through these problems in a proper way. Research Questions Posed What are the major characteristics of behavioral problems exhibited by the adolescents in the classroom in the perception of teachers? How these behavioral problems affect the learners from teachers perception? What are the measures to be suggested to tackle behavioral problems in the classroom?
DESIGN OF THE STUDY The study followed a qualitative design. Responses of the teachers were carefully categorized to identify the specific characteristics of behavioral problems and its relative effects on adolescents.This process permitted an ongoing refinement and elimination of redundancies in categories. Great care was taken to ensure that category construction which reflected the comprehensiveness of responses and that the data were manageable. It is this authenticity of the data that lead the investigators to suggest possible guidelines for the
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Junior Research Fellow, Department of Education, University of Calicut, Kerala Assistant Professor, Department of Education, (Reader, UGC-ASC on deputation), University of Calicut, Kerala
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teachers on how much strengthen should be their effort in dealing with learners having these behavioral problems. SAMPLE The investigators selected randomly 40 college teachers who are teaching in first year graduation, 30 female and 10 male teachers, from the districts of Malappuram and Kozhikode in the state of Kerala. TOOL AND TECHNIQUE USED FOR THE STUDY The data was collected using questionnaire and supplemented by an interview which was used to identify the characteristics of the behavioral problems. Based on the responses of the teachers the investigators developed an open ended questionnaire with the major dimensions like academic performance, mental wellness, emotional wellbeing, social interaction and values.Questions helped to disclose their views about the harmful effects of behavioral problems, which in turn lead the investigators to pose certain measures to overcome it. RESULTS Based on the analysis of the responses of the teachers the investigators identified certain characteristics of behavioral problems exhibited by learners in the classroom which are very much affecting the emotional and mental wellbeing of the adolescents as identified by the teachers. These characteristics, which in turn shatter the academic performance of the learners, are highlighted below. Characteristics of Behavioural Problems Exhibited by Adolescents in Teacherss Perception Problems related to academics: Many learners seem to have problem with working for an extended period of time on a particular task. The learners approach to school work is alwa ys negative and in disciplined. The learner may have poor academic performance in one or more academic or subject areas. They usually show their reluctance to listen to the class or take down notes. They are not concerned about better performance in the academics and these students usually lack proper span of attention and concentration. Problems with teachers and parents: They make offensive or insult remarks to staff and other learners which are likely to lead confrontations. They act out against their physical and social environment with such intensity and chronicity that interpersonal relationship with family, school, community and peers become very difficult. Learners with behavioral problems may attempt to cover up in appropriate behavior when they realize that they have not behaved in an appropriate manner. They are concerned with being caught, punished, and blamed instead of worrying about the fact that they have behaved incorrectly. These learners tend to be persistently non cooperative and disruptive despite the teachers continuing concern. They show disrespect to the authority. The problem behavior may be a way to attract attention; if the learner feels as they are neglected by parents, teachers, community, peers society and other family members. They seek attention to meet their need of security, love understanding and support. Problems with siblings and peers: These learners may hit, kick, get in to fights or verbally threaten or insult others and are often unnaturally aggressive towards their peers and siblings. Some learners with behavioral problems are inclined to be physically or verbally assault. They often have the feeling that they are not cared at home as their siblings and may become inhumanly cruel to the siblings sometimes. They may take risk in the classroom, behaving against the rules to show their peers that their performance is outstanding and there by seeking the center of attraction in the classroom. Emotional problems: The level of intelligence of these learners does not differ significantly from other learners. They experience not being loved or cared for being rejected or abandoned, being incompetent and depressed. Their moods are predominantly sad and depressive, depicting a sense of hopelessness and despair. The learner experiences a need for love, acceptance, security and recognition. Learners with behavioral problems have a tendency to develop physical symptoms or fears with personal or school problems.
Based on these characteristics the investigator made an attempt to identify the effects of behavioral problems from the perception of teachers itself. This helped to explore how far it is harmful to them in all aspects.
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Identified Thrust Areas It is an essential element to identify the areas affected by behavioral problems on adolescents. Identification of the thrust areas makes it helpful to realize the intensity of the harmful effects of behavioral problems. It also creates an easiness to suggest measures on how to deal with the problems. Based on the responses of the teachers, the investigators identified certain thrust areas which are listed below. Academic performance: students showing behavioral problems are poor in academic performance. They are having very low span of attention and are less attentive in the class. Students having behavioral problems are likely to seek attention in the class by disturbing the classroom sessions and their peers. They are not concerned about academic achievement. Academic achievement is noted more in learners with behavioral disorders compared to others as perceived by teachers. They wont take down notes and are not concerned about better performance. They have more conflicts with teachers and a less positive self -perception which may lead to form an inferiority complex that may deteriorate the academic performance. Mental health: Sound mental health is essential for the betterment of learners. Students with behavioral problems are usually sad and depressive. They are deprived of critical and divergent thinking as per the opinion of teachers. They lack the flexibility to deal with challenges. They usually engage in risk behaviors which affect their physical and mental health. They have negative expectations for the future and sensation seeking attitude compared to other students in the perceptions of teachers. Levels of anxiety were insignificant across most of the students having the behavioral problems. Emotional wellness: Emotional wellness is a complex area. Some students who are victims of anti-social behavior may have a reduced level of emotional wellbeing generally and as a result of issues of anti-social behavior that they are suffering. Anti-social behavior can have a very negative impact on a persons quality of life and emotional health. It is also recognized and acknowledged that some perpetrators of anti-social behavior have the problems of emotional outburst and lack the ability of frustration tolerance. These students have poor problem solving skills, inability to generate alternative solutions, elevated levels of stress and poor coping skills. Social interaction: They noted that these children had serious problems of social adjustment, were disruptive at home as well as in school and failed to make friends. They have poor relationship with teachers and are not ready to accept norms and concerns of the society. Compared to other students, students with behavioral problems find it difficult to cooperate and adjust with others inside the classroom. They couldnt find themselves a place in the curricular and co-curricular activities due to their inability to mingle with others effectively. They themselves find isolated in the classroom. Values: Behavioral problems have negative effects in imbibing values among the students having behavioral problems compared to other students. They are not much concerned in cherishing and upholding the values. Frequent telling of false reasons as a method of defense mechanism, theft in the classroom to show their dominancy, frequent misbehavior to teachers etc. are usual practice seen in the classroom from the part of these students. There have no concern for the welfare of others and lack humanitarian consideration as perceived by college teachers. From the above description it is revealed from the opinion of teachers how far behavioral problems among adolescents are severely affecting the learners and the smooth functioning of the teaching- learning process. Our teachers are not getting much orientation on how to deal with these students in the classroom. They are finding it difficult to tackle these problem students. But the fact is that, we should not close our eyes towards this issue and cannot neglect these students. Varieties of causes are leading these children to this behavior and they could get through these problems if given proper check on them. Considering this serious issue and based on the responses of the teachers the investigators made an attempt to suggest guidelines to teachers for managing problematic behavior which are discussed below. Managing Problematic Behavior The severity of behavioral problems on how it effects the adolescents at the extreme is explained in the study and no doubt, it is understood the inevitability to manage these problems for the betterment of our adolescent generation. On the background of the responses of the teachers, the investigators suggest certain measures for the teachers to implement in the classroom. The teacher should focus on the learners cultural environment. The environment determines all behavior of learners through their interaction with other role players.
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Parents and teachers should be involved while analyzing the problem behaviors of learners. Parents should be consulted timely for assisting the learners while dealing with problem behaviors. Do not make unnecessary rules and set yourself as the role models for learners. Consider the class dynamism and make sure that you are in full control of the class. Do not make physical force or shout at learners unnecessarily. Be friendly and praise the learners who behave well. Create a safe atmosphere in the classroom such that the learners could share their problems with the teacher. The teacher should focus on the learners involve ment in relationship, as relationships are essential to learning. The relationship that exists between teachers and learners, between learners themselves, between school and parents and between the school and community should be healthy, supportive and respectful in order to assist learners with behavioral problems. Seek cooperation of counselors to assist while dealing with adolescent problem behaviors. Ask the student to stop the undesirable behavior and explain behavioral expectations to the student. This help the student to realize that what he is doing is not acceptable behavior and outlines the behavior expected in the classroom. Removing the student from the desk is very effective in discouraging bad behavior. The behavior may only occur when certain students sit together and may stop when the students are separated. Assign the student alternative age-appropriate course work to keep them occupied. Many students act out because they are not interested or engaged in the coursework. Finding topics of interest for the students may eliminate some behavioral problems. Speak to the student outside the classroom, actively listening to the concerns of the student. The student is often acting out because of a specific problem. Many educators assume the student has a generally defiant personality, and do not seek out the root cause of the behavior. If a root cause is determined take the necessary actions to solve the problem. Document all occurrences of misbehavior. This documentation can be used when discussing the student's behavior with parents and administrators.
CONCLUSION Having resolved to take a new direction for success together, schools cannot ignore children with behavioral difficulties. Despite the considerable efforts made over the years by often-overwhelmed school staff and administrators to respond to these childrens distress and despite the significant number of pedagogical, administrative and financial measures which have been taken, success has eluded us the number of students with behavioral difficulties continues to grow every year. Given the concern over the growing number of students with behavioral difficulties, given the anxiety generated by the academic and social consequences for these youngsters if we are unable to help them succeed, we must lose no time in finding out more about behavior problems, reviewing our practices and working together to help students with behavioral difficulties escape being marginalized in the school context. REFERENCES American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, 4th ed., text revision (DSMIV-TR). Washington, DC: American Psychiatric Press, Inc., 2000. Friedman, I. A (1995). Student behavior pattern contributing to student burnout . The journal of educational research, 88(5), 281-289. Kerr, M.M & Nelson C.M. (1989). Strategies for managing behavioural problems in the classroom. Second Edition. London: Thomas Merrill. Rice, R.F (1995). Human development: A life span approach. New Jersy: Prentice Hall. Walker, H., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole Publishing Company. ******
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EFFECTIVENESS OF STUDENT-TEAM ACHIEVEMENT DIVISION (STAD) ON THE ENHANCEMENT OF ENGLISH LANGUAGE COMPETENCY AMONG STUDENTS AT SECONDARY LEVEL
Dr. Sunila Thomas1 and Sreevidya Nair N.2 Abstract The present study was undertaken to examine the effect of STAD method in enhancing competency in English of the students at secondary level. The results show that there was a significant gain in scores due to the method adopted and there was significant difference among the performance of boys compared to girls in language development. Boys found to excel in language development. The investigator reached the conclusion that there was no significant difference between the performance of students belonging to English and Malayalam medium schools with regard to enhancement of language competency . Key words: Effectiveness, Student-Team Achievement Division (STAD), Students at Secondary Level. INTRODUCTION English is generally considered as a difficult subject to learn .But its teaching in the right way can certainly make it easy, interesting and fruitful. Language teaching is useful only if the approach to it is socialized. It should involve activity, both on the part of the students and the teachers. During the stage of activity, everything becomes so automatic that one can speak the language, read and write it without strenuous efforts. Moreover, language acquisition takes place automatically even without our being aware of the complexity of its nature or structure. As speech is the representation of the experience of the mind, the students must be given unlimited opportunities to experience the language. Language is essentially a tool of communication used in human communities. When the students are in a community of their own cognitive ability, they are less inhibited to speak. Cooperative learning enables them to be effective users of language. NEED AND SIGNIFICANCE OF THE STUDY Cooperative learning is now widely recognized as one of the most remarkable and fertile areas of theory, research, and practice in education. Finally we can say that cooperation, collaboration, consideration, creativity, responsibility, participation all these things seem to become involved in the 21st century, as does the suggestion of stretching the student's experience beyond individual knowing to a kind of collaborative wisdom. Cooperative learning exists when students work together to accomplish shared learning goals (Johnson & Johnson, 1981). Each student can then achieve his or her learning goal if and only if the other group members achieve theirs. There is an ever increasing need for interdependence in all levels of our society. Providing students with the tools to effectively work in a collaborative environment should be a priority. Cooperative Learning is one way of providing students with a well defined framework from which to learn from each other. Students work towards fulfilling academic and social skill goals that are clearly stated. It is a team approach where the success of the group depends upon everyone pulling his or her weight. The present study was undertaken to examine the effect of STAD in enhancing English language competency of the students at secondary level. The study is relevant in this context . STATEMENT OF THE PROBLEM The study is entitled as, Effectiveness of Student-Team Achievement Division (STAD) on the enhancement of English language competency among students at secondary level OPERATIONAL DEFINITION OF KEY WORDS Effectiveness: It suggests the quality of having a definite or desired effect. Here it denotes the effect of a particular learning strategy (STAD) on the enhancement of language competency of students at secondary level. Student-Team Achievement Division (STAD): It is a widely used cooperative learning method given by Slavin (1978).
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Associate Professor, Titus II Teachers College, Thiruvalla. Research Scholar, Department of Education, Bharathiar University, Coimbatore.
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Students at Secondary Level: They denote students undergoing 8th, 9th and 10th level of courses. Here for the purpose of the study, the investigators selected 9th standard students. OBJECTIVES OF THE STUDY The study is designed and conducted for achieving the following objectives: 1. To find out the effectiveness of STAD method in enhancing English language competency among students at secondary level. 2. To find out the significant difference of STAD method in enhancing English language competency among students at secondary level with respect to gender. 3. To find out the significant difference of STAD method in enhancing English language competency among students at secondary level with respect to medium of instruction. HYPOTHESES 1. The STAD method is more effective in enhancing English language competency among students at secondary level. 2. There is no significant difference on enhancement of language competency of English students at secondary level taught through STAD method with respect to gender. 3. There is no significant difference on enhancement of language competency of English students at secondary level taught through STAD method with respect to medium of instruction. METHODOLOGY Sample A sample of 72 students studying in standard IX was selected by random sampling techniques from two schools in Pathanamthitta district. Tools Used Lesson designs based on STAD method, worksheets, pre test in English Procedure I. Before the start of the experiment, a pre test was administered to the students by using some select topics from their English Course book to assess their competency. II. Conducting the Instructional programme for STAD group The following steps were followed on how students were introduced to STAD. I. Teach: The unit was presented as per the teacher-directed instructions. II. Team-Study: It included the following steps: (a) Ranking of Students The students were ranked on their previous test scores from top to bottom. (b) Formation of the groups Students were assigned to the teams of four members each. The ranked list was decided into quarters (divided by 4). In this way four quarters were formed. One student was selected from each quarter to make a group of four. (c) Working in Group During team learning, students worked (40 minutes) on worksheets in their teams to master the material which was presented in the skill being taught and they assessed themselves and their team mates. For team study, the following steps were followed: 1. Team-mates were asked to move their desk together 2. Worksheets were handed over to each team All team members were given the following instructions:
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1. Students on each team will work in pairs. If they are working on a problem, each student, in a pair, should work the problem and then check with his or her partner. If anyone missed a question, then it is the responsibility of teammates to explain it. 2. If there is a disagreement among team members on them, they are to present their arguments and resolve the problem themselves. Only when they are unable to resolve the problem, they should ask the teacher for help. 3. Students should finish studying only when they are certain that everyone in their team understands and solves each item in the worksheets. 4. When you have questions, first ask a team-mate before asking the teacher. 5. Encourage and praise your team-mates from time to time. 6. Do not hesitate in asking any question from your team-mates and clear your doubts. 7. If any of your team-mate indulges the group in gossiping then stop him sternly. If need be, tell the teacher. 8. Have patience in explaining the concept or skill to a weaker student. 9. After explaining the skill or concept to one of your team-mates, then check it whether he is able to do the similar question or not. 10. If you have a team-mate in a group, who is weak, encourage him that he can also do well and can reach up to the level of others. While students were working in teams, the teacher moved through the class, praised teams that are working well, encouraged the teams, and sat with each time to hear and see how members are doing. The teacher checked the worksheets side by side and corrected their mistakes, if any. Reliability of the test was established through test retest method which gave the reliability index to be 0.64. It was worked out on a representative sample of 50 students. Two consecutive testing had an interval of three weeks between them. Choose the similar word, best word that fit in the sentence, completion of a story, choose the appropriate meaning, sentence completion, antonyms, listening activities are some of the areas selected for the test. The pre test scores were registered. The investigator employed STAD method for the enhancement of language competency for a period of five weeks in the classroom. A post test was administered to the students to evaluate their knowledge and the scores were computed and the t value was calculated to find out if there was significant difference between the pre test and post test. RESULTS Table1. Sample Selected Name of the schools S.V.G.V.H.S.Kidangannoor,Aranmula A.M.M.H.S.S.Edayaranmula Boys 20 14 Girls 18 20 Total 38 34
Table 2. Pre and Post Test Achievement Scores in Language Competency Pre Test Mean 46.38 S.D 11.31 Mean 51.87 Post test S.D 4.26 12.01 0.01 t value Level of significance
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Table 3. Post Achievement Scores in Language Competency Test - Boys and Girls Gender Boys Girls N 34 38 58.25(mean) 50.44(mean) Post test 13.14(S.D) 3.05 12.11(S.D) 0.05 t significance
Table 4. Post Achievement Scores in Language Competency Test - Medium of Instruction Medium of Instruction English Malayalam N 38 34 52.07(mean) 50.77(mean) Post test 12.24(S.D) 0.60 12.36(S.D) NS t significance
FINDINGS The results show that there was a significant gain in scores due to the method adopted. This is in favor of the effectiveness of the STAD method upon the enhancement in language competency. The results again reveal that there was significant difference among the performance of boys compared to girls in the enhancement of language competency. Boys fared better than girls. Table 4 shows there was no significant difference between the performance of students belonging to English and Malayalam medium schools with regard to language competency. SUGGESTIONS On the basis of the results obtained and findings, it is suggested that learning through group activities may help an individual to be proficient in using and learning language. They may develop self-confidence and ability to face challenges in their life. So an experiential learning method should be our choice. One necessary requirement is that teachers must be models of users of language. By being a good model of enthusiastic and pleasurable user of language, teachers can be sure that they and their classrooms are models of best practices in language learning. REFERENCES Guthrie, G. (2010). Basic Research Methods An Entry To Social Science Research. Sage publications. Johnson, D. W., & Johnson, R.T. (1981).Effects of cooperative and individualistic learning experiences on interethnic interaction. Journal of Educational Psychology, 73(3), 444-449. Morrish, J. (1972). Language Learners and Their Errors. New York: Norton. Slavin, R.E. (1978).Effects of student teams and peer tutoring on academic achievement and time on task. Journal of Experimental Education, 48(4), 252-257. Venkateswaran, S. (1995). Principles of Teaching English. Vikas Publishing House P VT LTD.
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INFORMATION LITERACY FOR LIFELONG LEARNING

P. Nirmala Tamilchelvi1 and Dr. S. Senthilnathan2 Abstract In this digitalized world, Information plays a prominent role and each and every one relies on it. It may come from paper/sound/visual/images based material and also it may be in the form of oral/written/image etc. In education, it is supported as the backbone to every happening. For effective accomplishment of any endeavors that will need the people effectively use the information scattered before them is the Information Literacy (IL). In the age of Lifelong Learning (LLL), Information Literacy is an important skill to move ahead across the globe, flooded with information in an unprecedented way. The Information literate, has an ability to take informed decisions/solve their problems and know how to learn. Information Literacy is an enabler to touch all the dimensions of learning, and it is the key to success of anyones life in the information society. Against this environment, this paper discuss the concept of Information Literacy, Lifelong learning, appearances of information literates and addresses the relationship between Information Literacy and Lifelong learning. Key words: Information Literacy (IL), Lifelong Learning (LLL), Information Literacy encompasses knowledge of ones information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand; it is a prerequisite for participating in the Information Society, and is part of the basic human right of lifelong learning. - UNESCO (US National Commission on Library and Information Science, 2003) INTRODUCTION Everyone relies on information every day. With widespread use of the Internet, it becomes clear that skills required are not merely how to use computers or how to get information, but rather how to solve problems and how to create values with the help of others through information networks. Information may come from another person, from a paper-based magazine or book, report or newspaper, from a digital source such as a database, a search engine or a e-book accessed through a computer, or it may come from any other form of media: film, video, DVD, radio, television, etc. In the era of lifelong learning, information literacy has relevance for all ages from primary to senior citizens. Information literate people understand more than how to find information, they understand its limitations and the need to examine how they use information, and they understand how to manage and communicate information. The internet and the web, have introduced a new society where people can share information freely, anywhere, at anytime, across the globe. Information networks have become an essential element of our lives and the global economy. In such information in updated world, information literacy is an essential and discrete dexterity. INFORMATION LITERACY In 1974, Paul Zurkowski used the term Information Literacy in a report to the National Commission on Libraries and Information Science (NCLIS). He defined Information Literates as People trained in the application of information resources to their work and observed that they have learned techniques an d skills for using the wide range of information tools as well as primary sources in molding information solutions to their problems. American Library Association (ALA) Presidential Committee (1989) on Information Literacy states, to be an information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. These abilities are essential characteristics for lifelong learning because information literate people can always find the information needed for any task or decision that they face in life. According to Association of College and Research Libraries ACRL (2006), Information Literacy is the set of abilities requiring individuals to recognize when info rmation is needed and the ability to locate, evaluate, and use effectively the needed information.
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Ph.D. Research Scholar, Dept. of Educational Technology, Bharathidasan University, Tiruchirappalli -23 Dr. S. Senthilnathan, Assistant Professor, Dept. of Educational Technology, Bharathidasan University, Tiruchirappalli 23
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Bruce (2003) refers to information literacy as, the ability to access, evaluate, organize and use information in order to learn, problem-solve, make decisions in formal and informal learning contexts, at work, at home and in educational settings. LIFELONG LEARNING Lifelong Learning is the provision or use of both formal and informal learning opportunities throughout peoples lives in order to foster the continuous development and improvement of the knowledge and skills needed for employment and personal fulfillment. It shares mixed connotations with other educational concepts such as Adult Education, Training, Continuing Education, Permanent Education and other terms that relate to learning beyond the formal educational system. In todays information society, the most important learning outcome for all students is their ability to function as independent lifelong learners. The essential enabler to reach that goal is information literacy. Information literacy refers to the abilities to know when there is a need for information, and to be able to identify, locate and effectively use that information for the issue or problem at hand. In a world in which information is expanding at an exponential rate, and the technology, which provides access to much of that information is rapidly changing, such abilities are fundamental to lifelong learning, So on the one hand, information literacy abilities both enhance student performance in formal learning settings and allow students to learn independent of such offerings. On the other hand, information literacy is a solution without a problem or audience, if people do not understand their need for lifelong learning. Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and expend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to: Determine the extent of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into ones knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.
SPECTRUM OF LITERACY EDUCATION
(Source: Information Literacy: How does it differ from Traditional or Computer Literacy? By Taizo Nishimuro) Figure1. Spectrum of Literacy Education The graph shows a typical hierarchy of education in the spectrum of literacy education expected, details for which may differ from country to county and from school to school. First, traditionally, literacy simply means the fundamental ability to read, write and calculate. Second, computer literacy covers PC operation, email and so forth, all of which are focused on how to use the computer and computer tools. Third, information
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literacy means computer literacy plus the ability to solve take advantage of information technology and networks. Information literacy and lifelong learning have a strategic, mutually reinforcing relationship with each other that is critical to the success of every individual, organization, institution, and nation-state in the global information society. Developing lifelong learners is central to the mission of higher education institutions. By ensuring that individuals have the intellectual abilities of reasoning and critical thinking, and by helping them construct a framework for learning how to learn, colleges and universities provide the foundation for continued growth throughout their careers, as well as in their roles as informed citizens and members of communities. Information Literacy and Lifelong Learning: The Interrelationship Both of these concepts: Are largely self-motivated and self-directed. They do not require the mediation of an outside individual, an organization, or a system beyond the individual himself or herself, although advice and assistance from a respected friend such as a mentor or coach can be helpful. Are self-empowering. They are aimed at helping individuals of all age groups to help themselves, regardless of their social or economic status, role or place in society, gender, race, religion or ethnic background. Are self-actuating. The more information literate an individual becomes, and the longer the individual sustains good information literacy learning and practices those habits, the greater the self-enlightenment that will occur, especially if practiced over an entire lifetime. Harnessed together, information literacy and lifelong learning substantially improve the: Set of personal choices and options opened up for, and offered to, an individual in the context of personal, family and societal matters. Quality and utility of education and training in both formal school settings preceding entry into the workforce, and later in informal vocational or on-the-job training settings. Prospects of finding and keeping a satisfying job and moving up the career ladder rapidly and with appropriate rewards, and making cost-effective and wise economic and business decisions. Participation of the individual effectively in social, cultural and political contexts, both at the local community level and at higher levels, and in identifying and fulfilling professional goals and aspirations.
Bundy, (2004) defines the relationship between information literacy and lifelong learning as follows. Information literacy is the foundation for the independent learning and lifelong learning. Information literacy is a set of skills that can be learned. That set of skills includes a certain attitude toward learning itself, the use of tools, such as online tutorials, the use of techniques, such as working with groups, and the use of methods, such as a reliance on mentors, coaches and ombudspersons. In contrast, lifelong learning is a good habit that must be acquired and accompanied by the adoption of a positive frame of mind. The willingness to change and a curiosity or thirst for knowledge is very helpful pre-conditions to lifelong learning.
Inter-relationships -Self-motivated -Self-directed -Self-empowering -Self-actuating Both improve -Set of personal choices and options -Quality and utility of education and training -Prospects of finding and keeping a job -Effective participation in social contexts Differences -Information literacy is a set of skills -Lifelong learning is a good habit
(Source: Information Literacy and Lifelong Learning by Forest Woody Horton) Figure 2. Information Literacy and Lifelong Learning
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CHARACTERISTICS OF INFORMATION LITERATES Information literate students are more effective consumers of information resources. They learn to recognize that information is packaged in a variety of ways, that it is packaged using a variety of techniques, that it serves a variety of interests, and that it contains a variety of value messages. Information literate students are more critical when they make decisions about the resources they use. Information literate citizens appreciate the value and power of information. They believe in the need for information to address problems and questions in their own lives, in their communities, and in society. They understand that information is not necessarily knowledge until it has been analyzed, questioned, and integrated into their existing body of knowledge and experiences. They are equipped to be lifelong learners because they know how to learn. For an Information literate worker, the workplace has become a place of continuous change and untold opportunity. Adapting to a rapidly changing work environment will mean multiple career and job changes. An early commitment to learning as a process, not as an end product, and the role information literacy plays in this process, will enable workers to see these changes as transitional, not traumatic. CONCLUSION Briefly, Information Literacy is essential skill required for 21st century. Information Literacy acquisition is an ongoing process required by everyone no matter a teacher or a student. It is all about commitment to value, to worth and to success. In the context of Lifelong Learning being emphasized across the globe in all its four dimensions viz., Learning to know, Learning to Do, Learning to Be and Learning to Live Together, the need and significance of Information Literacy assumes greater significance. Undoubtedly, Information Literacy is capable of serving as the catalyst for effective lifelong learning of people all over the world. For success in all initiatives towards Lifelong Learning, Information Literacy Instruction is the key. REFERENCES Eisenberg Michael B., Carrie McGuire & Kathleen L. Spitzer,(2005), Information Literacy Essential Skills for the Information Age 2nd ed. London: Libraries Unlimited (A member of Greenwood Publishing Group, Inc pp.4-7. Forest Woody Horton, Jr (2005), Information Literacy and Lifelong Learning, http://www.jesuslau.com/docs/publicaciones/doc2/Iflaguidelines.pdf accessed on 24th April 2012. Jess Lau (2006), Guidelines on information literacy for lifelong learning, www.ifla.org/.../guidelines-oninformation-literacy-for-lifelong-learning accessed on 22nd Nov.2011. Lloyd Annemaree (2010), Information Literacy Landscapes Information literacy in education, workplace and everyday contexts, Cambridge: Woodhead Publishing Ltd. pp.56 -58. Nishimuro Taizo, (1999), Information Literacy: How does it differ from Traditional or Computer Literacy?, www.techknowlogia.org/TKL_active_pages2/.../main.asp?... accessed on 21st Nov.2011 Nor Fariza M.N. & Azizah Yaacob (2009), Facilitating Lifelong Learning through Development of Information Literacy Skills: A Study of Integrated Project Work www.experts.scival.com/ukm/pubDetail.asp?t=pm&id...o_id=, accessed on 23rd Feb.2012. Suskil.L (2009), What is information literacy? www.nosche.org/publications/what_is_information_literacy.ppt., accessed on 08th Nov.2011. Vandana R Shelar (2011), Towards Information Literacy: Faculties attitude and pedagog ical practices followed by science teachers at MES Abasaheb Garware College, ir.inflibnet.ac.in/bitstream/handle/1944/1635/43.pdf?sequence=1, accessed on 23rd Feb 2012.
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MANAGEMENT OF COMMON MENTAL HEALTH PROBLEMS: SENSITISATION TO CHILDRENS NEEDS

Firoz K.T1 and Aseel Abdul Wahid 2 Abstract The importance of maintaining a good mental health is crucial for a healthy life. Mental health when good can enhance, when poor prevent, someone from living. However, many children continue to experience overt or covert denial of access to essential needs including education, recreation and parental support. The magnitude of mental health problems in children has not yet been recognized sufficiently by many governments and decision makers. The mental health problems of children are exploited for labor and sex, or forced to migrate for economic and political reasons (Faraone et al, 2002). Eighty percent of the worlds children live in developing countries, where mental health services are meager or non-existent. The plight of these children is compounded by major problems like communicable diseases, poverty and stresses of urbanization and industrialization (Malhotra, 1992).The child is an individual in its own right. It has certain needs which are common to adults. The child needs opportunities for growth and development, care and protection. They may lack concentration, have difficulty in controlling anger. These are not uncommon scenarios. They all indicate that all is not well with this child and should be taken seriously. Most parents and teachers are not sensitive to pick up these subtle forms of behavioral indications and often neglect them. Children under perpetual stress and trauma are tremendously affected in their ability to live a productive life. Emotional and behavioral disorders, psychosomatic conditions are an aftermath of their deprived lives. If left untreated, these psychiatric disorders seriously impair the childs ability to function optimally in emotional, behavioral and cognitive domains and to meet the demands of everyday. INTRODUCTION The importance of healthy mental and physical development for children cannot be overestimated. Many people recognize the importance of a healthy childhood, but few understand the critical part played by mental and emotional problems and how important and harmful they can be for children and youth throughout the growing years. Mental health covers a lifespan, from infancy to the elderly years, but it is in the earliest years, so often disregarded, that the interaction of inherent genetic potential, environmental nurturing and daily experience mould the nature of our personality and our vulnerability to damaging events. IMPORTANCE OF MENTAL HEALTH IN CHILDREN
1 2
Mental health balances development of individuals personality and attitudes. Enable to live harmoniously with his fellow men Contributes constructively to the changes in the social and physical environment It makes children more useful person in the world Helps them well equipped physically socially and morally Promotes confidence and self-initiation. Capable for constructive and courageous actions Develops creative and productive talent in students Promotes effective learning and academic achievement Development of self-esteem and nurture. Overcome irrational fears and helps to protect them. Reduces stress and overcome frustration. Enjoy a positive quality of life.
Assistant Professor, EMEA Training college, Kondotty Research Scholar, Karpagam University, Coimbatore
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Satisfy social relationships and develops effective coping skills. Good relationship with siblings and peers. Compromise with other children and show the willingness to adapt to situations. Develops positive temperament
MENTAL HEALTH IN RELATION TO NEEDS OF CHILDREN The concept of childhood has received attention only recently. Earlier the child wasconsidered to be an incomplete human being, but capable of performing like an adult. He was made to work and shoulder family responsibilities. It is to be remembered that the child is an individual in its own right. The child has certain needs which are common to adults such as, nutrition, clothing, health, shelter, security, etc. There are, however, certain special needs for which awareness in the society is required. The child needs opportunities for growth and development, care and protection, recreation, creativity, vocational training etc. Besides, children are dependent on adults for the fulfillment of these needs and are not in a position to lobby for them. Thus the responsibility of adults becomes manifold to provide for children what they rightly deserve. NEEDS OF CHILDREN Children are humans and have human needs. They also have additional needs unique to their particular situation. It is a profound responsibility of parents and cares to provide for these needs. BASIC NEEDS Food and shelter
Children cannot acquire their own food or sustain any reasonable shelter. The initial responsibility of their parents is this to provide a roof over their heads and food in their stomachs. Physical safety
Children cannot protect themselves from aggressive adults (and other, stronger, children). They thus need others to provide physical safety, keeping them from harm and defending them when they are threatened or attacked. Emotional security
As their minds are developing, there is much that children do not understand and even the most innocent situations can be deeply distressing. DEVELOPMENTAL NEEDS Beyond the basic needs, in order to become functioning members of society, children need support in developing and learning important and useful skills. Social skills
Children develop into people who must live and work with others. For this they need to learn the rules of society. They need to be able to communicate their ideas and desires. They need to persuade and change minds. Career abilities
To become functioning adults, children need to learn all kinds of things, both at school and outside many abilities that are useful in developing careers are not taught at school. This can be very much an exploratory activity as children discover their talents and the things that motivate them (unsurprisingly, these often overlap). Internal skills
Children also need to learn to be happy in them and to cope with the difficulties and traumas of life. They thus need to learn self-confidence and emotional maturity.
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EMOTIONAL NEEDS Need for attention: All children need consistent, attuned attention from primary stage. Understanding: parental understanding creates deep feeling of trust between parent and child. Structure: Parents who set ever-expanding healthy limits for their maturing children provide them with the safety that every child needs to grow. Expressed love: lovehas no value unless they are given. Inclusion: A child's healthy attachment to his or her primary caregiver(s) is the first way that children learn to feel like welcome and valuable members of the human community. Modeling: Children naturally take their cues from parents or caregivers about how to interact with others. Emotionally Honest Caregivers : It is crucial for parents or caregivers to be honest with themselves about their own level of emotional health and their ability to effectively nurture their children
DIFFICULTIES ROSE DUE TO DISSATISFACTION OF NEEDS Anxiety disorders: Children with anxiety disorders respond to certain things or situations with fear and dread. Disruptive behavior disorders: Children with these disorders tend to defy rules and often are disruptive in structured environments. Pervasive development disorders: Children with these disorders are confused in their thinking and generally have problems understanding the world around them. Learning and communication disorders: Children with these disorders have problems storing and processing information, as well as relating their thoughts and ideas. Affective (mood) disorders: These disorders involve persistent feelings of sadness and/or rapidly changing moods. Tic disorders: These disorders cause a person to perform repeated, sudden, involuntary and often meaningless movements and sounds, called tics. Depression: It is an illness that involves the body, mood, and thoughts and affects the way a person eats and sleeps, the way one feels about oneself. Borderline personality disorder: It is a serious mental illness characterized by pervasive instability in moods, interpersonal relationships and self-image. Attention deficit hyperactivity disorder (ADHD): This is a behavioral disorder characterized by the symptoms hyperactivity, impulsivity, and inattention. Dysthymia: This is a less severe form of chronic depression. Symptoms and signs include insomnia, suicidal thoughts, guilt, empty feeling, loss of energy and helplessness. Factitious disorders: These are conditions in which people pretend to have physical or mental illnesses when they aren't sick. These people may lie about or fake.
MANAGEMENT OF MENTAL HEALTH PROBLEMS IN CHILDREN The primary responsibility of the teachers in this connection is to infuse in pupil an attitude of loyalty towards school. The teacher should give freedom within their limitation to the children for exercising their powers of choice and judgement and treat all children equally and impartially. Individual attention should be given to students and their problems should be dealt by the teacher sympathetically. Parental cooperation should be sought for understanding children and giving them the confidence.
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As far as possible the evil influence of the external environment should be protected and controlled. Proper emotional attitude should be inculcated. The school programme should be interesting and sufficiently extensive to keep the pupils engaged and help them to cultivate good habits and cherish healthy ideas. Help children relate to others and build their confidence. Give children a chance to talk about experiences and feelings; offer encouragement and praise Researchers have linked a variety of psychological benefits to exercise, including decreased depression and anxiety, and improved mood states, self-confidence, sense of life-quality, and general psychological well-being Encourage strong family relationships based on trust and open communication. Recognize that your childrens mental health is just as important as t heir physical health. Spend time with your children daily listening to them and talking to them about what is happening in their lives. Provide unconditional love and support to your children. Talk about emotions and feelings with your child. Teach and model tolerance and understanding about mental illness. If youre concerned about your childs mental health, consult with their teachers, guidance counselor, or other adults that may have information about your childs behavior. If you think there might be a problem, seek professional help. If treatment is needed, a comprehensive plan should be developed including the child. Think about mental health as an important component of a child being ready to learn; if a child is experiencing mental health problems, he or she will likely have trouble focusing in school. Incorporate mental health into the classroom and ensure that all students are treated with respect. Know the signs of mental illness and available resources. If you have concerns, contact a childs parent or caretaker and seek consultation from school mental health professionals. Use the mental health professional(s) at your school as resources for preventive interventions with students, including social skills training; education for teachers and students on mental health; crisis counseling for teachers and students following a traumatic event; and classroom management skills training for teachers.
Tips for Parents and Caregivers
Tips for Teachers and School Officials
CONCLUSION In India, poor quality schools, with less qualified, low paid and poorly committed teachers, have taken a great toil on the mental health of children. Besides, most schools have no idea about the intense need for a student counseling service within the school premises. Concerted efforts are needed both by government and private sectors to bring about improvements. One may assume that in a developing country like India much attention must be paid to child health needs because most mothers do not go out to work. However, this is often not so. It is not uncommon to see many families in which the mother works continuously from early morning till late night attending to different adult members of the family, but neglects her own child. Neither she nor other elders are sensitive to the childs needs like monitoring the childs studies and routine, and providing avenues for stimulation and recreation etc. Parents, teachers, government officials, non-governmental organizations and society at large should be sensitized about the needs of children, both general and special, and the means to achieve them. There is need for greater integration of the health, education and welfare sectors to provide a more comprehensive policy and approach than is available at present.
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REFERENCES Beitchman, J.H., Inglis, A., and Schacter, D. (1992). Child psychiatry and early intervention: IV. The externalizing disorders. Canadian journal of psychiatry, 37(4), 245-248. Faraone, S.V., Brown, C.H., Glatt, S.J., et al. (2002) Presenting schizophrenia and psychotic behavior: Definitions and Methodological issues. Canadian Journal of Psychiatry, 47, pp. 527-537. Fombonne, E. (2005) World Psychiatry. Forum-Mental Health Care for Children and Adolescents Worldwide. Developing Modern Child Psychiatry. 4 (3), pp. 156-157. Hibbard, R. A., Ingersoll, G.M., and Orr , D.P.(1990). Behavioral risk, emotional risk and child abuse among adolescence in a nonclinical setting . Pediatrics .86(6), 896-901. Malhortra, S (1992) Needs and Priorities. In: Child Mental Health in India (eds. S. Malhotra, A.) Malhotra, S. (2005) Mental Health in Childhood and Adolescence: Global Agenda. In : Mental Disorders in Children and Adolescents Need and Strategies for Intervention (ed. S. Malhotra), 1 stedition, N. Delhi. CBS Publishers and Distributions, pp. 3-1. Malhotra, V.K. Varma, MacMillan India Limited, pp. 1-14. Offord, D. R. (1989). Ontario Child Health Study: Children at Risk. Toronto: Ontario Ministry of Community and Social Services. Perry, B. D., Pollard, R. A., Blakley, T. L., Baker, W. L., and Vigilante, D. (1995). Childhood trauma, the neurobiology of adaptation and use -dependant development of the brain: How states become traits. Infant Mental Health Journal, 16, 271-291.
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STUDY OF ENVIRONMENTAL AWARENESS OF PUPIL TEACHERS, TRAINEE TEACHER EDUCATORS AND TRAINEE MANAGERS OF GORAKHPUR CITY OF UTTAR PRADESH
Dr. Uday Singh1 Abstract This merciless and senseless plundering of natural resources, over production at large scale, continuous marketing and advertising for forced and over consumption, emission of various toxic and polluting agents have finally brought the humanity to the point where we all are commonly bound either to choose the option of accepting immediate environmental sustenance measures of development or to be ready to face total collapse of ecological system and of humanity, at the same time. It is our common humane responsibility to understand the environmental issues, we environmentally aware and to behave sustainably so that coming infinite generations of mankind on this earth could find essential natural resources like air, water, productive and fertile soil, peaceful and healthy environment, enough food, good social and cultural traditions, range of variety of flora and fauna and environment free of radiation and toxic agents and pollution free environment. Today we everywhere find pollution and people suffering from serious diseases due to pollution. The pupil teachers, trainee teacher educators and trainee managers who are important stake holders of present and future of the nation are highly environment aware. The pupil teachers and trainee teacher educators should be made more environmentally aware. Trainee managers need more environmental awareness. The results of the study are implacable in educational planning, management, development of curriculum of pedagogy of environmental awareness elementary, secondary and teacher training programmes. Key words: Environment, Environmental Awareness, Teachers Training, Study of Difference. INTRODUCTION Industrial Revolution should be taken as a landmark in the history of ecological disaster. This revolution is characterized for shifting from use of manual energy to use of artificial energy for manufacturing purposes. Use of artificial energy gave impetus to large scale production and this production on large scale on one hand and less consumption due to various contemporary reasons, on other hand have resulted into the surplus of products. This surplus production, further, gave way to the search of more and more consumers, markets and raw material, as well. History of modern world has witnessed that this search for big markets and that of raw material have ultimately resulted into emergence of brutal colonialism, capitalism, materialism, industrialization and ruthless consumerism under umbrella concepts of industrial development and westernization. Industrialization and consumerism have further given way to exploitation, discrimination and plundering of natural resources of the environment particularly in colonized nations. Continuous misbehave with environmental and plundering of environmental resources has now culminated into fatal disturbances in the ecology of the planet, earth. This merciless and senseless plundering of natural resources, over production at large scale, continuous marketing and advertising for forced and over consumption, emission of various toxic and polluting agents have finally brought the humanity to the point where we all are commonly bound either to choose the option of accepting immediate environmental sustenance measures of development or to be ready to face total collapse of ecological system and of humanity, at the same time. Condition of environmental pollution is that we all have polluted out our total available quantity of potable water, air and soil and have deforested the earth, disturbed the biodiversity and wild life cycle and socio-cultural environment unto alarming level. Human inventions have given birth to radioactive pollutions which are affecting not only our present but also are threat to future generations. Today, every part of the world has realized the alarming situation of environment. Many environmentalists have shown their concern which has revealed the fact that the danger to the environment will bring many unimagined problems in front of human if the exploitation of natural resource done over We should understand that man has already crossed the borderline of sensible consumption of environmental natural resources. So, it is high time for all of us to immediately proceed to protection of environment and to inculcate environmental awareness among children and youths worldwide. Today, the concept of Environment is intelligible to common people. It comprises of all things which directly or indirectly affect any or all living organism. Environment includes all elements, factors and conditions
1
Senior Lecturer, Department of Education, Deen Dayal Upadhyaya Gorakhpur University, Gorakhpur, 273009, UP, INDIA.
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that have some impact on growth, development, life and living of plants, organisms and micro-organisms. It has been discovered from the bio-chemical cycles and geological scales that a harmony has been created by nature between various components of the earth which may be living or non-living. The existence of man on this earth is due to the environment in which he lives but today due to human misdeeds it has entered into the phase of destroy. Owing to these problems, the government has initiated many programmes for protecting the environment but government efforts are not sufficient. It is the first duty of every citizen to be aware and responsible for his/her environment. Environmental awareness stands for proper knowledge of environment and its problems towards which every individual should be aware of it. Environmental issues in India include various natural hazards, particularly cyclones and annual monsoon floods. A large number of Indian rivers are severely polluted as a result of discharge of domestic sewage. Environmental awareness implies to acquire the knowledge about the problems related to the environment from any individual to social group. It has been a great opportunity in country like India because of lack of required scientific approaches and proper knowledge among people. Environment is not only associates with water, air, sound and everything which is used in our life but also has close relation with the areas like eradication of disease, protection of forests, saving wild life and saving the earth. Today environmental pollution has become a matter of global concern. It is our common humane responsibility to understand the environmental issues, we environmentally aware and to behave sustainably so that coming infinite generations of mankind on this earth could find essential natural resources like air, water, productive and fertile soil, peaceful and healthy environment, enough food, good social and cultural traditions, range of variety of flora and fauna and environment free of radiation and toxic agents and pollution free environment. This could be achieved only when every individual belonging to any field will be aware. India is a big country with great socio- cultural variety, huge population, poverty, mass unemployment and lack of quality education. Government of India hand in hands with provincial governments and nongovernment organizations is struggling to eradicate poverty, create employments, environmental awareness and overall improvement in system of education. These attempts of improving education, spreading environmental awareness among the huge population of India depends for success largely on her teachers, teacher educators and managers. Environmental awareness is possible through formal environmental education and good teachers. Good teachers to impart environmental education also entails practice in decision making and self-formulation of a code of behaviour about issues concerning environmental quality (Srivastava, 2002). The goal of environmental education is to develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivation and commitment to work individually and collectively towards solutions of current problems and the preventions of new ones (Reddy and Reddy, 2007). Many studies reveal good effects of environmental education on students. Significant differences were found between teachers with respect to their subject specialization. Science teachers had greater educational awareness than both social science and language teachers. Social science teachers had greater awareness than language teachers (Dhillon and Sandhu, 2005). No difference in environmental awareness and action are found due to gender and academic performance ( Sengupta, 2005). Gender did not show effect on attitude towards Environment and environmental changes (Jyotirmai, 2011). There is significant difference in environmental awareness of students of textile engineering and management (Kumar & Kumari, 2013). Trainee teachers are teachers of tomorrow and they will shoulder the responsibility of imparting environmental education and creating environmental awareness among the students and community members. Teacher educators prepare teachers for teaching students environmental awareness. They equip their trainees with latest knowledge, skills of communication in classes and effective, interactive, cooperative and learner centred pedagogies. Managers play vital role in making policy of education for developing environmental awareness among students and masses and in implementing of the same at school and college levels and at informal forums of creating environmental awareness. Managers play their most important role in providing teachers freedom to teach, discuss and work on environmental issues in classrooms and to provide students with conductive environment for creating environmental awareness within and outside the classrooms of schools and colleges and at community forums, also. But just like the fact that a lamp can lit another lamp only while it is burning itself. Similarly the pupil teachers, trainee teacher educators and trainee administrators can do better for environmental awareness if they themselves have proper environmental awareness. After completing their courses, these trainees can teach, train and handle the education of youths and masses to impart knowledge, develop proper attitude and awareness on various issues related to environment, its protection and sustenance. This could only possible when these trainees themselves are aware of environmental issues, hazards, protection skills, methods of conservation of environment and proper environmental awareness. This study has been conducted with this rationale.
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OBJECTIVES 1. 2. 3. 4. To compare the Environmental Awareness of Pupil Teachers and Trainee Teacher Educators. To compare the Environmental Awareness of Pupil Teachers and Trainee Managers. To Compare the Environmental Awareness of Trainee Teacher Educators and Trainee Managers. To compare the Environmental Awareness of Pupil Teachers, Trainee Teacher Educators and Trainee Managers.
HYPOTHYSES 1. 2. 3. There is difference in Environmental Awareness of Pupil Teachers and Trainee Teacher Educators. There is difference in Environmental Awareness of Pupil Teachers and Trainee Managers. There is difference in Environmental Awareness of Trainee Teacher Educators and Trainee Managers.
METHOD OF RESEARCH The study has been conducted through Normative Survey Method under Descriptive Method of Research. Population The pupil teachers enrolled as students in Bachelor of Education (B. Ed.) programme, and the trainee managers enrolled as students in Master of Business Administration (MBA) programme and the trainee teacher educators enrolled as students in Master of Education (M. Ed.) programme being run in Gorakhpur city of Uttar Pradesh have constituted the population of this study. Sampling and Sample Sampling for the study was done through Stratified Random Cluster Sampling Method. One section of B.Ed., MBA, each and two sections of M.Ed. students from the population were selected as sample. Thus, as per the standard intake of the students in these programmes, total 80 pupil teachers, 70 trainee teacher educators and 60 trainee managers had constituted the sample of the study. Final and effective sample of the study was comprised of 150 subjects including 50 each from pupil teachers, trainee teacher educators and trainee managers. OPERATIONALIZATION OF TECHNICAL TERMS Environmental Awareness: Environmental awareness stands for individuals knowledge of causes of population, conservation of soil, forest and air, energy conservation, conservation of human health and conservation of wild- life and animal husbandry related dimensions of environmental awareness and willingness to lead an environmental friendly life. Tools of Data Collection Environmental Awareness Ability Measure (EAAM) constructed and standardized by Jha, (1998) was administered to collect necessary data for the research .This scale covers cause of population, conservation of soil, forest and air, energy conservation, conservation of human health and conservation of wild- life and animal husbandry related dimensions of environmental awareness. Statistical Techniques Used For data analysis Mean and Standard Deviation of the scores of different groups were calculated and to test the hypotheses, the value of Critical Ratio (CR) was calculated. The hypotheses were tested at 0.05 levels of significance. ANALYSIS AND INTERPRETATION OF DATA Objective wise interpretation of data has been organised as hereunder. Table: 1 show the Comparison of Environmental Awareness scores of groups of pupil teachers and trainee teacher educators.
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Table 1. Comparison of Environmental Awareness of Pupil Teachers and Trainee Teacher Educators Groups Pupil Teachers Trainee Teacher Educators *Not significant at 0.05 level of significance. It is evident from this table that the mean scores of environmental awareness of Pupil Teachers was 43.86 and the standard deviation was found to be 3.69 whereas the mean of Trainee Teacher Educators was 44.40 and standard deviation was 3.74.Value of Standard Error of Difference on both Means was .74. The value of Critical Ratio was found to be 0.73. Calculated value of critical Ratio- 0.73 was less than table value (1.98) at 0.05 level of significance. Hence, the hypothesis there is difference in Environm ental Awareness of Pupil Teachers and Trainee Teacher Educators was disapproved and the alternative hypothesis of no difference was approved. It was concluded from analysis of the data that there was no actual difference in environmental awareness of pupil teachers and trainee teacher educators and the difference seen whatsoever might be due to the error. Table: 2 show the Comparison of Environmental Awareness scores of groups of pupil teachers and trainee managers. It is evident from this table that the mean scores of environmental awareness of Pupil Teachers was 43.86 and the standard deviation was found to be 3.69 whereas the mean of Trainee Managers was 40.52 and standard deviation was 4.70. Value of Standard Error of Difference on both Means was .82. The value of Critical Ratio was found to be 4.07. Calculated value of critical Ratio was more than table value (1.98) at 0.05 level of significance. Hence, the hypothesis there is difference in Environmental Awareness of Pupil Teachers and Trainee Managers was approved. Table 2. Comparison of Environmental Awareness of Pupil Teachers and Trainee Managers Groups Pupil Teachers Trainee Managers N 50 50 Mean 43.86 40.52 SD 3.69 .82 4.7 4.07* SEDM Value of CR N 50 50 Mean 43.86 44.40 SD 3.69 .74 3.74 0.73* SEDM Value of CR
*Significant at 0.05 level of significance. It was concluded from analysis of the data that there was a significant difference in environmental awareness of pupil teachers and trainee managers. Table 3 shows the Comparison of Environmental Awareness scores of groups of Trainee Teachers Educators and Trainee Managers. It is evident from this table that the mean scores of environmental awareness of Trainee Teacher Educators was 44.40 and the standard deviation was found to be 3.74 whereas the mean of Trainee Managers was 40.52 and standard deviation was 4.70. Value of Standard Error of Difference on both Means was .84. The value of Critical Ratio was found to be 4.62. Calculated value of critical Ratio was more than table value (1.98) at 0.05 level of significance. Hence, the hypothesis there is difference in Environmental Awareness of Pupil Table 3. Comparison of Environmental Awareness of Trainee Teacher Educators and Trainee Managers Groups Trainee Teacher Educators Trainee managers Number 50 50 Mean 44.40 40.52 SD 3.74 .84 4.70 4.62* SEDM Value of CR
*Significant at 0.05 level of significance.
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Teachers and Trainee Managers was approved. It was concluded from analysis of the data that there was a significant difference in environmental awareness of pupil teachers and trainee managers. The level of environmental awareness of group of pupil teachers group of trainee teacher educators group of trainee managers was roughly compared on the bases of difference in their Mean and Standard Deviation scores. Table: 4 show the comparison of Mean and Standard Deviation scores the groups under study. The mean scores of groups of pupil teachers, trainee teacher educators and trainee managers were 43.86, 44.40 and 40.52, respectively. Table 4. Comparison of Environmental Awareness of Pupil Teachers,Trainee Teacher Educators and Trainee Managers Groups Group of Pupil Teachers Group of Trainee Teacher Educators Group of Trainee Managers N 50 50 50 Mean 43.86 44.40 40.52 Standard Deviation 3.69 3.74 4.70
This shows high level of environmental awareness because the tool used for this study purported to measure the extent of awareness of people. The norms of the tool claim that the Environment Awareness scores obtained between 37-51 shows high awareness of environment. Means scores on environmental awareness of all the three groups ranged between 37 to 51. It was concluded thus that level of Environmental Awareness of pupil teachers, trainee teacher educators and trainee managers was higher. CONCLUSIONS 1. The value of Critical Ratio of Environmental Awareness scores of the groups of pupil teachers and trainee teacher educators was 0.73 which was not significant at 0.05 level of significance. Therefore, it was concluded that pupil teachers and trainee teacher educators were similar on environmental awareness. The value of Critical Ratio of Environmental Awareness scores of the groups of pupil teachers and trainee managers was 4.07 which was significant at 0.05 level of significance. Therefore, it was concluded that pupil teachers and trainee managers differ on environmental awareness. On the basis of comparison of Mean Scores of both groups, it could be derived that pupil teachers were more aware about the environment. The value of Critical Ratio of Environmental Awareness scores of the groups of trainee teacher educators and trainee managers was 4.62 which was significant at 0.05 level of significance. Therefore, it was concluded that trainee teacher educators and trainee managers differ on environmental awareness. On the basis of comparison of Mean Scores of both groups, it could be derived that trainee teacher educators were more aware about the environment. The mean value of the scores of pupil teachers, trainee teacher educators and trainee managers were 43.86, 44.40 and 40.52, respectively. Therefore, it could be concluded that the level of environmental awareness of pupil teachers, trainee teacher educators and trainee managers was of higher level.
2.
3.
4.
EDUCATIONAL IMPLICATIONS The present study carries a specific role in the field of education as the study is related to an importance and urgent area of environment awareness. Today we everywhere find pollution and people suffering from serious diseases due to pollution. The pupil teachers, trainee teacher educators and trainee managers who are important stake holders of present and future of the nation are highly environment aware. The pupil teachers and trainee teacher educators should be made more environmentally aware. Trainee managers need more environmental awareness. The results of the study are implacable in educational planning, management, development of curriculum of pedagogy of environmental awareness elementary, secondary and teacher training programmes.
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REFERENCES Dhillon, J. S. & V. S. Sandhu, (2005): Environment Education Awareness among Elementary School Teachers. Perspectives in Education, Baroda; SERD, Vol. 21(2), pp. 117-122. Jha, Praveen Kumar, (1998): Manual for Environmental Awareness Ability Measure. Agra: National Psychological Corporation. Jyotirmai, Nayak, (2011): Study of Effect of Gender on Attitude towards Environment and Environmental Changes, Indian Educational Review, New Delhi; NCERT, Vol.49 (2). Kumar, Munesh, & kumara, Pooja, (2013): A Comparative Study of Environmental Awareness among the students of Textile Agriculture and Management in Kanpur City, AED Journal of Educational studies, Gorakhpur; AED, Vol. 2(1), pp. 57-65. Reddy, K. Purushottam & D. Narshima, Reddy. (2007): Environmental Education. Hyderabad: Neelkamal Publications, p. 160. Sengupta, Madhumala, (2005): Environmental Awareness of Environmentally Active and Passive Students in Relation to Motivation and Academic Performance, Ph. D. in Education, Calcutta; University of Calcutta. Srivastava, Pankaj, (2002): Environmental Education by ECSDS. New Delhi: Anmol Publication Pvt. Limited, p. 58.
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PAULO FREIRES PEDAGOGY OF THE OPPRESSED AND NARRATIVE PEDAGOGY

Dr. Mariamma Mathew1 Abstract In a climate where education is being conceptualized instrumentally in many societies, it is important to reclaim the importance of pedagogy as a set of principles underpinning educative activities, and highlight the noble work that teachers and educators do in order to enable and guide the learners learning. Narrative pedagogy is defined as the facilitation of an educative journey through which learning takes place in profound encounters and by engaging in meaning making and deep dialogue and exchange. INTRODUCTION Narratives in the human sciences should be defined provisionally as discourses with a clear sequential order that connect events in a meaningful way for a definite audience and this offer insights about the world and or peoples experiences of it (Hinchman and Hinchman, 1997). Narratives can be significant sites for individual learning. In this way, a persons sense of self is embedded in the narrative construction. Learning through narrative encounter has transformative potential. Transformative learning theory was first conceived and developed by Meziron (1978) through a study of women returning to education. Narrative learning has transformative potential, yet transformation does not mean a constant shift in an individuals narratives. In fac t, narrative learning also seeks to consolidate a persons journey and allow them to develop a sense of integrity in their overall narrative, uniting past and present experiences and formulating a future trajectory. NARRATIVE PEDAGOGY Pedagogy is defined as the art, occupation or practice of teaching: Also the theory of principles of education, a method of teaching based on such a theory (Oxford English Dictionary). In Chapter 2 of Paulo Freires Pedagogy of the Oppressed (1970) the author listed the following pedagogic principles that aims at oppressing the people: a. b. c. d. e. f. g. h. i. The teacher and the students are taught The teacher knows everything and the students know nothing The teacher thinks and the students are thought about The teacher talks and the student listens The teacher disciplines and the students are disciplined The teacher chooses and enforces his choice, and the students comply The teacher acts and the students have illusions of acting through the action of the teacher The teacher chooses the programme content and the students adapt to it The teacher is the subject of the learning process while students are mere objects.
In a climate where education is being conceptualized instrumentally in many societies, it is important to reclaim the importance of pedagogy as a set of principles underpinning educative activities, and highlight the noble work that teachers and educators do in order to enable and guide the learners learning. Narrative pedagogy is defined as the facilitation of an educative journey through which learning takes place in profound encounters and by engaging in meaning making and deep dialogue and exchange. NARRATIVE PEDAGOGY CONSISTS OF FOUR KEY ELEMENTS: Teachers authentic engagement including sharing personal narratives Deep caring relationships Respect Love
Narrative pedagogy starts with teachers authentic engagement, and also involves deep relationship s. The relationship between the teacher and the learner is the key to narrative learning. Narrative Pedagogy is an invitation to enter another individuals mind, emotions and spirit as well as values, worldviews, traditions and moral and personal dilemmas. Narrative Pedagogy is about showing respect and appreciation for an individuals
1
Associate Professor , Peet Memorial Training College, Mavelikara
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nature, disposition, talents and aspiration. It also depends on the teachers ability to identify with the learners as persons and fellow human beings and to be open to the learners self-knowledge, current needs, narrative capacities and characters, lived experience of the past and present and their capacities for consolidating, modifying and transforming their narratives towards their wellbeing and flourishing. Pedagogy is a moral activity (Carr, 2000). This is because whatever choices are made, there are moral implications. The teachers choices of acting in a particular way in her teaching, for example deciding to share personal narratives, to enter a reciprocal relationships with the learner, to show respect and love to the learners in her group are based on moral decisions. SPIRAL PROCESS OF NARRATIVE LEARNING
Narration
Narrating ones life
Collaboration
Reconstructing personal Integration
Dialogic conversation and integration Location
Narrative and new action Theorisation
Conceptualizing human experience
As shown in fig. the starting point is creating a space for narration. It is always helpful to provide an opportunity for the learner to reflect on his/her life stories before the narration. In this way, narration has a preactive phase and an interactive phase. Following on from narration it is a collaborative event where stories and interpretations are exchanged and reconstructed and revised. Collaboration can also take place in a group social setting where teachers/facilitator and learners compare their stories and interpretation, develop thematic and conceptual understandings and insights and identify challenges and dilemmas. Through collaboration, the learners come to locate their own narrative in historical, cultural and social spaces. Location provides a degree of understanding as to why individuals tell their story in this way at this moment. CONCLUSION In this paper, the episodic nature of narrative pedagogy and learning is stressed. Life throws up many challenges and transitions, dilemmas and disorientations, changes and continuities, meanwhile the wider historical and social context is subject to similar disruptions, dysfunctions and conjectures. As a result, the spiral of narrative pedagogy and learning is an endless flux. REFERENCES Carr, D (2000). Professionalism and ethics in teaching. London: Routledge. Goodson, Ivor F and Gill Schento R. (2011). Narrative Pedagogy, Life history and learning. New York: Peter Lang. pp.118-130. Hinchman, L and Hinchman, S (1997). Memory, identity, community. The idea of narrative in human sciences. New York: SUNY Press.
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ICT BASED ASSESSMENT IN SCHOOLS: TEACHERS ATTITUDE

Sindhu S.1 Abstract Education is recognized across the world as perhaps the most vital public service of all. But how can we measure its effect? Assessment is essential to allow individuals to get the educational support they need to succeed, to see the effectiveness of different educational methods, and to ensure that education budgets are being spent effectively. Inevitably, assessment also risks marking teachers, learners and institutions as successes or failures. The primary purpose of assessment is to improve student learning. Assessment that supports student learning has a variety of purposes and specific terms to explain those purposes. Assessment is the process of gathering information that reflects how well a student is learning the curriculum expectations of a grade or course. When teachers use this information to adjust their instruction, select appropriate resources and provide feedback that supports learning, they are engaged in assessment for learning practices. When students use this information to monitor their own growth, set individual goals for improvement and provide feedback to their classmates, they are engaged in assessment as learning practices. When students submit their work to be judged by their teacher against the achievement chart, the teachers are engaged in assessment of learning. Technology can be used for assessment purposes at various levels ranging from the management of the assessment information to a fully automated assessment system. Using technology for the management of assessment information can enable information to be presented in different ways to meet the needs of different audiances. Not only the quality of presentation of reports but more importantly the range and scope of their content can be improved by utilizing technology for this purpose. At the other extreme, in a fully automated assessment system all aspects of the system from the assessment which the student completes to the processing and administration of the marks, including the overall management of assessment information, is technology based. Recent developments in computer technologies have influenced many areas including educational testing and assessment. It is possible to group those effects under two titles. First, improvements in computer technologies have enabled more complicated statistical applications for test and scale development, which in turn have enabled discussion and development of more advanced statistical analyses. Second, those advancements in computer technologies have led to the development of web-based, computer-based, and/or computerized adaptive test applications, besides those traditional paper-pencil tests. This study investigated the attitude of high school teachers towards computer based assessment . The sample for this study is high school teachers in Kerala. The results of this study revealed that significant difference exist between attitudes of high school teachers. INTRODUCTION Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes, and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole .The final purposes and assessment practices in education depends on the theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge and the process of learning. The documentation of student learning and progress now plays a primary role in how our schools and educational programs are evaluated. Assessment in all its forms (e.g., formative, summative, self-assessment) has become one of the biggest discussion points in education today. Educational accountability, as identified through No Child Left Behind (NCLB) along with national and state standards, must now be demonstrated in the classroom through the documented collection of student learning evidence. Due to this educational reality, teachers play a central role in this process.
Assisstant Professor, N.S.S.Training College, Changanacherry, Kottayam, Kerala.
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Assessment can be one of the most difficult aspects of teaching. The educational, emotional, and formative ramifications of judging a young persons work can weigh heavily on the mind of a teacher. But in spite of the anxiety it poses, knowing how to assess students in order to improve instruction is a core principle of effective teaching. One cause for assessment anxiety is confusion about what assessment means and about its purpose. In the minds of many community members and parents, assessment means testespecially a highstakes state test. For students, assessment often is perceived as a means of competing with classmates for the highest grade instead of as a mile marker on the journey to increased knowledge and understanding. All assessments are created to serve some purpose, whether to diagnose a learning disability, to identify a student who needs remediation, or to determine whether a school district has met its achievement goals. However, no one assessment serves all of these purposes well. Standardized, summative assessmentsthose high-stakes testsare designed to provide information on the performance of districts and schools so resources and support can be well targeted. But for classroom teachers, that information is incomplete. The results might tell teachers which students in their classes have not mastered a reading comprehension objective, but they do not tell what kind of instruction those students need to master the objective or what errors in thinking led to the incorrect answers. To get that kind of information, teachers need the results provided by the consistent use of classroom-based formative assessments. PURPOSE OF ASSESSMENT From its close focus on helping teachers and pupils build a shared understanding of the progress the pupil has made in order to provide pointers for further development, to the wide-angle view of national education standards that test and examination results purport to provide, assessment information is now used in a multitude of ways. Yet the assessments on which these data rest have not been designed to support all such uses and interpretations. Whether they are capable of supporting the inferences drawn from them is a key question. It is helpful to make a distinction, here, between the intended use, or uses, of assessment data, and their actual uses. Assessments are often designed quite differently to ensure their fitness for different purposes. Or, to put it another way, results that are fit to be used for one particular (intended) purpose may not be fit to be used for another, regardless of whether they are actually used for that additional purpose. We must there fore consider carefully the ways in which assessment data are actually used. Paul Newton has identified 22 such uses These are, however, only broad categories. If one considers each purpose in detail, the number of uses for the data can multiply. For example, one of these purposes, Institutional Monitoring, comprises a huge number of uses for assessment data. It is now common in England for data to be used for: school-by-school performance tables; judgments on whether or not schools have hit test and examination targets; performance pay and performance appraisal judgments for teachers and school leaders ; assessments of teachers qualifications for promotion; within-school comparisons of the relative performance of different teachers; judgments as to whether schools qualify for school-by-school schemes including specialist school and training school status; appraisals as to whether they should be threatened with closure; and decisions on whether or not private companies running some schools and local authorities should qualify for incentive payments. Test and examination data are also pivotal instead of inspection judgments Assessment information has become a proxy measure that is supposed to facilitate judgments on the quality of most elements of our education system: its teachers, head teachers, schools, support services, local authorities and even the government itself. This represents a fundamental change from the situation even 20years ago, when test and examination results were predominantly meant to serve as indicators of what a pupil knew and understood of a subject. Sometimes, where there is more than one use to which assessment data is being put, it is not clear which is meant to take priority. Thus, for example, in countries where school-by-school performance data are published, this is commonly designed to facilitate judgments both on the quality of the institution and on an individual pupils progress and future learning needs. But there may be negative consequences for the pupil, if an institution takes actions designed to improve its performance in the measured assessments which go against the young persons long-term educational needs, for instance, where teachers drill pupils in techniques for earning marks at the expense of teaching for deeper understanding. 1. The use of assessment to help build pupils understanding, within day-to-day lessons. 2. The use of assessment to provide information on pupils achievements to those on the outside of the pupil teacher relationship: to parents (on the basis of in-class judgments by teachers, and test and examination results), and to further and higher education institutions and employers (through test and examination results).
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3. The use of assessment data to hold individuals and institutions to account, including through the publication of results which encourage outsiders to make a judgment on the quality of those being held to account. Another important way to understand the different uses and impacts of assessment is to see the assessment system as a structure which both provides information and influences what people do. The latter should not be overlooked, as publishing information, which has consequences attached for those who come out well or badly on the basis of these data, will influence teaching, although not necessarily positively. How are assessment and teaching connected? Assessment exists as the essential complement to teaching. With an effective classroom assessment system in place, a valid demonstration of student learning and progress connected to classroom instruction and experience can be confirmed. Moreover, if the classroom assessment system is aligned with the intended academic content standards, then direct evidence that students have acquired expected knowledge and skills mandated by district, state, or national standards can be provided. By making assessment a part of the teaching process, it becomes an essential element of every educational experience that is provided in the classroom. Classroom assessment is, by design, a continuous process where specific student product information (e.g., pages read and review questions answered, two digit multiplication problems solved, Shakespeare project completed, questions answered in class, etc.) is examined and reviewed to make sure appropriate and genuine progress toward an identified learning goal or target (i.e. what students are expected to know and be able to do once the instruction is complete) is being met. What assessment types or approaches are found in the classroom? The main assessment types or approaches that are used in the classroom include formative assessment, self-assessment, and summative assessment. Formative assessment involves the teacher providing constructive review, confirmation and/or correction to students in order to promote their learning without any formal cost (e.g., losing points, being graded) connected to the learning event. Self-assessment is the relatively new skill expectation for students. As a process, self-assessment involves students selecting and/or prioritizing individual learning goals or outcomes, monitoring ones progress toward those lea rning outcomes as well as determining what individual adjustments, if any, are needed throughout an instructional experience. Summative assessment is the most recognized form of classroom assessment. This type of assessment is used to officially confirm and document a students performance usually in the recognized form of a grade or mark. The most recognized summative assessment measure is the classroom test. However, other forms of student work (e.g., project, rubric, portfolio) can and do serve as useful summative assessments. In order for summative assessment to be truly effective, formative assessment and self-assessment must be utilized and directly connected to any summative product. In fact, all need to be part of the instructional process. Although designed for different purposes, collectively they provide the opportunity for academic success to be maximized for every learner in the classroom; and all are necessary when constructing and utilizing any classroom assessment system. Integration of Technology and Assessment This considers uses of technology in educational assessment from the perspective of innovation and support for teaching and learning. It examines assessment cases drawn from contexts that include large-scale testing programs as well as classroom-based programs, and attempts that have been made to harness the power of technology to provide rich, authentic tasks that elicit aspects of integrated knowledge, critical thinking, and problem solving. These aspects of cognition are seldom well addressed by traditional testing programs using paper and pencil or computer technologies. The paper also gives consideration to strategies for developing balanced, multilevel assessment systems that involve articulating relationships among curriculum-embedded, benchmark, and summative assessments that operate across classroom, district, state, national, and international levels. It discusses the multiple roles for technology in an assessment-based information system in light of the decision support needed from the multiple actors who operate across levels of the education system. Thus with a consideration of the current state of the field as well as the potential for technology to help launch a new era of integrated, learning-centered assessment systems. Across the disciplines, technologies have expanded the phenomena that can be investigated, the nature of argumentation, and the use of evidence. Technologies allow representations of domains, systems, models, data, and their manipulation in ways that previously were not possible. Dynamic models of ecosystems or molecular structures help scientists visualize and communicate complex interactions. Models of population density permit investigations of economic and social issues. This move from static to dynamic models has
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changed the nature of inquiry among professionals as well as the way that academic disciplines can be taught. Correspondingly, a new generation of assessments is well on its way to transforming what, how, when, where, and why assessment occurs and its linkages to teaching and learning. Powered by the ever-increasing capabilities of technology, these 21st century approaches to assessment expand the potential for tests ICT based assessment: Importance It is difficult and maybe even impossible to imagine future learning environments that are not supported, in one way or another, by Information and Communication Technologies (ICT). When looking at the current widespread diffusion and use of ICT in modern societies, especially by the young the so-called digital generation then it should be clear that ICT will affect the complete learning process today and in the future. There is, in other words, a widespread belief that ICTs have an important role to play in changing and modernizing educational systems and ways of learning and assessment. There is, however, little scientific evidence of the concrete contributions of ICTs to the learning domain, despite the efforts of the last decades. The impact of the ICT on learning can be approached in different ways. There is no single concept of learning through the use of ICT. Many different types can be envisaged: computer assisted learning, weblearning, computer-classes, online training, distance education, eLearning, virtual learning, digital training, etc. In this review, a broad view on ICT and Learning is taken. Consequently, its impact on the learning process should encompass not only traditional learning outcomes but also the use of ICT by teachers (teacher training), the organizational use of ICT by education and training institutions. HYPOTHESES OF THE STUDY 1. 2. There exists a favorable attitude towards ICT based assessment in schools among teachers. There is a significant difference in the attitude of teachers towards ICT based assessment in schools on gender.
OBJECTIVES OF THE STUDY 1. 2. To study the attitude of teachers towards ICT based assessment in schools. To study whether there exist a significant difference in the attitude of teachers towards ICT based assessment in schools based on gender.
METHODOLOGY The investigator adopted normative survey method for the study. Sample selected The sample comprised of 50 high school teachers from Kottayam district. Tools used 1. 2. Personal data sheet. Scale of attitude towards ICT based assessment in schools.
Statistical techniques used 1. 2. Percentage analysis. t test.
RESULT AND DISCUSSION Table1. Attitude of School Teachers towards ICT Based Assessment Favourable N 32 % 64 N 12 Undecided % 24 N 6 Un favourable % 12
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Out of 50 teachers, 32 of them showed a more favourable attitude towards ICT Based assessment, where as 12 teachers remained in the undecided category and 6 of them were un favourable this may be due to the lack of awareness about computer knowledge. So an emphasis should be given to train the teachers. Table 2. Comparison of the Mean Scores of Attitudes Based on Sub Sample Sub-sample Female Male N 22 28 Mean 12.77 16.39 S.D 1.66 0.73 t 9.5 S
From the Table 2 it is clear that the calculated t value 9.5 is found to be greater than the table value of t at 0.01 level. This shows that there exists significant difference between the male and female teachers in their attitude towards ICT based assessment. Male teachers are having more favourable attitude towards ICT based assessment in schools. FINDINGS AND CONCLUSION 64% of the teachers showed a favourable attitude towards ICT based assessment in schools.24% of the teachers remained undecided category and 12% of the teachers showed un favourable attitude. Male teachers are having more favourable attitude towards ICT based assessment in schools.
In this twenty-first century computers are part of our day to day life. Its application and usage are wide. Computers are used in a variety of settings within the educational field. They can be used by guidance counselors, administrators, web masters, library media specialists, students, teachers, clerical workers and food service employees for many different reasons. Computers lend an organizational hand to schools, and they also improve productivity in several areas. For these reasons, computer technology has become an essential part of the educational system. The impact of the ICT on learning can be approached in different ways. There is no single concept of learning through the use of ICT. Many different types can be envisaged: computer assisted learning, weblearning, computer-classes, online training, distance education, eLearning, virtual learning, digital training, etc. In this review, a broad view on ICT and learning is taken. Consequently, its impact on the learning and assessment sprocess should encompass not only traditional learning outcomes but also the use of ICT by teachers (teacher training), the organizational use of ICT by education and training institutions. REFERENCES Aceto, S., Dondi, C. & Kugemann, W.F. (eds.) (2004) Technologies for the Knowledge Society & Lifelong Learning. Key Findings & Suggestions for Action, POLE project report, Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2002) Working inside the black box: assessment for learning in the classroom. London: Kings College London. Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2003) Assessment for learning: putting it into practice. Maidenhead: Open University Press. Cartelli, A. (ed.) (2006) Teaching in the Knowledge Society: New skills and instruments for teachers, Information Science Publishing: Hershy, USA & London, UK. Davies, Ch. (2005) 14-19 and Digital Technologies: A Review of Research and Projects, Futurelab Report Series No. 13, Bristol: Futurelab. http://www.futurelab.org.uk/ ELNORD (2006) eLearning Nordic 2006, Edited by Pedersen, S.G., Malmberg, P., Christensen, A.J., Pedersen, M., Nipper, S., Grm, CD., Norrgrd, J. & Ramboll Management. Copenhagen: Ramboll Management. www.ramboll-management.com eUser (2005) Synthesis and Prospective Analysis, D5.1: First Synthesised Inputs to Knowledge Repository, Including Initial Survey Results and Good Practice Examples, August 2005, eUser project. 1
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Fisher, T.; Higgins, C.; Loveless, A. (2006) Teachers Learning with Digital Technologies: A Review of Research and Projects, Futurelab Report Series No. 14, Bristol: Futurelab. Newton, P. (2010, in press) Educational Assessment Concepts and Issues: The Multiple Purposes of Assessment. In E. Baker, B. McGaw, & P. Peterson, (Eds.) International Encyclopedia of Education. Third Edition. Oxford: Elsevier. Ramboll Management (2005) The use of ICT for learning and teaching in initial Vocational Education and Training, Study for the European Commission DG Education and Culture, November 2005. Ridgway, J.; Mc Cusker, S. and Pead, D. (2004) Literature Review of E -Assessment, Futurelab Report Series No. 10, Bristol: Futurelab. http://www.futurelab.org.uk/ Rubens, W. & Heinze, O. (sd) Portfolio as a tool for academic education and professional development: problems and challenges, IVLOS Institute of Education, Utrecht University. VISIONS 2020 Transforming Education and Training Through Advanced Technologies, U.S. Department of Commerce, Washington.
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MENTAL HEALTH STATUS IN RELATION TO COGNITIVE STRESS OF TEACHERS IN MULTIGRADED LEARNING CENTERS OF KERALA
Dr. Jaya Jaise1 and Alizabeth George2 Abstract The study investigated the Mental Health Status in relation to Cognitive Stress of Teachers in Multi Graded Learning Centers of Kerala. The sample comprised 75 Teachers in Multi graded Learning Centers of Kerala northern region like Malappuram, Wayanadu, Kozhikkodu, Canannore and Kasaragod districts. A standard Mental health Status Scale and Cognitive Stress Scale were used for data collection. The data were analyzed through t-test and Correlation techniques. The result of analysis showed that Teachers in MGLCs have moderate levels of Mental Health Status and teachers in MGLCs of Coastal and Rural Locale do not differ significantly in their Mental Health Status. Teachers in MGLCs having Pre-Service Teacher Training and those without Pre-Service Teacher Training differ significantly in their Mental Health Status. Teachers in MGLCs having 10 years and above Teaching Experience and those having below 10 years teaching Experience do not differ significantly in their Mental health Status. The results revealed that Teachers in MGLCs have moderate levels of Cognitive Stress and Locale do not differ significantly in their Cognitive Stress. Teachers in MGLCs having Pre-Service Teacher Training and those without Pre-Service Teacher Training differ significantly in their Cognitive Stress, but 10 years and above Teaching Experience and those having below 10 years Teaching Experience differ significantly in their Cognitive Stress. MENTAL HEALTH STATUS OF TEACHERS During the 1950s, psychology addressed the full spectrum of human behavior through its scholarship and practice. In 1955, Erich Fromm explored the sane society, defining Mental Health as the ability to love and to create. During the same period, social psychologist (Marie Jahoda, 1958) characterized Mental Health as the positive condition that is driven by a persons psychological resources and desires for personal growth. She described six characteristics of the mentally healthy person: 1. A personal attitude toward self that includes self acceptance, self-esteem, and accuracy of self-perception. 2. The pursuit of ones potentials. 3. Focused drives that are integrated into ones personality. 4. An identity and values that contribute to a sense of autonomy. 5. World perceptions are accurate and not distorted because of subjective needs. 6. Mastery of environment and enjoyment of love, work and play. COGNITIVE STRESS OF A TEACHER Stress is a term of Latin origin, which was first used in the 15th century as a shortened form of distress to denote obnoxious human experience. It was Hans Seley (1936) who first introduced the concept of stress in the life science. During the 18th and 19th centuries, stress was equated with force, pressure or strain exerted upon a material, object or person which these factors attempts to maintain its original state. Stress is defined as an adaptive response to an external situation that results in physical, psychological, and behavioral deviations for organizational participants. (Kyriako, 1987). Who defined Teacher stress as the experience by Teachers of negative or unpleasant emotions resulting from aspects of their work? Stress comes from any situation or a circumstance that requires behavioural adjustment. Any change, either good or bad is stressful, and whether its a positive or negative change, the psychological response is the same (Lazarus, 2000). Teaching is also a risky profession in now days because heavy work load and Teacher roles like mother, coach, and counselor are giving mental tension and lack of confidence (Mrozek, 2012).
1 2
Associate Professor, School of Pedagogical Sciences, M.G. University, Kotayam, Kerala Lecturer, Kannur University Center, Kasargod, Kerala
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OBJECTIVES OF THE STUDY 1. 2. 3. 4. 5. To explore the Mental Health Status of Teachers of MGLCs and to make comparisons based on Locale of MGLCs, their Pre-Service Training and Teaching experience. To explore the Cognitive Stress of Teachers of MGLCs and to make comparisons based on Locale of MGLCs, their Pre-Service Training and Teaching Experience. To explore the Burnout of Teachers of MGLCs and to make comparisons based on Locale of MGLCs, their Pre- Service Training and Teaching Experience. To explore the relationship between Mental Health Status and Cognitive Stress of Teachers based on Locale of MGLCs, their Pre-service Teacher Training and Teaching Experience. To explore the relationship between Mental Health Status and Burnout of Teachers based on Locale of MGLCs, their Pre-service Teacher Training and Teaching Experience.
METHODOLOGY The investigator used the normative survey method for the study. Considering the different aspects of the study, the technique of Random Sampling was employed for gathering of data. The sample comprised 75 Teachers of MGLCs from five districts of Kerala, viz. Wayanad, Malappuram, Kannur, Kozhikode and Kasargod. The sampling was made giving due representation to Locale of School, Pre-Service Training of Teachers, and their Teaching Experience. The tools used for the studies are: 1. Mental Health Status Scale (P. Gireesan and Sam Sanandaraj, 1988) 2. Cognitive Stress Scale (Prepared and standardized by the Investigator) 3. Burnout Inventory (Andrew Goliszek, 2001) 4. Interview (an unstructured interview with the SSA officials, BPOs and Teachers of MGLCs). Table 1. Mean, Standard Deviation and Critical Ratio of Mental Health Status scores of Teachers in MGLCs for the Locale groups Locale groups Coastal Rural No 12 63 Mean 173.67 155.98 Standard Deviation 49.85 1.19 28.03 P>0.01 Critical Ratio Level of Significance
Table 1 shows that the Mean and Standard Deviation of scores of Mental Health Status scores of Teachers in MGLCs are 173.67 and 49.85 for those in the Coastal Locale as compared to 155.98 and 28.03 for those in the MGLCs in the Rural Locale respectively. The Critical Ratio obtained is not significant either at 0.05 or 0.01 levels (CR= 1.19; P>0.01).These results indicate that, there is no significant difference between the Mental Health Status scores of the Teachers in MGLCs of Coastal and Rural Locales.That is, Mental Health Status of Teachers in MGLCs of Coastal as well as Rural Locales are alike. Mental Health Status scores of Teachers having Pre-Service Training in Teaching (N=29) was compared to those without Pre-Service Training in Teaching (N=46). The Mean and Standard Deviation of their scores of Mental Health Status were computed and tested for significance. The results are tabulated in Table 2.
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Table 2. Mean, Standard Deviation and Critical Ratio of Mental Health Status Scores of Teachers in MGLCs for the Teacher Training Groups Teacher Training Groups Teachers having Pre-Service Teacher Training Teachers without Pre-service Teacher Training N Mean Standard Deviation 13.29 6.70 46 17.17 7.73 P<0.01 Critical Ratio Level of Significance
29
165.36
From Table 2, it can be seen that Mean, Standard Deviation of Mental Health Status scores of Teachers in MGLCs are 165.36 and 13.29 for those having Pre-service Teacher Training as compared to 17.17 and 7.73 for those Teachers without Pre-Service Teacher Training. The Critical Ratio obtained is significant at both 0.01 and 0.05 levels (CR=6.70; P>0.01). These results indicate that there is significant difference between the Mental Health Status scores of the Teachers in MGLCs having Pre-Service Teacher Training and those Teachers without Pre-Service Teacher Training. The Mental Health Status of Teachers having Pre-service Teacher Training is considerably higher (M=165.36) than those Teachers not having Pre-service Teacher Training (M=17.17). The Mental Health Status of Teachers having 10 years and above Teaching Experience (N=34) was compared to those who have below 10 years Teaching Experience (N=41). The Mean and Standard Deviation of their scores of Mental Health Status were computed and tested for significance. The result are tabulated in the Table 3. Table 3. Mean, Standard Deviation and Critical Ratio of Mental Health Status Scores of Teachers in MGLCs for the Teaching Experience Groups Teaching Experience Groups 10 Years and above Teaching Experience Below 10 years Teaching Experience N Mean Standard Deviation 17.25 0.55 41 172.06 25.42 P>0.05 Critical Ratio Level of Significance
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174.80
From Table 3, it can be seen that Mean, Standard Deviation of Mental Health Status scores of Teachers in MGLCs having10 years and above Teaching Experience are 174.80 and 17.25 and for those having below 10 years Teaching Experience are 172.06 and 25.42. The Critical Ratio obtained is not significant at either 0.01 or 0.05 levels (CR=0.55; P>0.05). These results indicate that there is no significant difference between the Mental Health Status scores of the Teachers in MGLCs having 10 years and above Teaching Experience and those having below 10 years Teaching Experience. That is, Mental Health Status of both groups of Teachers are alike. The Cognitive Stress of Teachers in MGLCs of the Coastal Locale (N=12) was compared to those in the Rural Locale (N=63). The Mean and Standard Deviation of their scores of Cognitive Stress were computed and tested for significance. The results are tabulated in Table 5.6.
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Table 4. Mean, Standard Deviation and Critical Ratio of Cognitive Stress scores of Teachers in MGLCs for the Locale Groups Locale group Coastal Rural No 12 63 Mean 104.80 98.94 Standard Deviation 15.16 0.77 49.38 P>0.01 Critical Ratio Level of Significance
Table 4 shows that the Mean and Standard Deviation of scores of Cognitive Stress scores of Teachers in MGLCs in the Coastal Locale are 104.8 and 15.16 as compared to 98.94 and 49.38 for those in the MGLCs in the Rural Locale respectively. The Critical Ratio obtained is not significant either at 0.01 or 0.05 levels (CR= 0.77; P>0.01). These results indicate that, there is no significant difference between the Cognitive Stress scores of the Teachers in MGLCs of Coastal and Rural Locales. That is Cognitive Stress of Teachers in MGLCs of Coastal as well as Rural Locales are alike. These results indicate that Cognitive Stress of Teachers in MGLCs of Coastal as well as Rural Locales are alike. The Cognitive Stress scores of Teachers having Pre-Service Training in Teaching (N=29) was compared to those without Pre- Service Training in Teaching (N=46). The Mean and Standard Deviation of their scores of Cognitive Stress were computed and tested for significance. The results are tabulated in Table 5.7. Table 5. Mean, Standard Deviation and Critical Ratio of Cognitive Stress Scores of Teachers in MGLCs for the Teacher Training Groups Teacher Training Groups Teachers having Pre-Service Teacher Training Teachers without Pre-service Teacher Training N Mean Standard Deviation 49.90 2.94 46 134.06 44.30 P<0.01 Critical Ratio Level of Significance
29
101.40
From Table 5, it can be seen that Mean and Standard Deviation of Cognitive Stress scores of Teachers in MGLCs are 101.40 and 49.90 for those having Pre-Service Teacher Training as compared to 134.06 and 44.30 for those Teachers without Pre-Service Teacher Training. The Critical Ratio obtained is significant at both 0.01 and 0.05 levels (CR=2.94; P<0.01) These results indicate that there is a significant difference between the Cognitive Stress of the Teachers in MGLCs having Pre-Service Teacher Training and those Teachers without Pre-Service Teacher Training. The Cognitive stress of Teachers having Pre-service Teacher Training is considerably lower (M=101.40) than those Teachers not having Pre-service Teacher Training (M=134.06). The Cognitive Stress of Teachers having 10 years and above Teaching Experience (N=34) was compared to those who have below 10 years Teaching Experience (N=41). The Mean and Standard Deviation of their scores of Cognitive Stress were computed and tested for significance. The results are tabulated in the Table 5.8.
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Table 6. Mean, Standard Deviation and Critical Ratio of Cognitive Stress Scores of Teachers in MGLCs for the Teaching Experience Groups Teaching Experience Groups 10 Years and above Teaching Experience Below 10 years Teaching Experience N Mean Standard Deviation 36.03 2.82 41 98.40 32.57 P<0.01 Critical Ratio Level of Significance
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121.56
From Table 6, it can be seen that Mean and Standard Deviation of Cognitive Stress scores of Teachers in MGLCs having 10 years and above Teaching Experience are 121.56 and 36.03 and for those having below 10 years Teaching Experience having Groups are 98.40 and 32.57. The Critical Ratio obtained is significant at 0.05 and 0.01 levels (CR=2.82P<0.01). These results indicate that there is significant difference between the Cognitive Stress scores of the Teachers in MGLCs having 10 years and above Teaching Experience and those having below 10 years Teaching Experience. The Cognitive Stress of Teachers having 10 years and above Teaching Experience is considerably higher (M=121.56) than Teachers having below 10 years Teaching Experience (M=98.40). RELATIONSHIP BETWEEN MENTAL HEALTH STATUS AND COGNITIVE STRESS OF TEACHERS IN MGLCs This section analyses the relationship between Mental Health Status and Cognitive Stress of Teachers in MGLCs for the Total sample as well as the sub samples based on Locale of School, Teacher Training and Teaching Experience. The Co-efficient of Correlation was employed for calculation and it was tested for significance. The details of the statistical calculation are given in Table 7. Table 7. Result of significance of between scores of Mental Health Status and Cognitive Stress of Teachers in MGLCs (N=75) Co- efficient of Correlation -0.6 t-value 8.27 Level of Significant P<0.01
Variables Mental Health Status Cognitive Stress
Table 7 shows that the t value obtained is 8.27. From the t- table, the value of the t with df 73 at 0.01 level is 2.58 and at 0.05 level is 0.96. The calculated t value is higher than the values set for significance. Hence the Co-efficient of Correlation is significant at both 0.05 level and 0.01 levels. Thus it can be deduced that there exists a significant negative relationship between Mental Health Status and Cognitive Stress among Teachers in MGLCs. Hence, it can be it can be inferred that if Mental Health Status increases Cognitive Stress decreases and vice versa. Relationship between scores of Mental Health Status and Cognitive Stress of Teachers in MGLCs having Pre-service Teacher Training and those without Pre-Service Teacher Training was computed. The results of statistical calculation are given in Table 8. Table 8. Results of significance of between scores of Mental Health Status and Cognitive Stress of Teachers in MGLCs for the Teacher Training Groups N 29 46 Co-efficient of Correlation -1 0.98 t -value 1 16.25 Level of Significance P>0.05 P<0.01
Sub Samples Having Pre-service Teacher Training Without Pre-service Teacher Training
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Table 8 shows that the t- value obtained are 1 for Teachers in MGLCs having Pre-Service Teacher Training. From the t- table, the t- value of the t with df 27 is 2.771 at 0.01 level and 2.052 at 0.05 level. The calculated t- value is lower than the values set for significance. Hence the Co-efficient of Correlation is not significant at either 0.05 level or 0.01 level. Table 8 also shows that the t- value obtained is 16.25 for Teachers in MGLCs without Pre-Service Teacher Training. From the t- table, the t- value of the t with df 44 is 2.660 at 0.01 level and 2.00 at 0.05 level. The calculated t- value is higher than the values set for significance. Hence the Co-efficient of Correlation is significant at both 0.05 level and 0.01 levels. Thus it can be deduced that there exists a significant high positive relationship between Mental Health Status and Cognitive Stress among Teachers without Pre-service Teacher Training. This means that Teachers in MGLCs without Pre-Service Teacher Training have high levels of both Mental Health Status and Cognitive Stress. Again, it can be interpreted that Pre-Service Teacher Training can go a long way to reduce Cognitive Stress. The relationship between scores of Mental Health Status and Cognitive Stress of Teachers in MGLCs having 10 years and above Teaching Experience and those having below 10 years Teaching Experience was computed. The results of statistical calculation are given in Table 9. Table 9.Results of significance of between scores of Mental Health Status and Cognitive Stress of Teachers in MGLCs for the Teaching Experience Groups N 34 41 Co-efficient of Correlation -0.13 0.38 tvalue 0.67 2.01 Level of Significance P>0.05 P>0.05
Sub Samples 10 years and above Teaching Experience below 10 years Teaching Experience
Table 9 shows that the t -value obtained is 0.67 for Teachers having 10 years and above Teaching Experience. From the t- table, the t value with df 32 is 2.62 at 0.01 level and 2.021 at 0.05 level. The calculated t value is lower than the values set for significance. Hence, Co-efficient of Correlation is not significant at either 0.05 levels or 0.01 levels. Table 5.14 also shows that the t -value obtained is 2.01 for Teachers having below 10 years Teaching Experience. From the t table, the t value of the t with df 39 are 2.704 at 0.01 level and 2.021 at 0.05 level. The calculated t- value is lower than the values set for significance at 0.05 and 0.01 levels. Hence the Co-efficient of Correlation is not significant. Thus it can be deduced that there exists no significant relationship between Mental Health Status and Cognitive Stress of Teachers in MGLCs having 10 years and above Teaching Experience or of Teachers having below 10 years Teaching Experience. Hence it can be inferred that increase in Mental Health Status will result in increases in Cognitive Stress. CONCLUSIONS OF THE STUDY The conclusions that have emerged from the study are presented below. Teachers in MGLCs have moderate levels of Mental Health. Teachers in MGLCs of Coastal as well as Rural Locale do not differ significantly in their Mental Health Status. Teachers in MGLCs having Pre-Service Teacher Training and those without Pre-Service Teacher Training differ significantly in their Mental Health Status. Teachers in MGLCs having 10 years and above Teaching Experience and those having below10 years Teaching Experience do not differ significantly in their Mental Health Status. Teachers in MGLCs have moderate levels of Cognitive Stress.
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Teachers in MGLCs of Coastal as well as Rural Locale do not differ significantly in their Cognitive Stress. Teachers in MGLCs having Pre-Service Teacher Training and those without Pre-Service Teacher Training differ significantly in their Cognitive Stress. Teachers in MGLCs having 10 years and above Teaching Experience and those having below10 years Teaching Experience differ significantly in their Cognitive Stress.
REFERENCES American Psychological Association. (1994). Publication Manual of the American Psychological Association (4th ed.). Washington, D.C: Author. Aranya, N., Kushnir, T., and Valency, A. (1986). Organizational Commitment in a male- dominated Profession. Human Relations, 39(5) 433-448 Baker, P., and Zey-Ferrell, M. (1984). Local and cosmopolitan orientation of faculty: Implications of teaching. Teaching Sociology, 129(1), 82-106. Bunk. B.P., and Schaufeli, W.B. (1993) Burnout: A perspective form social comparison theory. In W.B. Schaufeli., C. Maslach, & T. Marek., (eds.) Professional Burnout: Recent developments in theory and research (53-69). Washington, DC: Taylor and Frances. Bunk. B.P., and Schaufeli, W.B. (1993). Burnout: A perspective form social comparison theory. In W.B. Schaufeli., C. Maslach., & T. Marek., (eds.) Professional Burnout: Recent developments in theory and research (53-69). Washington, DC: Taylor and Frances. Cherniss, Cary. (1980). Staff Burnout- job Stress in the Human services. Beverley Hills: Sage. Divya Nangia and Rekha Malhotra, University of Delhi (2012). Yoga, Cognition and Mental Health. Journal of the Indian academy of Applied Psychology, July 2012, vol.38. Encyclopedia of Educational Psychology., (2008). Sage Publications. United States. Joseph, Russell. (2000) Stress Free Teaching, A practical Guide to Tackling Stress in Teaching, Lecturing and Tutoring. London: Kogan Page Limited. Kapur, M (1993). Promotive and Intervention Strategies in the Community. In: Kapur, M. et al. (Eds). h2do- Us Symposium on Child Mental Health. Bangalore: NIMHANS Publication. Khatri, A. A (1970). Personality and Mental Health of Indians in the Context of their changing Family Organization. In: Anthony E. J. And Koopernik. C. (Eds). The Child in His Family, Vol.1. New York: John Wiley and Sons. Kohan R., and Sayena S, (2004) et al. The treatment gap in Mental Health care. Bull World Health organanization. Kovess- Masfety, V., Rios- Seidel, C. and Sevilla- Dedieu, C. (2007). Teachers Mental Health and teaching levels. Teaching and Teacher Education,23,1177-1192.doi:10.1016/j.tate.2006.07.015. Leiter, M.P. and Maslach, C. (1988). The impact of Inter -personal Environment on Burnout and Organizational Commitment Journal of Organizational Behaviour, 9 (4), 297-308. Luke Prodromon and Lindsay Clandfield., (2008). Dealing with difficulties, Viva Books Pvt Ltd. Lyle, E. Bourne, Jr. and Rita. A. Yaroush (2003). Stress and Cognition: A Cognitive Psychological perspective. Maslach, C., and Leiter, M.P. (1997). The truth about Burnout: How organization cause personal Stress and what to do about it. San Francisco: Jossey- Bass. Meier, S.T. (1983). Toward a theory of Burnout, Human, Relations, 36 (10), 899-910. Meier, S.T. (1983). Toward a theory of Burnout, Human, Relations, 36 (10), 899-910. Neena Dash, (2008).Decision- Making in Schools. Edu Tracks Vol.8-No4. P. Sathyanesan, (2001) Effectiveness of in-service training programmes for teachers and head masters by DIETs. Doctoral theses, University of Kerala.
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Patel V., Weiss H.A., Choudary N., Naik S., Pendnekar S., Chatterjee S., Desilva M.J., and Krikwood B. R. Effectiveness on intervention led by lay health councellors for depressive and anxiety disorders in primary care Goa, India (MANAS): A cluster randomized controlled trial (2010). Peng, J.L. (2008). The universal complaint of primary and middle school Teachers: we are exhausted! http://blog.Iuohuedu.net/blog/30115.aspx. Piaget.J. (1995).Sociological studies. London: Rout ledge. Potter, Beverly. A. (1998). overcoming Job Burnout: How to renew enthusiasm for work. Retrieved from file: //F:\symptoms of job Burnout. Htm on 7/7/2009. R.K. Mahto, (2012). Impact of Sarva Shiksa Abhiyan on Quality Dimensions of Elementary Education. Edu. Tracks Vol.11-No.6. R.L. Madhavi, (2007) Teacher leadership for Learning organizations. Edu Tracks. Raj kumari, (2011). Teacher education a prospective view.Edu Tracks. Reddy Lokananda and Poornima R., (2011) Professional Burnout and Job satisfaction of the University Teachers. Pedagogics, Journal: School of pedagogical sciences, Vol. IX No.1., Mahatma Gandhi University, Kottayam. Rutter, M. Tizard, J. & Whitmore, K. (Eds). Education, Health and Behavior. London: (Longman, 1970). S. Basu, (2009). A Comparative study of Mental Health of teachers of levels in relation to Gender and Marital Status. Asian Journal of Psychology and Education-2009. SCERT., (2008). English Source Book Standard 1. Govt., of Kerala Department of Education. Schwartz, Sara Laura (2012) Engaging our Work force: How Job Demands and Resources Contribute to Social Worker Burnout, Engagement and Intent to Leave, Useful links E news. Solso. L. (2009). Cognitive Psychology: Pashupathi Printers Pvt. Ltd. Sukhjit Kaur, Prabhjot Kaur and Kanupriya Sharma, (2011). Quality Parameters in Pre-Service and In-Service Teacher Education. Edu TracksVol.10.No.8. Wei, Q. and Gui, S.Q. (2006). The self-maintence of the Mental Health of primary and middle school Teachers. Journal of Chinese Society of Education. Winsome Gorden and Andre Lokisso (1996 ). Enhancing the Effectiveness of Single Teacher Schools and Multi Graded Classes. A synthesis of Case studies primary education section, Basic Education Division UNESCO IN COLLABORATION WITH ROYAL MINISTERY OF EDUCATION RESEARCH AND CHURCH AFFAIRS, NORWAY. World World Health Organization, 2008, The Global Burden of Disease 2004 update. http://www.who.int/healthinfo/global-burden-disease/GBO-report-2004-full.pdf Accessed 16.6.2012. Health Organization, World suicide prevention day 2012. center/events/annual/world suicide prevention day/en/Accessed16.6.2012. http://www.who.int/media
Xu, J.G. and Xu, Y.G. (1996). A research on the mental status of primary school Teachers. Educational Science Research, 5, 23-25.
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COMPARING EMOTIONAL INTELLIGENCE AND DECISION MAKING ABILITY OF INSTITUTIONALIZED AND NON INSTITUTIONALIZED CHILDREN
Mrs.Rakhy Radhakrishnan1 and Mrs. Rajasree S.2 Abstract In this industrially and technologically advanced world everybody confronts with different types of problems in the fields of education, career, family life etc. They have to control their emotions, adjust themselves and act according to the demand of the situation by making intelligent decisions. The UN estimates that up to 8 million children around the world are living in care institutions (Pinheiro, 2006). Child rearing practices has a significant impact on the emotional as well as social adjustment of children. This study was adopted to compare the Emotional Intelligence and Decision Making Ability of Institutionalized and Non Institutionalized children. The sample consisted of 200 students studying in the four Secondary schools of Ernakulum district of which 100 students were Institutionalized children (living in orphanages) and the rest were Non Institutionalized children (living with their parents). The study revealed that the Emotional Intelligence and Decision Making Ability of Institutionalized children are less than that of Non Institutionalized children. Moreover there is a positive relationship between the Emotional Intelligence and Decision Making Ability of both Institutionalized and Non Institutionalized children. Key words: Emotional Intelligence, Decision Making Ability, Institutionalized children, Non Institutionalized children, care institutions. INTRODUCTION Nothing is more difficult, and therefore more precious, than to be able to decide -Napoleon Bonaparte. In this industrially and technologically advanced world everybody confronts with different types of problems in the fields of education, career, family life etc. They have to control their emotions, adjust themselves and act according to the demand of the situation by making intelligent decisions. A decision is defined as the selection of a particular alternative from a number of alternatives for achieving a goal or to solve a particular problem which he is confronted with. Everybody knowingly or unknowingly follows some common steps in the decision making process. They are 1) Identify the problem 2) Seek facts 3) Generate different alternatives 4) Evaluate the different alternatives 5) Select the best alternative 6) Implement or communicate the decision. While taking decisions, emotions as well as Emotional Intelligence play a great role. Emotions are feelings towards certain objects, persons or events. Emotional Intelligence is the ability to carry out accurate reasoning about emotions and the ability to use emotions and emotional knowledge to enhance thought (Mayer, et al, 2008). It is the ability to monitor ones own and others emotions, u nderstand and manage them and the use of this information to enhance social skills and social competence. Institutionalized children mean a group of unrelated children living together in the care of a group of unrelated adults. Due to poverty, migration of work, family breakdown, single parenthood, inadequate health conditions of parents, imprisonment of parents, mental/ physical problems of the child, sex discrimination etc. care institutions has become an integral part of this world. Mainly five types of Institutionalized care are provided for children. They are institutions for 1) normal children 2) Physically handicapped children 3) Mentally retarded children 4) Juvenile delinquents and 5) Emotionally disturbed children. The UN estimates that up to 8 million children around the world are living in care institutions (Pinheiro, 2006). Child rearing practices has a significant impact on the emotional as well as social adjustment of children. A 2007 government survey of 2,245 children living in institutions in India found that 52% were subjected to beatings and other forms of physical abuse (Kacker, et al, 2007). This will adversely affect their emotions. In a study conducted by Hunshal and Gaonkar (2008), it was found that majority of the Institutionalized children had unsatisfactory social, emotional and education adjustment and very few of them had good adjustment. Children whether Institutionalized or non Institutionalized are the future of our country.
1 2
M.Sc., M.Ed., UGC-SRF Research Scholar, School of Pedagogical Sciences, M.G. University, Kottayam. MSc., M.Ed., Research Scholar, School of Pedagogical Sciences, M.G. University, Kottayam.
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They will become the back bone of our society by acting as agents of social change by revamping the norms, customs, and traditions prevalent in the society through good decisions. They must be trained to become emotionally stable personalities and their by fulfill their civic responsibilities by implementing essential as well as intelligent decisions. In this context there arises the need for measuring the Emotional Intelligence and Decision Making Ability of Institutionalized and Non Institutionalized children and compare them so that they can be given training in both these areas. Hence this study was adopted to compare the Emotional Intelligence and Decision Making Ability of Institutionalized and Non Institutionalized children. OPERATIONAL DEFINITION OF KEY TERMS Emotional Intelligence: Emotional Intelligence may be defined as the capacity to reason with emotion in four areas: to perceive emotion, to integrate it in the thought, to understand it and to manage it (Mayer and Salovey, 1995). Decision Making Ability: It is the ability of a person to make correct decisions according to the demand of the situation. Institutionalized Children: Institutionalized children are children living in a non family based group living arrangement like orphanages, children home, SOS villages etc without parents or surrogate parents and are in the care of paid adults. In this study, Institutionalized children mean children living in orphanages. Non Institutionalized Children: Non Institutionalized children are children who are staying at their homes with their parents. OBJECTIVES OF THE STUDY 1. 2. 3. 4. 5. To find out the Emotional Intelligence and Decision Making Ability of Institutionalized and Non Institutionalized Children (Total and Gender wise). To compare the Emotional Intelligence of Institutionalized and Non Institutionalized Children (Total and Gender wise). To compare the Decision Making Ability of Institutionalized and Non Institutionalized Children (Total and Gender wise). To find the relationship between Emotional Intelligence and Decision Making Ability of Institutionalized Children. To find the relationship between Emotional Intelligence and Decision Making Ability of Institutionalized Children.
HYPOTHESES FORMULATED FOR THE STUDY 1. 2. 3. 4. 5. 6. The Emotional Intelligence of Institutionalized and Non Institutionalized Children differ significantly. The Decision Making Ability of Institutionalized and Non Institutionalized Children differ significantly. The Emotional Intelligence of boys and girls of Institutionalized and Non Institutionalized Children differ significantly. The Decision Making Ability of boys and girls of Institutionalized and Non Institutionalized Children differ significantly. There is a positive relationship between the Emotional Intelligence and Decision Making Ability of Institutionalized Children. There is a positive relationship between the Emotional Intelligence and Decision Making Ability of Non Institutionalized Children.
METHODOLOGY Normative Survey method was used for the study. Random sampling technique was used for selecting the sample. 200 students studying in the four Secondary schools of Ernakulum district was selected as the
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sample. Of the 200 students 100 students were Institutionalized children (living in orphanages) and the rest were Non Institutionalized children (living with their parents). The following two tools, constructed and standardized by the investigators were used for this study. 1. Emotional Intelligence Scale: An Emotional Intelligence scale consisting of 35 statements was prepared and standardized by the investigators on the basis of the five domains of Emotional Intelligence namely, 1) Self Awareness: Observing own self and recognizing of feeling as it happens. 2) Managing Emotions: Handling feelings, so that they are appropriate to realize what is behind a feeling, finding ways to handle fears and anxieties, anger and sadness. 3) Motivating Oneself: Channelizing emotions to realize a goal. 4).Empathy: Sensitivity to others feelings and concerns and taking their perspective. 5) Handling Relationships: Managing emotions in others, social competence and social skills. A Likert type scale containing equal number of positive and negative statements was prepared. As it was a five point scale the respondents can give responses any one of the five responses like Completely Agree, Agree, Undecided, Disagree and Completely Disagree. The concurrent validity was found to be 0.78 and the split half reliability was 0.72. The maximum score was 150. 2. Test of Decision Making Ability: The test of Decision Making Ability consisting of 40 statements were prepared and standardized by the investigators. It was a five point Likert type scale containing equal number of positive and negative statements. The validity and reliability was found to be 0.82 and .075 respectively. ANALYSIS OF DATA The analysis was done in three subheads namely, I. Analysis of Emotional Intelligence (EI) scores II. Analysis of scores on test of Decision Making Ability (DMA) III. Analysis of relationship between EI and DMA I. Analysis of Emotional Intelligence scores The scores obtained by Institutionalized and Non Institutionalized Children on the administration of Emotional Intelligence scale were tabulated and the corresponding mean and standard deviation were calculated. The obtained mean and Standard Deviation (SD) for Institutionalized children(IC) were 97.54 and 10.47 respectively. The obtained mean and SD for Non Institutionalized children (NIC) were 102.91 and 11.61 respectively. These scores were further classified into four subgroups namely, score for Institutionalized children-boys, scores for Institutionalized children-girls, scores for Non Institutionalized children-boys and scores for Non Institutionalized children-girls. Comparative analysis was made on the statistics of different groups. To find the significance of differences between the mean EI scores of different groups under study, t test was employed. The results are shown in Table 1 &2. Table 1. Statistics of the EI Scores of the Selected Samples under Different Categories. Group Sample Boys Institutionalized Children (IC) Girls Total Boys Non Institutionalized Children (NIC) Girls Total N 35 65 100 35 65 100 Mean 98.64 96.89 97.54 102.83 102.95 102.91 SD 10.65 10.44 10.47 10.28 11.69 11.16
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Table 2. Significance of Difference between the EI Scores of Selected Samples under Different Categories Sl.No 1 2 3 4 5 Between group IC x NIC IC (Boys)x IC (Girls) IC (Boys) x NIC(Boys) IC (Girls) x NIC (Girls) NIC (Boys) x NIC (Girls) T value 13.77 1.41 8.7 9.18 0.13 Level of significance p>0.01 p<0.01 p>0.01 p>0.01 p<0.01
II. Analysis of scores on test of Decision Making Ability (DMA) The scores obtained by Institutionalized and Non Institutionalized children through the administration of test of Decision Making Ability were tabulated and its mean and SD were calculated. The obtained and SD were 93.55 and 8.17 for IC children and 103.10 and 10.15 for NIC respectively. The scores corresponding to the four subgroups based on gender were also tabulated and the corresponding mean and SD were calculated. To find the significant difference between the mean DMA scores, t test was employed. The results are shown in the Tables 3 & 4. Table 3. Statistics of the DMA Scores of the Selected Samples under Different Categories Group Sample Boys Institutionalized Children (IC) Girls Total Boys Non Institutionalized Children (NIC) Girls Total N 35 65 100 35 65 100 Mean 94.35 92.74 93.55 104.10 102.10 103.10 SD 8.16 8.18 8.17 10.13 10.17 10.15
Table 4. Significance of Difference between the DMA Scores of Selected Samples under Different Categories Sl.No 1 2 3 4 5 Between group IC x NIC IC (Boys)x IC (Girls) IC (Boys) x NIC (Boys) IC (Girls) x NIC (Girls) NIC (Boys) x NIC(Girls) t value 15.92 1.73 9.65 12.48 1.73 Level of significance p>0.01 p<0.01 p>0.01 p>0.01 p<0.01
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III. Analysis of relationship between Emotional Intelligence (EI) and Decision Making Ability (DMA) In this section of analysis the total scores on EI and DMA were compared using Karl Pearson product moment coefficient of correlation (r). The result of analysis for Institutionalized children is given in Table 5 and for Non Institutionalized children is given in table 6. Table 5. Coefficient of Correlation between EI and DMA of Institutionalized Children Variables EI 0.72 DMA High Positive relationship R Interpretation
Table 6. Coefficient of Correlation between EI and DMA of Non Institutionalized Children. Variables EI 0.74 DMA High Positive relationship R Interpretation
FINDINGS OF THE STUDY Through the analysis of Tables 1-6, the following findings were reached. 1. 2. 3. 4. 5. 6. The Emotional Intelligence of Institutionalized and Non Institutionalized children differ significantly (t=13.77; p>0.01). There is no significant difference in the Emotional Intelligence of boys and girls of Institutionalized category (t =1.41; p< 0.01). The boys of non Institutionalized category showed significantly higher Emotional Intelligence than boys of Institutionalized category (t=8.7 ; p>0.01). The girls of Institutionalized category showed significantly higher Emotional Intelligence than girls of Non Institutionalized category (t=9.18;p>0.01) There is no significant difference in the Emotional Intelligence of boys and girls of Institutionalized category (t =0.13; p< 0.01). The coefficient of correlation between two sets of scores (EI and DMA) of the total sample corresponding to IC is very high (r=0.72). This leads to the conclusion that there exists a positive relationship between the EI and DMA of Institutionalized children. The DMA of Institutionalized and Non Institutionalized children differ significantly (t=15.92; p>0.01). There is no significant difference in the Decision Making Ability of boys and girls of Institutionalized category (t =1.73; p< 0.01). The boys of non Institutionalized category showed significantly higher DMA than boys of Institutionalized category (t= 9.65; p>0.01).
7. 8. 9.
10. The girls of Institutionalized category showed significantly higher DMA than girls of non Institutionalized category (t=12.48 ;p>0.01) 11. There is no significant difference in the Decision Making Ability of boys and girls of Non Institutionalized category (t=1.73 ; p<0.01)
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12. The coefficient of correlation between two sets of scores (EI and DMA) of the total sample corresponding to NIC is very high (r=0.74). This leads to the conclusion that there exists a positive relationship between the EI and DMA of Non Institutionalized children. CONCLUSION The study revealed that the Emotional Intelligence and Decision Making Ability of Institutionalized children are less than that of non institutionalized children. Moreover there is a positive relationship between the Emotional Intelligence and Decision Making Ability of both Institutionalized and Non institutionalized children. Doing the right thing at the right time is the success mantra of life. Good decisions will come only from an emotionally stable person. The children in the care institutions are bound to anxiety, physical abuses and emotional disturbances. It is the duty of the teachers as well as officials to make them emotionally intelligent and competent. They should be given special attention in the schools and get trained to face the challenges of this world and equip themselves with all the skills, abilities etc to build an emotionally healthy nation. REFERENCES Anastasi, A (1976). Psychological Testing.New York: Macmillan. Best, John W. (2006). Research in Education. New Delhi: Prentice hall of India. Garrett, H.E. (2005). Statistics in Psychology and Education.New Delhi:Paragon International. Hunshal, S.C. & Gaonkar, V. (2008). A study on adjustment of Institutionalised Children. Karnataka Journal of Agricultural Science, 21(4), 548-552. Kacker, L.,Varadan,S. & Kumar,P. (2007). Study on Child Abuse:India. Ministry of Women and Child Development: India. Mayer, J.D. & Salovey,P. (1995). Emotional Intelligence and the construction and regulation of feelings. Applied and Prevention Psychology, 4(3),197-208. Mayer, J.D., Roberts, R.D. & Barsade, S.G. (2008).Human Abilities: Emotional Intelligence. Annual Review of Psychology, 59, 507-536. McGrath, E.H. (1994). Basic Managerical Skills for All. New Delhi:Prentice Hall. Paul, J. & Kumar, N.A. (1993). Principles of Bussiness Decisions. Mumbai: Himalaya Publishing house. Pinheiro, P.S. (2006).World Report on violence against Children.New York: UNICEF. World of Quotes.com. (2013).Retrieved on May10,2013. http://www.worldofquotes.com/author/NapoleonBonaparte/1/index.html.
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TEACHER EDUCATION AND LIFE SKILLS DEVELOPMENT TOWARDS GLOBAL LIVING CITIZENSHIP.
Dr. Dinkar Kr. Dixit,1 and Dr. M. Shamim Ahmad2 Abstract Understanding for Global Citizenship is a learning journey in itself, as it involves educators to acquire new skills, perspectives and finally confidence to provide an education that meets the requirements of young people of huge world in this global age, which includes : - Students on a programme of initial teacher education, Tutors and mentors on initial teacher education programmes, newly qualified teachers and their mentors, teachers with decades of classroom experience, teachers with diverse roles, school leaders, etc. The age of 21st Century is an age of information and communication technology and Tremendous Competitions. During 21st century each student must be aware of and must be ready for taking benefits of future opportunities using his knowledge, skills and attitude and be able to adjust himself to various situations around him. National Curriculum Framework (NCF) 2005 has also defined the various objectives of Education as they should have ability of thinking and making ethical decision independently or in different groups. It is also essential to encourage students regarding emotions then only they can survive in this challenging world with satisfaction and success. Also to know others, co-operation, social responsibility and good interpersonal relations are equally essential for both teacher and students in the educational transaction which could only be achieved through effective teaching and learning process (TLP) through teaching life skills in schools and for that teachers must be competent enough. Each and every individual in his society has to face conflict, competition and stress in every walk of life. Small families have over expectation from their kids. There is undue comparison with other students due to lack of art of parenting. All this affects the childs mind. It is resulting into number of problems such as fear of failure, suicides, aggressiveness, inferiority or superiority complexes, loneliness, criminal attitude anxieties and other emotions. Many times students become victims of ragging in Schools and colleges. Just to avoid consequences of factors it is important to impart life skills in schools and other institution education for that teacher must have knowledge of giving life skills to their students. Therefore undoubtedly life skills education should be necessary part and parcel of teacher education, which includes ten life skills: - Self awareness, Empathy, Problem Solving, Decision Making, Effective Communication, Interpersonal Relationship, Creative Thinking, Critical thinking, Coping with Emotions, Coping with stress, as described by HO by defining life skills as The abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life journey in this global age. Key words: Global, Life skills, Citizenship, Educators, ICT, NCF, TLP, Tremendous, Empathy, Anxiety, Emotions, Harmonious, Stereotype, Creativity, Orientation, Communication, Learning model. INTRODUCTION Training for Global Citizenship is a learning journey in itself, as it involves educators to acquire new skills, perspectives and finally confidence to provide an education that meets the requirements of young people of huge world in this global age, which includes : - Students on a programme of initial teacher education, Tutors and mentors on initial teacher education programmes, newly qualified teachers and their mentors, teachers with decades of classroom experience, teachers with diverse roles, school leaders, etc. The age of 21st Century is an age of information and communication technology and Tremendous Competitions. DEFINITION AND MEANING LIFE SKILL DEVELOPMENT FOR GLOBAL LIVING The word Education comes from the Latin words Educere, Edu meaning information and cere to train, to bring up and to nourish. Some of the popular definitions of education include: the process of living through a continuous reconstruction of experience. It is the development of all those capacities in the individual which will enable him to control his environment and fulfil his possibilities John Dewey The complete
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Reader, Al-Iqra Teachers Training College, Dhanbad-828109 (Jharkhand), Vinoba Bhave University, Hazaribag (Jharkhand) INDIA Reader, Al-Iqra Teachers Training College, Dhanbad-828109 (Jharkhand), Vinoba Bhave University, Hazaribag (Jharkhand) INDIA
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development of individuality so that he / she can make an original contribution to human life according to his best capacity Sir Percy Nunn Organized and sustained instruction designed to communicate a combination of knowledge, skills and understanding valuable for all the activities in life UNESCO Above definitions combine to discuss the development of individual capacities, in terms of knowledge, skills and values for the purpose of contributing to the betterment of the individual self and the society. In terms of skills education in general and primary education in specific includes laying of the foundation of a society that is equipped with a high level of creativity for problem solving, honed with the critical thinking approach for rationality indecision making, equipped with information gathering skills for updated information, and motivated through the attitude of helping others with skills of empathy, and a high level of communication skills for adjustment in the society. These five skills form the foundation of success, the basis of which is more effectively laid at the primary level and which amongst the textbook knowledge, academic skills and social values will be focused upon in this training manual. Life Skills development for meaningful global living Life skills mean those essential skills developed through a higher order thinking, that enable a person to perform effectively in his or her life, and thus become a socially acceptable and successful person. Major skills of life skill enrichment for global living Communication skills, information gathering skills, critical thinking, creativity, empathy Sub skills of life skill development for global living Effective speaking, active listening, observation, understanding body language, giving and receiving feedback, assertion skills, emotional control, self awareness, analysis, synthesis, challenging facts, assessing information and consequences of actions, awareness about ones strengths and weaknesses, developing cause and effect relationship, anti-stereotyping, imagination, positive thinking skills, conflict management skills, managing peer pressure, tolerance, identification of, and acting on rights, justice and responsibilities, generating alternatives, asking questions, reading, memory Social norms and regulations for life skill development for global living Every society has a set of rules by which it expects its citizens to abide and live by. This enables us to socially adjust ourselves for better living and working and enables a society to function in a more harmonious manner. It is therefore important that these social norms become part our teaching so that child not only start to recognize but begin to practice them at an early age. More so this is one of the objectives of education which parents regard as of utmost importance. When asked about what they would like to see in the children, reply in terms of social skills like good behaviour, respect of elders, be able to differentiate between the good and bad, adopt social values like speaking truth, refrain from lying. Education to develop youth to build lives that have justified meaning and purpose Everywhere, education is seen as the main way of enabling individuals and nations alike to meet the ever increasing economic, technological, social and personal challenges. We expect education to prepare young people for the world of work and for economic independence; to enable them to live constructively in responsible communities; and to enable them to live in a tolerant, culturally diverse and rapidly changing society. Perhaps above all, we expect education to help young people to build lives that have meaning and purpose in a future we can scarcely predict. Re-arrangement of education systems for Life Skill Development and Global Living citizenship This has lead to re-organizing of the education systems all over the world so that they provide not only high standards of academic qualifications, including literacy and innumeracy but also inculcate skills such as creativity, communication, empathy, adaptability, and social skills, all of which are being increasingly emphasized by employers and others in the global society. More so, in this age of information explosion education systems face the ever increasing challenge of providing skills to acquire and process information as it is neither possible to provide children with all the information available, nor is it possible to predict what knowledge would be required 20 years from now, hence the focus on skills.
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Institutional learning & Schooling should be optimally used to develop skills of Global Living The system of education in Pakistan is largely confined to the coverage of the prescribed syllabi the contents of which are mostly knowledge based, and thus provide only the basic level of education, advocating rote learning. This type of learning may at best result in acquiring knowledge of facts and concepts, but is not directly related to the immediate life of the learners or to their future needs. Therefore, there is a concern that the precious years of schooling should be optimally used for developing skills, attitudes and values essential for effective living and working. Assignments & activities the methodology related to the chapters should be Life skill based It is envisaged that in the changed educational process in terms of the concerns mentioned above, the learning, while continuing around the traditional school subjects, namely, language(s), mathematics, science, social sciences, art and aesthetics, work experience, health and physical education, should move beyond mere acquisition of knowledge of concepts and facts of these subjects. Though the textbooks may continue to remain the principal source of teaching-learning, the activities the methodology incorporated in the chapters should be skill oriented as opposed to provision of knowledge only. To ensure paradigm shift in the teacher education and Life skills for Global Living in Teacher Education This paradigm shift in the teacher education will mean that teacher will take care that learning of children is not limited to mere memorization of information contained in the textbooks, thus requiring a changed approach to the preparation of teachers. Most of the Schools are adopting this changed approach to develop a program for continuous professional development of teachers. In this regard technical support is being provided by the National Commission for Human Development, the first organization to take up the initiative of designing and introducing Life Skills based teacher training program on a large scale in Pakistan. As a first step a training module has been designed for the initial orientation and preparation of the primary school teachers with the immediate aim of introducing life skills based teaching methodology and training in preparing teaching material in the form of lesson plans using this approach. NCF 2005 and Life Skill Orientation for Global Living citizenship In 21st century each student must be aware of and must be ready for taking benefits of future opportunities using his knowledge, skills and attitude and be able to adjust himself to various situations around him. National Curriculum Framework (NCF) 2005 has also defined the various objectives of Education as they should have ability of thinking and making ethical decision independently or in different groups. It is also essential to encourage students regarding emotions then only they can survive in this challenging world with satisfaction and success. Also to know others, co-operation, social responsibility and good interpersonal relations are equally essential for both teacher and students in the educational transaction which could only be achieved through effective teaching and learning process (TLP) through teaching life skills in schools and for that teachers must be competent enough. Knowledge of Life Skill for Conflict and Stress Management for Global Living Every individual in this society has to face conflict, competition and stress in every walk of life .Small families have over expectation from their kids. There is undue comparison with other students due to lack of art of parenting. All this affects the childs mind. It is resulting into number of problems such as fear of failure, suicides, aggressiveness, inferiority or superiority complexes, loneliness, criminal attitude anxieties and other emotions. Many times students become victims of ragging in Schools and colleges. Just to avoid consequences of factors it is important to impart life skills in schools and other institution education for that teacher must have knowledge of giving life skills to their students. CONCLUSION Hence it could be undoubtedly sa id that life skills education are necessary part and parcel of teacher education, which includes ten life skills: - Self awareness, Empathy, Problem Solving, Decision Making, Effective Communication, Interpersonal Relationship, Creative Thinking, Critical thinking, Coping with Emotions, Coping with stress, as described by WHO by defining life skills as The abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. Developmentally speaking, children learn the skill of communication very early on by listening and observing. Just in their first year they can decipher all of the speech sounds in natural language. In few months, theyre conversing through sounds and facial expressions.
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During first year, children learn to speak and can use simple phrases. By four years, children can exchange information and story-telling. As educators shift from the traditional school methods of the lecturing and note taking, there is a need of not to use technology as a means of supplementary education, but truly integrated. Simply stated: using a computer to take notes instead of using paper is no different. However, using software as a means to collect and analyze data would be one way to integrate technology into educational practices. Achieving a new balance of learning practice that supports an expanded set of learning goals and a broader definition of student success is a significant challenge to often change-resistant educational systems around the world. The interlocking support systems of education - standards, assessments, curriculum and instruction, professional development and learning environments - all have to shift together to provide a solid infrastructure for 21st century learning. Schools, districts, provinces, and entire national education systems are successfully moving toward a 21st century learning model, motivated by the need for an educated workforce and citizenry capable of meeting the challenges and opportunities of the 21st century with some work and a lot of effort from both the government and non governmental agencies. REFERENCES Banjerji, R, P.Chaudhary, P and G. Kingdon (2007-08). School TELLS (2007-08) Survey of Rural Primary Schools in UP and Bihar Bransford, J.D, et al., (Eds.) (1999). How people learn: Brain, mind, experience and school (expanded ed.). Washington, DC: National Academy Press. Case, A. and A. Deaton (1999) School Inputs and Educational Outcomes in South Africa, Quarterly Journal of Economics. August; 114(3): 1047-84. Eisner, E. W. (2002). The arts and the creation of mind. Haven & London: Yale University Press. Govinda, R. and Y. Josephine (2004) Para teachers in India: A Review, mimeo, ational Institute of Educational Planning and Administration, Delhi. http://www.unesco.org/iiep/eng/research/basic/PDF/ teachers5.pdf Mansoor, I., (1999). Technology and the esl classroom: equipping students to 1-27. function in the modern world.
Oxford, R. (2001). Integrated skills in the esl/efl classroom. ERIC Digest. 6(1).1-7. Rilling, B., Fadel, C. 21st century skills: learning for life in our times. (2009). San Francisco, CA: Jossey-Bass. http://www.21stcenturyskillsbook.com/index.php Snow, M. A., Met, M., & Genesee, F. (1989, June). A conceptual framework for the integration US Department of Labor, Secretarys Commission on Achieving Necessary Skills (SCANS). (1992). Lea rning a living: A blueprint for high performance. Washington, DC: US Department of Labor. P21 Website: http://www.p21.org/
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68
SCIENTIFIC ATTITUDE OF SECONDARY SCHOOL STUDENTS IN MAHARASHTRA

Naseerali.M.K.1 Abstract In the Present investigation, an attempt has been made to study the Scientific Attitude of Secondary School students in Maharashtra, India. The result revealed that Male and Female students had no significant difference in respect of their Scientific Attitude. Government and Private school students, Rural and Urban area students showed significant difference in respect of their Scientific Attitude. Key words: Scientific attitude, Secondary school students INTRODUCTION The development of scientific attitude and interest should not be left to chance. To succeed in their efforts relevant activities in day to day teaching must be from significant areas of living which correct their erroneous ideas and misconceptions. Science educators are interested in the development of scientific attitude among student. Fragment changes in the science curriculum consistently aim at the development of scientific attitude among students. Scientific temper is neither the knowledge about information or facts though it promotes knowledge, nor is it rationalism although it promotes rational thinking. Actually scientific attitude remained peripheral and observe in teaching plans. Recently the development of attitude has received a considerable surge of interest as it is evidenced by the increasing number scientific and research studies dealing with their description, measurement, learning and influence on cognitive learning and science. NEED FOR THE STUDY Scientific temper is an attitude of mind which calls for a particular outlook and pattern of behaviour. No learning or very less learning will be the effect if a student is taught science as long as he does not have a positive attitude to science and scientific concepts. The secondary schooling age is just the entry level of adolescence, which is a stage of stress and storm. In this period, they must be properly guided and counselled, otherwise there arises the problem of maladjustment. If the adolescents are once properly guided and aroused right educational aspirations, they will excel in all aspects of life and education. The first and foremost step for the betterment of science learning is to make a positive attitude to the subject by teachers, educators, parents and the Governments. This study attempts to find the level of scientific attitude of secondary school students in Maharashtra, India with an objective eye. The study will help the educators, teachers and other authorities to be informed about the present status of studentss scientific attitude and to formulate curricular plans to improve the same in students. OBJECTIVES OF THE STUDY 1. 2. 3. To study the difference, if any, between male and female students in respect of their Scientific Attitude. To study the difference, if any, between Government and Private school students in respect of their Scientific Attitude. To study the difference, if any, between rural and urban area students in respect of their Scientific Attitude
METHOD OF THE STUDY In order to realize the above said objectives, normative survey method was employed. Normative survey method describes and interprets what exists at present. They are concerned with existing conditions or relations, prevailing practices, beliefs and attitudes etc. Tools Used The Scientific Attitude Scale constructed and validated by Asokan 2004. The scientific attitude scale consists of 14 statements. There are 7 positive statements and 7 negative statements in respect of the scientific attitude. In each statement five point Scale ranging from Strongly agree, agree, Un decided, Disagree, Strongly disagree is used. The different points on the scale are assigned arbitrary weights, for example 5, 4, 3, 2, 1 in the order of Strongly agree to Strongly disagree response for the positive statements. The scoring scheme is
1
Research Scholar, Government Teacher Training College, Thiruvananthapuram
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reversed for the negative statements. Here the Strongly disagree response is given with the weight of 5 and the Strongly agree response is given with the weight of 1. An individual score is the sum of all the score of the 14 items. The maximum score that one can get in this is 70. Higher score indicating the presence of more scientific attitude. The intrinsic validity found by the authors (Asokan, 2004) of this tool was 0.87 and the reliability was found to be 0.76 by the split-half technique. The investigator has also found the reliability of the tool as 0.78 by the splithalf technique and the intrinsic validity as 0.89. Thus the Scientific Attitude Scale has reliability and validity. Sample of the Study Random sampling technique has been employed and the sample consisted of 300 Secondary School students in Maharashtra, India. ANALYSIS 1. The Scientific Attitude scores of the various sub samples were collected and their means and standard deviations are calculated (Given in Table 1). 2. The test of significance was used to test the hypotheses and the details of the calculations are given in Table 2. Table 1. Scientific Attitude Scores of the Sub-Samples Sub Samples Entire sample Male students Female students Government school students Private school students Rural area students Urban area students N 300 149 151 150 150 168 132 Mean 60.95 61.13 60.76 60.12 61.76 58.37 64.23 S.D 6.86 7.12 6.61 6.42 7.20 6.88 5.27
The means of Scientific Attitude are found to range from 58.37 to 64.23 in respect of their entire sample and its sub-samples. The mean of the Scientific Attitude scores for the entire sample is 60.95. Its median is 61.82 and its mode is 60.14. Its kurtosis is found to be 1.432 which is greater than 0.263 and hence the distribution is platykurtic. Its skewness is found to be 0.176. It can be seen from Table 1, that the standard deviation range from 5.27 to 7.20 and the interval is not very wide, suggesting that the group is nearly homogeneous. Because the mean, the median and the mode do not vary much, the distribution can be considered nearly normal. Table 2. Difference between the Means of the Scientific Attitude Scores of the Sub Samples Sub samples Male students Female students Govt. school students Private school students Rural area students Urban area students N 149 151 150 150 168 132 Mean 61.13 60.76 60.12 61.76 58.37 64.23 S.D 7.12 6.61 6.42 7.20 6.88 5.27 t- value 0.47 Level of significance Not Significant
8.08
0.01
2.08
0.05
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The details of the calculations are given in Table 2. In respect of Male and Female students (t value = 0.47) the t values are found to be not significant at 0.05 level. But in respect of Government and Private school students (t value = 8.08) and in respect of Rural and Urban area students (t value = 2.08) the t values are found to be significant at 0.01 level. It is concluded that Male and Female students had no significant difference in respect of their Scientific Attitude. The Government and Private school students, Rural and Urban area students had significant difference in respect of their Scientific Attitude. Moreover, the Private school students (Mean = 61.76) are found to be better than their Government school counter parts (Mean = 60.12) in their Scientific Attitude. Moreover, the urban area students (Mean = 64.23) are found to be better than their rural counter parts (Mean = 58.37) in their Scientific Attitude. IMPORTANT FINDINGS There is no significant difference between Male and Female in respect of their Scientific Attitude. There is significant difference between Government and Private school students in respect of their Scientific Attitude. There is significant difference between Rural and Urban area students in respect of their Scientific Attitude.
CONCLUSION The Male and Female students at secondary school level in Maharashtra, India have no significant difference in respect of their Scientific Attitude. Government and Private school students, Rural and Urban area students differ significantly in their Scientific Attitude. REFERENCES Ajzen, I and F, Schbein M, (1980), Understanding attitudes and predicting social below our New Jersy Prentice Hall. Kahle, J. B., & Lakes, M. K. (1983). The myth of equality in science classrooms. Journal of Research in Science Teaching, 20(2), 131-140. Koballa, T. R. Jr. (1988). Attitude and related concepts in science education. Science Education, 72, 115-126. Lickert R.A. (1932) Technique for the measurement of Attitude Archives of psychology strong E.K. (1930) vocational Interest. Strong E.K.(1930). Morrell, P. D., & Lederman, N. G. (1998). Students attitudes toward school and classroom science: Are they independent phenomena? School Science and Mathematics, 98(2), 76-83. Muhammad, I. H., Tabassum, N., & Pell, A. W. (2008). Attitudes to school science held by primary children in Pakistan. Evaluation and Research in Education, 21(4), 269-302. Neathery, F. M. (1997). Elementary and secondary students perceptions toward science: Correlations with gender, ethnicity, ability, grade, and science achievement. Retrieved from http://ejse.southwestern.edu. Nieswandt, M. (2005). Attitudes toward science: A review of the field. In S. Alsop (Ed.), Beyond cartesian dualism encountering affect in the teaching and learning of science (pp. 41-52). Dordrecht, Netherlands:Springer.
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71
OVERCOME THE SCHOOLDROPOUT RATE THROUGH OPEN LEARNING

Dr. M.T.V. Nagaraju1 Abstract Education is an endless process needed for the development of any nation. India being one of the developing countries concentrates on four aspects of youth education as maximum percent of youth are in our country and who are going to build this universe. The Government increases the allocation of funds by the year to year to meet the challenge of the UEE and USE, as well as to provide educational facilities to the school going children and school education in the point of RTE ACT 2009, even though the issue of school dropout rate was not stopped and gives a challenge to the school education department. The open Learning system was came into the new arena of the education and meet the challenges of the deprived, down trodden, vulnerable, marginalized groups as well as the school dropout children to overcome the hurdle of going to formal education and aimed to continue their education without any obstacles. The target groups for National Institute of Open School (NIOS) and State Open Schools (SOSs) include drop-outs from formal schools, marginalised sections of society like rural youth, rural and urban poor, girls, women, scheduled castes and tribes, backward classes, handicapped people, ex-servicemen and working population at the bottom level. This paper reviews the school dropout rates in formal stream of the education in the state and the Andhra Pradesh State Open School (APOSS) through their efforts in meeting the challenge of the School Dropouts. INTRODUCTION As per the article 21A and 93rd Constitutional Amendments 2009, education has become a fundamental right. This article clearly spells out the responsibility of the state to the extent of providing free and compulsory education to all the children from the age of 6 to 14 years. Government is committed to achieve total literacy by 2015 and in this direction initiated several schemes for both quantitative and qualitative improvement. There is an expectation that education will improve the qualities of life of a person and will behave in a better manner than one who is not educated. Educationists too stress that education is a holistic process and not only a training of the intellect. It is development of moral, social, aesthetic as well as rational capacity. Educational facilities definitely promote the prosperity of the society and contribute positively to gross domestic product and create employment opportunity. It has a positive effect on reduction of poverty, population growth, crime rate and better health condition. While investment on human resources has been witnessing a high growth in advanced countries, the negligible amount of human investment in under developed countries has done little to extend the capacity of the people to meet the challenges of accelerated development. India was spending 4.1 per cent of her GNP on education (1999-2001). In comparison, a large number of countries spend more than 6-8 per cent and some of them even more than 10 percent on education. The share of elementary education in the total expenditure on education continues to be below 50 per cent as against the required 65-70 per cent to achieve universal literacy. India has lunched the programme of Sarva Shiksha Abhiyan (SSA) to achieve Universalisation of Elementary Education in the country by the year 2010. It implies that all children in the age group 6 to below 14 years get enrolled in a regular school or an alternate school system and they do not drop out from school before completing the full cycle of elementary education. Efforts are being made on various fronts to ensure that no child in this age group remains out of school. The programme is an effort towards recognition of the need for improving the performance of the school system through a community owned approach and ensuring quality elementary education in a mission mode to all children which also seeks to bridge gender and social gaps.
1
Head I/c, Dept. of Education, Dr. B.R. Ambedkar Open University, Hyderabad -500 033(A.P.).
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LITERACY RATE INDIA 2011 After the 2011 census, literacy rate India 2011 was found to be 74.04%. Compared to the adult literacy rate here the youth literacy rate is about 9% higher. Though this seems like a very great accomplishment, it is still a matter of concern that still so many people in India cannot even read and write. The numbers of children who do not get education especially in the rural areas are still high. Though the government has made a law that every child under the age of 14 should get free education, the problem of illiteracy is still at large. Table 1. Literacy Rates In India 1951-2011 Census Year 1951 1961 1971 1981 1991 2001 2011 Persons 18.33 28.30 34.45 43.57 52.21 65.38 74.04 Male 27.16 40.40 45.96 56.38 64.13 75.26 82.14 Females 8.66 15.35 21.97 29.76 39.29 54.16 65.46 Male Female gap in literacy rate 18.50 25.05 23.98 26.62 24.84 21.70 16.68
Source: provisional data of the 2011 census It is clear from the above Table-1 that from 1951 census to 2011 census the literacy rates have shown a substantial improvement. The literacy rate which was only 18.33 per cent in 1951 rose to 52.21 per cent in 1991 and further increased to 74.04.4 per cent in 2011. According to the Census of India, 2011 the literacy rate has gone up to 82.14 per cent for male and 65.46 per cent for females. EDUCATIONAL STATUS OF ANDHRA PRADESH A person, who is 7 years and above and who is able to read and write with understanding in any one language is considered as Literate. The literacy rate of the state is 67.66 in 2011 as against 44.08 in 1991. The literacy rate of the state is lower than that of all India literacy rate at 74.04. Among the districts, Hyderabad is at the top with 80.96. The least literate district is MahaboobNagar with 56.06 percent. Male literacy rate is 75.56 as against that of female at 59.74. The Directorate of School Education deals with School Education catering to the educational needs of children. The pattern of School Education in Andhra Pradesh is 5+2+3 i.e., 5 years of Primary Education, 2 years of Upper Primary Education and 3 years of Secondary Education. Govt. of Andhra Pradesh intends to achieve the goal of universalisation of elementary education by recognizing education as a potential instrument for Human Development. The primary goal of the state is to increase steadily the overall literacy levels. Provision of schooling facilities within a distance of 1 km. of all rural habitations is a pre-requisite for achieving universal access. For this, Primary Schools are started in almost all places within a distance of 1 km. During 2011-12, the department provides schooling facility to school age population of 1.29 crore children. Out of 1,02,436 schools in Andhra Pradesh, in the Elementary Education Sector there were 66,721 Primary Schools and 15,759 Upper Primary Schools. Under Secondary Education there were 19,770 High Schools and 186 Higher Secondary Schools. Out of 1,02,436 schools, 114 were Central Government, 7,716 State Government, 66,393 MP/ZP, 2,115 Municipal, 3,335 Private Aided and 22,763 Private Unaided. During 2011-12, there were 4,95,138 teachers in position in all types of schools in the state. Out of which, 1,89,722 in primary schools, 97,015 in upper primary schools, 2,04,060 in High schools and 4,314 teachers in higher secondary schools. Government has committed itself to fill-up all the existing teacher vacancies and sanction necessary additional posts to achieve teacher pupil ratio of 1: 40.
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Table 2. Educational Facilities

Primary Schools Year Sc. 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 48899 49919 51836 55398 55901 58249 63362 63897 61680 62159 62162 62464 65609 65932 66834 66721 En. 5635379 5936750 6237735 6373837 6060394 5230748 6351072 5967010 5524363 5398008 5513155 5366949 5686045 5392253 5463896 5276876 Teac. 106974 121446 136363 136853 133546 127313 173731 172601 166935 166790 167723 167059 183197 169159 174069 189722 Sc. 7733 8142 8713 9530 9804 14472 15110 15215 16667 17290 17823 17957 14942 15384 15421 15759 En. 2130398 2274897 2443179 2614524 2628185 3322826 3389189 3149964 3172877 3172134 3246096 3110686 2492198 2395849 2329730 2157321 Teac. 50287 58509 62845 69117 69265 85263 102152 100365 103985 106215 112388 110949 94662 90077 93003 97015 Sc. 8178 8566 8897 9659 10277 11464 12570 13160 14342 15437 16195 16937 17376 18143 18776 19770 En. 3505246 3617222 3767758 4177431 4537791 4963392 4078358 4330479 4633242 4839243 4988791 5114442 5369962 5477427 5397690 5407778 Teac. 107506 112850 115670 122891 131324 145246 140019 140826 140399 142544 153988 156887 167159 187709 205179 204060 Sc. 93 95 97 88 82 73 79 82 79 98 97 99 100 104 173 186 En. 99848 96131 101850 92292 82227 74765 78336 82033 80586 102538 103188 99664 110955 100827 126870 138863 Teac. 4365 4387 4654 4154 3847 3498 3628 3305 3475 3958 4056 4241 4127 4147 4304 4314 Upper Primary Schools High Schools Higher Secondary Schools
Source: School Education Department, Note: Sc= No. of Schools; En.No = Enrolment; Teac. = Teachers
Dropout Rates Dropout rate is defined as a percentage of the number of children to total enrolment dropping out of the educational system in a particular year. The ratio does not take into account repeaters and children who enter the system after class-I. It is expected that every child who enters class-I completes class-VII without discontinuing the school in between. With this view, efforts are being made to tackle the problem of dropouts with the support of School Management Committees. The Dropout Rate during 2011-12 in Primary Stage (Classes I-V) is 15.60, in Upper Primary Stage (Classes I-VII) is 20.79 and in Secondary Schools is 45.71. Details of Dropout rates are shown in Table-3. Table 3. Dropout Rates IV Year Boys 1971-72 1981-82 1991-92 69.34 58.48 52.15 Girls 72.53 62.87 57.04 Total 70.65 60.31 54.28 Boys 77.80 64.40 61.17 Girls 86.91 73.19 69.17 Total 81.59 67.98 64.65 Boys 87.62 78.28 72.76 Girls 94.37 85.91 79.31 Total 90.56 81.35 75.54 I - VII I-X
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2001-02 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12
35.36 42.42 31.77 24.61 26.76 19.10 16.14 16.34 18.10 15.93
33.64 42.80 32.14 24.85 27.32 18.48 15.15 15.24 16.73 15.27
34.54 42.61 31.95 24.73 27.04 18.79 15.65 15.80 17.43 15.60
51.98 52.71 51.96 50.26 42.14 33.26 34.39 26.38 22.56 21.51
55.77 55.92 54.46 52.37 44.32 35.23 35.41 26.50 22.11 20.06
53.78 54.27 53.17 51.30 43.22 34.24 34.89 26.44 22.34 20.79
71.62 65.28 62.30 62.24 62.99 62.30 60.12 52.73 45.83 45.43
73.28 68.53 65.24 65.20 65.33 64.00 61.38 54.2 46.59 45.99
72.37 66.70 63.69 63.67 64.13 63.13 60.73 53.36 46.21 45.71
Source: School Education Department, Hyderabad Gross Enrolment Ratio (GER) It is defined as percentage of enrolment in Classes I-V, VI-VII and VIII-X to the estimated children in the age-group of 6-10, 11-12, 13-15 years respectively. The Gross Enrolment Ratio may cross 100% because on inclusion of over-age and under-age children. The Gross Enrolment is calculated as follows:
Gross Enrolment Ratio = Enrolment in Classes I-V(Primary Stage) / VI-VII(Upper Primary Stage/ VIII-X (Secondary Stage) No.of Children in the age group of 6-10 / 11-12 / 13-15
Dropout Rates It is defined as percentage of the number of children to total enrolment dropping out of the educational system in a particular year. Dropout rate is calculated as follows:
Dropout Rate (I-V for the year 2010-11) = Dropout Rate (I-VII for the year 2010-11) = (Class-I in 2006-07 - Class - V in 2010-11) 100 (Class-I in 2006-07) (Class-I in 2004-05 - Class - VII in 2010-11) 100 (Class-I in 2006-07)
The data on school dropouts in Andhra Pradesh to understand the factors responsible for children being pushed out of schools and unpicks some of the frequently advanced explanations for dropouts such as poverty, quality of education, lack of interest in education and examination failure. It locates the explanation in terms of an absence of the social norm which promotes a childs right to education, as well as the often hostile administrative practices and procedures adopted by schools. Table 4. The Parity between the Gross Enrollment Ratio and Dropout Rate
Gross Enrollment Rate Sl. No. Year Classes I-V (6-10) Age Group Boys 1 2 3 2000-2001 2001-2002 2002-2003 111.59 114.24 118.07 Girls 109.09 112.65 117.41 Total 110.35 113.48 117.74 Classes VI-VII (11-12) Age Boys 58.71 63.02 69.22 Girls 48.62 55.13 62.5 Total 53.72 59.12 65.9 Dropout Rate Classes I-V (6-10) Age Group Boys 37.15 35.36 33.74 Girls 37.12 33.64 30.91 Total 37.14 34.54 32.39 Classes VI-VII (11-12) Age Boys 54.34 51.98 49.93 Girls 58.79 55.77 53.22 Total 56.43 53.78 51.52

4 5 6 7 8 9 10 11 12 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 108.5 109.26 109.8 97.21 96.19 96.61 98.85 100.58 101.33 108.83 110.52 111.65 97.54 96.620 97.54 99.23 100.34 100.72 108.66 109.88 110.7 97.37 96.40 97.07 99.04 100.46 101.02 76.34 82.27 88.42 82.24 82.23 81.51 81.72 85.06 88.73 69.43 76.07 82.97 80.16 80.97 80.86 81.02 85.02 90.00 72.92 79.2 85.71 81.22 81.61 81.19 81.38 84.76 89.35 42.42 31.77 24.61 26.76 19.10 16.14 16.34 18.10 15.92 42.80 32.14 24.85 27.32 18.48 15.15 15.24 16.73 15.27 42.61 31.95 24.73 27.04 18.79 15.65 15.80 17.43 15.60 52.71 51.96 50.26 42.14 33.26 34.39 26.38 22.56 21.51
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55.92 54.46 52.37 44.32 35.23 35.41 26.50 22.11 20.06 54.27 53.17 51.30 43.22 34.24 34.89 26.44 22.34 20.79
Source: DISE data from 2000-01 to 2011-12. THE CHALLENGE OF SCHOOL DROPOUTS MEETS THROUGH OPEN SCHOOLS IN INDIA Open schooling is indeed a concept that has the potential of revolutionizing society at large and bringing out the best in people since it motivates the learners to strive and achieve. Reaching the unreached - this about sums up the entire process. The Jomtien World Conference on Education for All (EFA) in 1990 gave a clarion call to countries to develop strategies for enabling access to basic education. Ten years later, leaders all over the world reiterated the need for this in the form The United Nations Millennium Development Goals (MDGs). India with a burgeoning population of over 1.2 billion established the National Open School in November 1989 in Delhi morphed into the National Institute of Open Schooling (NIOS) in 2002 . It soon became the largest open schooling system in the world with client groups like women, rural and urban poor, the unemployed and underemployed youth etc . The huge size of the country with many large States made it imperative to set up State Open Schools (SOS), mainly because of this reason: It is well high impossible to realise the laudable goal of EFA and universalisation of school education through the formal education system alone or through the National Open School in the Countrys capital Delhi. The needs of several regio ns must also be taken care of. Open Schools in the 14 States which have set them up have evolved from specific needs of the States concerned. Some of the State Open Schools were set up under the Societies Registration Act as registered Trusts. Some others have been tagged on to Departments of Non- Formal Education as adjuncts while yet a few is listed as autonomous entities. It is unfortunate that a good number of these SOSs do not get even limited appreciation for their roles. There is a lack of political will to consolidate and strengthen the open schooling system at the State level. The target groups for SOSs include drop-outs from formal schools, marginalised sections of society like rural youth, rural and urban poor, girls, women, scheduled castes and tribes, backward classes, handicapped people, ex-servicemen and working population at the bottom level . Interestingly enough, some striking features deserve mention. The Madhya Pradesh SOS extends open schooling facilities to Class III and IV employees of the M.P. Corporation offices. The Rajasthan SOS offers cent percent fee exemption to the prisoners enrolled with it. Some salient features in the functioning of the State Open Schools in India merit attention. For instance, almost in every SOS, data regarding the parental income, occupation, social strata from which students enter the school are not available. Again, there is undue reliance on print material (lessons) although broadcasting facilities, especially through radio, are in place all over the country. In Tamil Nadu, the District Institutes of Education and Training (DIET) in the State conducted the open school until the year 2002 and then it has been allowed to be in a limbo, if not wither away. In Delhi also (National Capital Territory or NCT), the Open School as such is virtually non-existent. In many open schools as in Kerala and Punjab, the examination schedule of the State Board is adhered to. The percentage of open school participation in the entire secondary / senior or higher
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secondary scene varies from 15 as in Punjab to 25 as in Kerala. In Chhattisgarh, no mechanism has been developed to estimate this percentage. Enrolment in the State Open Schools has been on the increase over the years for instance, in Rajasthan it grew from about 23,400 to 27,670 during the years 2005-06 to 2009-10 for secondary stage, and from 4,640 to 9,120 during the same period for senior secondary stage. In Punjab, the student strength for Matric level was about 59,000 in 2008-09 and rose to 61,650 the next year. For Senior Secondary level, the figures are 21,050 and 21,570, revealing a modest increase. In many SOSs, the faculty strength is inadequate. Taking an overall view, one cannot escape the conclusion that with very few exceptions, the State Open Schools resemble atrophied limbs of the State Education Department. They are like rudderless ships set adrift in a sea of low morale. This is a poignant situation when one considers the immense potential of SOSs to bring about a sea-change in the social set-up and improve the economic well being of the underprivileged people. NIOS soon became a remarkable example of Open and Distance Learning (ODL) at the school level benefiting generations of children by giving them self-esteem through the education path. Almost all the State Open Schools in India depend on NIOS for several inputs and therefore, the full Report dwells at length on many striking features of NIOS. ANDHRA PRADESH OPEN SCHOOL SOCIETY (APOSS) A.P. Open School Society was established as an autonomous society registered under the Andhra Pradesh Public Societies Act on 20th of February 1991 and inaugurated on the Ugadi Day, the 17th of March 1991, vide G.O. Ms. No.50 Edn. (SSE-2) Department, dt: 08.02.1991. It is the first State Open School in the country. The main objectives of APOSS, at the time of its inception have been To provide pre-elementary Education through Open and Distance Learning (ODL) mode to School drop-outs and those missing Upper Primary stage of education and to attain Universalization of Elementary Education (UEE) in the State. To provide continuing education for adult neo-literates, working men and women to reinforce their functional literacy and not to allow them to relapse into illiteracy.
The Open and Distance Learning (ODL) model of National Open School (NOS) was studied carefully and adapted to meet the needs of the learners of Andhra Pradesh. Initially, it was started in five districts viz., (1) Nellore, (2) Chittoor, (3) Nizamabad, (4) Medak and (5) Visakhapatnam, with the financial assistance of Government of Andhra Pradesh. In the Second phase, during 1994-95, it was extended to another nine districts viz., (1) Srikakulam, (2) Vizianagaram, (3) Prakasam, (4) Ananthapur, (5) Kurnool, (6) Cuddapah, (7) Mahaboobnagar, (8) Warangal and (9) Ranga Reddy, with the financial assistance of Department of Non-formal Education, MHRD, Government of India, New Delhi. In the third phase, during 1996-97, it was further extended to the remaining nine districts of the state viz., (1) Krishna, (2) Guntur, (3) Khammam, (4) Nalgonda, (5) Adilabad, (6) Karimnagar, (7) Hyderabad, (8) West Godavari and (9) East Godavari, with the financial assistance of Department of Adult Education, MHRD, Government of India, New Delhi. While the Open Learning scheme is in implementation at Upper Primary level in all the districts of the state, during 1997-98, the APOSS has formulated Open Basic Education (OBE) Scheme through which a Bridge Course was introduced as a pilot project, to the drop-outs of classes III & IV and to the adult neo-literates who were covered under Total Literacy Campaign (TLC)/Post Literacy Campaign (PLC) programmes of Adult Education Department, in five districts viz., Visakhapatnam, Nellore, Chittoor, Nizamabad and Karimnagar with the financial assistance of Department of Adult Education, MHRD, Government of India (GOI), New Delhi. Similarly, during 1997-98, at Upper Primary level Urdu medium centres are opened under Open Learning Scheme in Hyderabad for the benefit of the Urdu clientele, with the financial assistance of Municipal Corporation of Hyderabad (MCH), under Indian Population Project (IPP).
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But, these projects were closed down after expiry of the stipulated project periods, sanctioned by MHRD, GOI, New Delhi and IPP and as such the Open Learning Scheme at Upper Primary Level in Telugu and Urdu media have been continued in the State with the financial assistance of Government of Andhra Pradesh. As part of expansion of the scheme, the APOSS has introduced classes VIII & IX during the academic years 2001-02 and 2002-03 respectively with the financial assistance of Government of Andhra Pradesh, vide G.O. Rt. No. 485 Edn.(Prog.II-1) Dept., dt: 08.08.2001. About 9 lakh learners are enrolled at Upper Primary and Secondary level (up to Class IX) from 1991-92 to 2007-08 and nearly 4.6 lakh learners have successfully completed the course. APOSS adopted the syllabus and study material of National Institute of Open Schooling (NIOS) for the learners of SSC (APOSS) course in academic subjects and established linkages with vocational agencies like the National Academy of Construction (NAC), Andhra Pradesh Industrial Training & Technical Consultancy Organization Limited (APITCO), Self Employment Training (SET), Rajiv Udyog Sree (RUS) etc. spread across the state, for providing practical training and skill development in vocational subjects. Accordingly, the APOSS introduced SSC (APOSS) course in ODL mode in the academic year 2008-09, vide G.O. Rt. No. 723 Edn. (Budget-SSA) Dept., dt: 27.09.2008. Academic courses are integrated with vocational courses. The course will be implemented through identified Government/ Municipal /Aided/ Recognized High Schools, which are commonly known as Accredited Institutions (AIs), in the State. It was planned to start at least one Accredited Institution (AI)/ Study Centre per mandal in all the 1129 mandals of the State. Public examinations were held for two batches of SSC (APOSS) course during 2008-09 and 2009-10 and the results are highly encouraging. Sl. No. 1 2 3 SSC (APOSS) Batch Nov/Dec 2009 exams April/May 2010 exams 2010-11 Admissions Enrollment 58013 45189 75527 Appeared 53996 (including supplementary candidates) 1041 -Passed 16569 37112 -Pass % 43.29 68.73 --
Table 5. District Wise Enrollment and Number of Learners Passed through SSC from APOSS During 2008-09 & 2009-10 Enrolment Sl. No. Name of the District 2008- 200909 10 1 2 3 4 5 6 Srikakulam vizianagaram Vishakapatnam East Godavari West Godavari Krishna 1849 1342 2665 2093 3276 1708 3675 3835 1383 970 2010-11 No. of learners No. of learners
2008-09 (Nov/ Dec 2009 ) 2009-10 (April /May 2010 )
Pass Pass AppearedPassed AppearedPassed (as on Percentage Percentage 31.08.2010) 2328 3593 2675 2000 1255 850 1283 2022 2276 2590 1060 797 563 1041 627 1821 235 341 43.88 51.48 27.55 70.31 22.17 42.79 1673 2668 2889 4132 1441 1244 1263 2177 1773 1232 1160 673 75.49 81.6 61.37 29.82 80.5 54.1
1284 1094
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7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Guntur Prakasham Nellore Chittoor Kadapa Ananthapur Kurnool
3312 1570 2254 1178 1153 743
1460 900 656 1243 1731 1700 1826 1930 2395 1444 3569 1448 2510 2302 3122 3640 3112 47689
2168 1303 739 1315 1985 1498 1311 1180 772 1328 1630 1283 2314 1298 2114 3192 3046
744 480 470 564 1072 991 351 361 135 342 682 455 1139 653 1447 873 1182
34.32 36.84 63.6 42.89 54.01 66.15 26.77 30.59 17.49 25.75 41.84 35.46 49.22 50.31 68.45 30.48 38.8 43.29
2127 1804 818 1676 2341 2224 1351 1678 1019 2780 3367 1418 3988 2346 3092 4354 3566
1298 1175 732 1148 1960 1670 736 1351 477 1802 2400 1210 2732 2013 2629 2914 2587
61.02 65.13 89.49 68.5 83.72 75.09 54.48 80.51 46.81 64.82 71.28 85.33 68.51 85.81 85.03 66.93 72.55 68.73
1972 1296 2660 1924 2322 2443 1880 968
Mahaboobnagar 1740 1324 Ranga Reddy Hyderabad Medak Nizamabad Adilabad Karimnagar Warangal Khammam Nalgonda Total 1298 832
2071 2357 2434 3266 1809 981
3458 3773 1994 2366 3176 3185 5520 3259 4828 2682 58013 45189
38504 16569
53996 37112
With a view to enhance the access to education, to upscale the activities and to provide opportunities to the learners of all the mandals in the state, the APOSS has revamped the Open Learning Scheme with some modifications and new initiatives. CONCLUSION Evidence from many studies in different parts of India suggests that many children are drop outs, because of them are the first generation learners, its lack of support in combating child labour, its lack of flexibility and a need to be more child-sensitive. Indeed, schools should be governed in such a way that children are comfortable and have a sense of belonging in the school. In many cases, it is the limitations of the system that result in children leaving school. A lack of capacity in facilities, training, administration, regulation and quality is meaning that many children are becomes as School Dropouts. Recognise that drop out is closely associated with poverty and that poverty reduction will of itself tend to reduce drop out. This may require action to reduce exploitative child labour sustained by poverty, reduce and eliminate direct and indirect costs of schooling for the poorest, and to improve relevance of curricula and learning outcomes for children from poor households. Review administrative arrangements that result in drop out and develop reforms that enhance progression and retention. These can include easier registration procedures for enrolment in school, automatic promotion to higher grades, regular monitoring of attendance and achievement, methods to reduce over age
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progression, special support for socially marginalised groups (e.g. girls, scheduled castes etc), and more flexible responses to seasonality and the learning needs of different groups of children. The most attractive aspect of open schooling is its cost-effectiveness when conducted at scale. For the young adults who need further schooling but who either cannot or do not wish to go back to the conventional classroom in formal schools, open schooling is a boon. REFERENCES Anugula N. Reddy & Shantha Sinha (2010), School Dropouts or Push outs? Overcoming Barriers for the Right to Education, Consortium for Educational Access, Transitions and Equity (CREATE) Pathways to access, Research Monograph No 40. NUEPA, New Delhi. DISE Data (2011-12), Educational Statistics 2011-12, Commissioner and Director of School Education, Rajiv Vidya Mission (SSA), Hyderabad, 2012. Economic Survey of India, 2011 Murali Vallapureddy (2012), Educational Facilities and School Dropout in Tribal Area : A District Level Analysis in Andhra Pradesh, International Journal of Contemporary Business Studies, Vol: 3, No: 11. November, 2012 ISSN 2156-7506, Available online at http://www.akpinsight.webs.com National Consortium for Open Schooling (NCOS) Vision and Mission, February 2010 Rajagopalan .T (2011), A study of the Development of the State Open Schools (SOSs) In India Consultants Report, Commonwealth of Learning (COL).
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CHALLENGES OF THE ENGLISH CLASSROOMS IN INDIA

Ms. S. Savitha1 Abstract English is considered as a Global language and an important tool for todays competitive job market. The teaching of English in colleges has become a challenging task nowadays. At schools students learn English just like other subjects and not as a language. Even many of the engineering students are striving hard to improve their communication. But I would like to state clearly that the decline in the standards of English of technologists/technocrats, and of the general English-handling and English-speaking population of our country started its decline curve from the time we started getting obsessed with the idea of English for special purposes. That campaign was relevant when there was an overdose of heavy duty English literature in the English curriculum. But what has happened now in is that there is not literary content in the engineering syllabus in colleges; there is no humane content in it, and it negates the very concept of a harmonious development of the head and the heart. The study of the paper focuses its attention on the challenges of the English classroom in India and few methods what I implemented and experienced in my own classes to suit the new technology. INTRODUCTION English being accessed as the universal language has been an inevitable part of the higher studies in every country. People, who become acquainted to the culpable excess of the competitive situations prevailing in all the fields in almost all the parts of the world, are sure to realize the benevolence in the intimation of this world level communicative language. The assimilation of the knowledge of English in colleges provokes the hope of the development of individual personality. English has been variously described as the Window of the world the language of development, the language of science and technology, the language of modernization, the language of research etc. People perceive it as the language of opportunity because any person seeking socio-economic advancement finds ability in English an asset. The people are more practical than the policy-makers, because they have to survive in the modern competitive world. India, though a linguistic paradise, English plays an important role in the country. English has until very recently been the language of instruction, administration, and technical education. There are two kinds of research been done the research into the fields of imagination and the research into fields of intellect? Indeed, the imagination and the intellect cannot be separated and confined to watertight compartments. Students and teachers of languages are involved in a big way in this second kind of research in recent times when they deal with the teaching of languages for specific purposes. A major criticism is there even after several years of instruction; students have difficulty in using English for communication. Students are not showing any interest in the textbooks and most of the rural students feel learning English is tiresome. At the college level, very few English classes have students who are at the same level of proficiency. It has been difficult for the teachers to determine the level at which they target their English classes. So it is necessary to give individualized instruction for very low and high proficiency classes. In recent years the teaching materials used for teaching the English Language to various categories of students have changed in character. Most of the Indian Universities have changed the syllabuses and textbooks. English in colleges, as somebody has said, is like Sanskrit: people love it, respect it, but dont speak it. Too much emphasis on strict Victorian rules of grammar has hampered the free growth of the language; too much emphasis on the Oxford pronunciation has shut up our students. While the Australians, the Americans and even the Chinese have their brand of English, Indians seem to hang on to Elizabethan English. It is time to adapt the language to suit Indian conditions so that it takes root in our soil. Let us help the language to take the roots by allowing some concessions that suits the present scenario. It is often mistaken that speaking in English is to belittle the importance of the mother tongue. As spoken English is sadly neglected in colleges, an all round effort should be initiated to promote it. The textbook are not so designed as to help teaching and learning spoken English. Learning to write is important, but learning to speak is more important. The lessons prescribed in their text books may help the students to learn written
1
Assistant Proffessor, (SG), Department of Languages, Hindustan University, Chennai.
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English and not spoken English. It is time that we have to design the textbook to help learners acquire the necessary skills required to meet the competitive job market. Teachers of English face various challenges in their profession. In olden days teachers reproduce what they learnt. Now importance is given to the process of learning and the teachers act as facilitators. Today, there is one feature of language teaching that is becoming more and more popular with the student population that is keen on a job at the earliest possibility and preferably entailing a fat pay packet. That is Spoken English. But I would confine myself here to the statement that in dealing with a foreign language there cannot be any teaching of any one of its aspects. The four skills of language have to go hand in hand along with the fifth skill i.e. thinking. Teachers who are intent on completing the prescribed lessons and preparing the students for the University exams have succeeded in getting them a pass, but they have succeeded in making them to acquire skills. The students can concentrate on the language, and the text can be used for teaching conversational techniques. At the college level, let us develop certain techniques to help the students to master the five skills (LSRW&T) and acquire soft skills. We can tamper with English grammar a little and teach them in an unconventional method to make sentences and deliver them quickly without errors. In this experiment, the teacher make students introduce themselves in different situations; introduce their parents, guardian, siblings and an eminent person or the person whom they love most and even their school teachers. CONDUCTING THE SESSION Instructions to be given to the students: 1. Pick five students and ask them to introduce themselves. Tell students, in the self introduction they should give details like name, degree, place, etc. While introducing parents or guardian to another person, remember them that they are judged by the way they introduce them and the details they give about them. Ask them to identify various difficulties that their parents went through to make them what they are today. The students should come forward and justify why he thinks his mother or father is the best. When they speak about eminent persons they should furnish details about the personalities family and academic background, his struggles, his achievements etc. It is the responsibility of the teacher to help them and give confidence in them by giving the details that how they should go about a topic when they speak. Group your students and ask them to come prepared to talk for two minutes on that days edition of a leading newspaper. Ask them to gather news on industry, share market, entertainment, sports and games, social awareness etc. Keep changing the topics for each group every week, so that each group gets a different topic on the news item for the following week. You can also ask them to watch TV news channels like NDTV, CNBC, BBC etc to watch how newsreaders present the news. Students can be asked to play the role of a News Reporter. Ask them to come out with some of the latest issues happening or that happened in their state/district and let them present in front of the class. Ask students to get pictures of their school, photographs taken with their friends and they share their memories for two minutes in front of the class. Students can also be asked to enact a scene from a movie which highlights the bonding among friends, siblings etc.
2.
3. 4. 5.
Students can be evaluated for the internal assignments by giving them worksheets, and how they express themselves without any inhibitions. Factual errors can be corrected later. Students should be told about the importance of reading books and the methodology to be adopted to understand a book. A team of students can be instructed to read a particular book given to them i n a weeks time. The idea can be presented in the form of a skit. The summary of the book will be written by all the members of the group or they can comment on the theme of the book in 100 words. The objective is to share an enriching classroom experience in which English newspapers and TV channels are used to encourage functional literacy of English among students. At the same time the students are provided necessary importance to improve their reading skills, enhance their knowledge in the current issues which will help them at the time of the interview and improve their communication skills. For such type of activities students are given only two minutes to talk and justify. Teachers should see that whether everybody in the class got their chance. Role play, Group activities can also be conducted using these topics.
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English teachers can come out with this type of interesting activities to the class every day. I have listed only few examples here. But what is expected from an English faculty member is they have to check and correct the questionnaires prepared by the students from the language point of view. During the presentations observe the errors in language and give them feedback. Students expect originality from the teachers. So we should teach them how to work in a team, with different kinds of people, receive feed back in positive manner, willingness to change some of the qualities that employers look for. They should understand the differences between skills and attitude and its importance. Nowadays the attitude of the youngsters has changed. The emphasis now falls on the fitness of the learner to use language for the utilitarian, official purposes. The earlier liberal idea of developing the overall personality of the student has been discarded in favour of this new philosophy of readiness for daily, practical use of language. For instance, the very concept of spelling in English has undergone a great change. You are asked to be present at two oclock; bring your credentials with you, too is not written that way. It may help in shortening the space taken for such elaborate spelling. I require some instruction to see that U r asked 2 b present 4 an interview in the conventional way; in fact it even ignores the idea pronunciation: can 4 stand for for? It is true that language skills are essential to students of business management and professional courses since they are not concerned with other aspects of human life, to begin with. There must be directness in their purposes, and there should be no waste of time and energy in their efforts. So English with a Special Purpose must be taught to them. Old world courtesies are out of place in this kind of communication. Polish and courtesy are indeed important concepts here also, but the way in which the olden times a party introduced himself and his subject are no longer considered quite valid. Encourage the students to believe in themselves. Once they start believing in themselves they will respond to things a lot differently and in a way that gets best results. The teachers of English could understand that motivation for almost any learning activity was fairly well established when students indicate interest in a task. Most of my students thought that they were getting better and learn according to their interests, need, proficiency and pace. Furthermore students do not sit passively in the class, but actively participate in the learning. REFERENCES Dhanavel S. P. (2010). English and Soft Skills, Orient Blackswan Ltd. Nunan, D. (1988). Designing Communicative Tasks for the Language Classroom. Cambridge: Cambridge University Press. Ramesh, Gopalaswamy., & Mahadevan Ramesh. (2011). The ACE of Soft Skills: Attitude, Communication and Etiquette for Success, Pearson. Rao M. S. (2010). Soft Skills: Enhancing Employability: Connecting Campus with Corporate, K. International Pvt. Ltd. Riel, C.B.M. van & Fombrun, C. (2007). Essentials of Corporate Communication, Abingdon: Rutledge.
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EMOTIONAL MATURITY AND SOCIAL INTELLIGENCE OF FIRST BORN AND LAST BORN GIRLS OF WORKING MOTHERS
Dr. Ravbeet Gaur1 Abstract The aim of present investigation is to study the emotional maturity and social intelligence of first born and last born girls of working mothers. A sample of 100 female respondents of 15 17 years of age was selected from the schools of Faridabad District. Emotional maturity was assessed by Emotional Maturity Scale developed by Yashvir Singh and Mahesh Bhargava and Social Intelligence was assessed by social intelligence scale developed by N.K. Chadda and Usha Ganeshan. Results reveal that there were insignificant differences in the mean scores of first born and last born girls of working mothers in the emotional maturity. Significant differences were found in the mean scores of first born and last born girls of working mothers on social intelligence. The differences were found on patience, confidence, recognition of social environment and sense of humor and insignificant differences were found in the dimensions of cooperativeness, sensitivity, tactfulness and memory. It was found that there was positive as well as negative relationship between he dimensions of social intelligence and emotional maturity. It had been found that each of dimensions, patience, cooperativeness, sensitivity and sense of humor has no relation with emotional Unstability, social maladjustment, and lack of independence. However, sensitivity was positively related to personality disintegration and in recognitions of social environment, there was positive relationship with social maladjustment and confidence was positively related to emotional usability, emotional regression, social maladjustment and personality disintegration. There was positive relationship of memory with emotional regressions, social maladjustment, lack of independence, but it was not related to emotional instability, social maladjustment, personality disintegration, and lack of independence. INTRODUCTION Adolescence is a period of multidimensional transition from childhood to adulthood. With the advances in years the adolescents complete physical growth, develop intimate relationship and move towards emotional maturity. Emotional maturity is one outcome of healthy emotional development and this emotional stability is the ability of the individual to keep his maturity of behavior close to his maximum even if the circumstances are over stimulating or frustrating. Social intelligence is the ability to understand and deal comfortably with others. In the Indian context mothers play key role in child nurturing particularly during the early stages of development. If mothers are working outside for gainful employment, they get relatively lesser time for disciplining the child. It is generally held that such condition would influence the personality of the child OBJECTIVES OF THE STUDY 1. 2. 3. To study the social intelligence of first born and last born. To study the emotional maturity of first born and last born girls. To study the relationship between emotional maturity and social intelligence.
HYPOTHESES 1. 2. 3. There were apparent differences in first born and last born girls on social intelligence. There were insignificant differences in emotional maturity of first born and last born. There was positive relationship between the dimensions of the social intelligence and emotional maturity.
METHODOLOGY The study was conducted on hundred adolescent girls in who fifty were first born and fifty were last born of 15 17 years of age.
Assistant professor, Manav Rachan College of Education
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For the assessment of emotional maturity on Emotional Maturity Scale (EMS) developed by Yashvir Singh and Mahesh Bhargava and for the assessment of social intelligence Social Intelligence Scale developed by N.K. Chadha and Usha Ganesan was used. FINDINGS 1. There were insignificant differences in emotional maturity of first born and last born girls comprising of five dimensions, namely: Emotional un-stability Emotional regression Social maladjustment Personality disintegrations Lack of independence 2. There were apparent differences in the mean scores of first born and last born girls on social intelligence. This difference was found to be significant on patience, confidence, recognition as social environment and sense of humor. And insignificance differences were found on the dimensions of cooperativeness, sensitivity, tactfulness and memory. It was found that there was positive as well as negative relationship between he dimensions of social intelligence and emotional maturity. It had been found that such of dimensions, patience, cooperativeness, sensitivity and sense of humor has no relation with emotional Un-stability, social maladjustment and lack of independence. However sensitivity was positively related to personality disintegration and in recognitions of social environment, there was positive relationship with social maladjustment and confidence was positively related to emotional un-stability, emotional regression, social maladjustment and personality disintegration. There was positive relationship of memory with emotional regressions, social maladjustment, lack of independence, but it was not related to emotional un-stability, social maladjustment personality disintegration, and lack of independence.
3.
REFERENCES Allen, J.G. & Haccon, D.M. (1976). Sex difference in emotionality Human relations. 29 (8): 711-722. Ball, R.M. (1990). Maternal social support as a predictor of child-rearing behavior and child competence in families with children entering kindergarten. Dissertation Abstract International; 50 (12). Brown, B.A. (1970). Responses of blind and seeing adolescent to an introversion extroversion questionnaire. Journal of Psychology. 6: 137 147 Burges R. (1981). The social cognitive development of abused children. Journal of Counseling and Clinical Psychology 49; 508-556 Charies L.K. (1975). The effect of seminar in a personal development upon maturation process of college freshmen; Dissertation Abstract Internatinal. 36 (4): 2053 Chaube, S.C. (1973). Adjustment problems of college students. Journal of Education and Psychology. 31 (2): 82 87. Crow, Lester. D And Crow, Allece (1956). Adolescent Development and Adjustment New York: MC-Graw-Hill Book Company.
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TEACHING ENGLISH POETRY A QUINTESSENCE

Bhavdip Chavda1 Abstract This paper is an endeavour to give a quintessence of teaching English poetry beliefs about learning and teaching English poetry to undergraduate students of non-native speakers, and functions of poetry in a students life. It finds out why do teachers need to teach and students n eed to learn poetry for that the paper studies and analyses from various points of view which make this study a should-read paper before teaching or/and learning poetry. It looks through the fundamental questions in the light of methods and techniques of teaching English poetry. Key Words: Teaching Literature, Objectives, Undergraduate Students, EFL classrooms, English Poetry It is evident, then, that there is a sort of education in which parents should train their sons, not as being useful or necessary, but because it is liberal or noble. Aristotle Let them not make me a stone, let them not spill me, otherwise kill me Louis Macneice Literature heightens the human sensibility. Studying literature is supposed to make the imagination more supple and dynamic. It is often advanced as a vital reason for doing it. The imagination is able to project all sorts of dark, diseased scenarios, along with a number of utopian ones. It is revered as one of the highest of human capacities; yet it is also embarrassingly close to fantasy, which is one of the most infantile and regressive. As Jonathan Swift was aware, sublimity and monstrosity border closely upon each other in human affairs (Eagleton, 2007:23). The imagination was a form of compensation for our natural insensibility to one another. Acts of imagination are by no means always benign. The imagination is also sometimes commended for offering us in vicarious form experiences which one is unable to enjoy at first hand. Studying literature will help out students more with their imagination. Perhaps, it will not be wrong to also say that there are at least three reasons which lead a teacher to teach and a student to study literature. First is personal involvement wherein student and teacher both get involved and share their opinions, views and emotional states. Literature helps students owing to the personal involvement it fosters in the reader. Once the student reads a literary text, he begins to inhabit the text. He is drawn into the text. Understanding the meanings of lexical items or phrases becomes less significant than pursuing the development of the story. The student becomes enthusiastic to find out what happens as events unfold via climax; he feels close to certain characters and shares their emotional responses. In this process, he can remove the identity crisis and develop into an extrovert. Teachers and students must be personally involved into the literary work. No teacher can ever teach any literary book until or unless he or she is involved into that text. The personal involvement of teacher is very much needed then and then his students can get personally involved and learn that text. Second, to have cultural enrichment of the different countries in the language in which language is spoken a visit or an extended stay is just not probable. For this, literary works, such as poems, novels, plays, short stories, etc. facilitate understanding of culture. Though the world of a poem, novel, play, or short story is an imaginary one, it presents a full and colourful setting in which characters from many social/regional backgrounds can be described. A learner can discover the way the characters in such literary works see the world outside (i.e. their thoughts, feelings, customs, traditions, possessions; what they buy, believe in, fear, enjoy; how they speak and behave in different settings) (Hismanoglu, 2005:54). This colourful created world can quickly help the learner to feel for the norms, codes and preoccupations that shape a real society and culture of the society. Third is language enrichment.Literature provides learners with a wide range of individual lexical or syntactic items. Learners become familiar with many features of the written language, reading a substantial and contextualized body of text. They learn about the syntax and discourse functions of sentences, the variety of possible structures, the different ways of connecting ideas, which adventurous when they begin to perceive the richness and diversity
Lecturer in English, Dharmendrasinhji Arts College, Rajkot
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of the language they are trying to learn and begin to make use of some of that potential themselves. Thus, they improve their communicative and cultural competence in the authentic richness, naturalness of the authentic text. Nowadays, the need of teaching literature is given importance as it is studied that literature is at the foundation of human characters. It moulds the mind-frame of the students and especially at undergraduate level, students are of the age where they need certain kind of warmness and love from a teacher for the development of their characters. To know about the information of any nation one may refer to the geography, history, politics and society of the nation but to know the humans, individuals, customs and traditions and behaviour of the people one has to study the literature of the nation. It is the literature which gives the correct idea of the people not any other information of the nation. Many teachers in Gujarat would like to use the terms like spirit of the national people or character of national people for the literature of a particular country with the literature of the nations. Teachers should teach professionalism, work ethic, critical thinking, team work, technology, leadership, creativity, cross-cultural understanding, and self-direction. Teaching literature has become essential at college level as literature is closest to life. Students can feel the literary characters gradually with their reading of the text. They will start co-relating themselves with the characters sharing the emotional and personal similarities. Students may enhance their imaginative ability by putting themselves in the place of characters and try to behave in a specific way. Literature makes students responsible individuals and at the juncture of this age undergraduate students always in need of this guidance. Students with the help of literature could try to understand the life and its ultimate challenges. They will go to familiar to unfamiliar and the same way pass through unfamiliar to familiar. Another reason for teaching literature could be for the satisfaction of the self and enlightenment of the students. The objectives of teaching literature to undergraduate students as Mohammad Khatib (2011:164) says in this way, The main objective of teaching literature in the undergraduateis to acquaint students with various literary genres, and consequently introducing them to the social cultural, literary and intellectual backgrounds of other nations. Dr. Ashok Babar (2011) gives the objectives of teaching foreign language and literature in these words, Teachers should teach foreign language and literature to improve the students imaginative ability and train his desi sensibility. Just as there is no firm dividing line between poetic and ordinary language, so it would be artificial to enforce a clear division between the languages of poetry considered as verse literature, and that of other literary kinds. Philosophy of poetry, one can observe the importance of poetry in the words of Parker Palmer and Tom Vander Ark(2003:xvii-xxiv), who are interpreted here with teaching and learning concerns, in their views poetry has capacity to empower students when all other forces like finance, federal policy, forms of governance, and other real-world sources of power fail. The objectives of teaching poetry which can contribute in at least three ways to personal and social transformation: By helping students remember what it means to be human By giving students the courage to walk a path with a heart By inspiring students to take collective action toward meaningful social, educational, physical and mental change
Poetry has forever helped teachers and students remember what it means to be human. Surrounded as students always are by pressing short-term problems, they focus exclusively on solving them while ignoring those big, perplexing questions about the meaning of lives. But if one ignores the big questions too long, life starts to lose its meaning. So from cave to cyberspace, people have chanted, sung and written poetry to remind them that short-term obsessions must never displace questions of ultimate concern. The perspective, reminding students that being stuck on the freeway, late for a date, with ones cell phone on the fritz, is not perhaps lifes ultimate challenge. More to the point, some of poetical words do remind teachers to teach that the love of anything worthy-like teaching and the lives of the young-will take them into the fire and must be pursued with fire. Palmer and Vander (2003: xvii-xxiv) further say that poetry cannot only empower individuals: it can energize communities of shared concern and action. Poetry has a way of slipping past ego and intellect to speak directly to the heart about matters of great moment. Poetry like other literary genres exists to be enjoyed and appreciated. The difficult task facing any instructor is to develop this sense of appreciation and enjoyment among students who are not interested in
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poetry. For a long time, literature in general and poetry in particular, was purged from the teaching programmes on the ground that it made no contribution to learning a foreign language for practical purposes. Fortunately, in the past few decades there has been a renewed interest in using literature in the language classroom. Despite the renewed interest in teaching literary texts in the classroom, little has been written about teaching poetry to college-level students.Collins (2001, quoted from Showalter (2003:63) argues that teaching poetry offers some fundamental cognitive and intellectual skills, and that reading a poem replicates the way we learn and think. He sees many parallels between poetry and learning: When we read a poem, we enter the consciousness of another. It requires that we loosen some of our fixed notions in order to accommodate another point of view To follow the connections in a metaphor is to make a mental leap, to exercise an imaginative agility, even to open a new synapse as two disparate things are linked. Collins thinks of poetic form as a way of thinking, an angle of approach, that helps students understand how information must be shaped and contoured in order to be intelligible. Teachers lecture about the topic can prepare the students for a particular exam and will not encourage them to share their own views with their peers and teachers. Adopting a traditional approach to teaching poetry, many instructors devote most of the valuable time of the class to extrinsic properties of literary texts imparting biographical, historical, aesthetic and philosophical information to the students. A large number of students will manage to pass the final exams by memorizing the critical reviews of the poems. How many students brought up by this method will be the voluntary readers of poetry after they graduate from the college? Undoubtedly many of them will regard their literature classes as boring, monotonous and uninteresting. Although the attitude of many instructors towards teaching poetry has changed considerable in the past years and even many literature teachers believe that a well-chosen approach to the teaching of literature has some benefits for their students, there are very few teachers who advocate the inclusion of a new methodology to teaching poetry in their syllabus. Some instructors are ready to teach novels, short stories, plays and even essays, but very reluctant to teach poetry because they are well aware that with the old methods they cannot make poetry come alive for their students. Teachers should go for other methods than the conventional teaching of poetry as students are not firmly or close to the aesthetics of the poems. It will not be wrong to teach poetry with different approaches, methods and techniques. Mohammad Khatib (2011:164) explains this idea as If the methodology currently used in the poetry classes is not effective and successful, it is worthwhile experimenting with other methods and finding out whether they will yield significantly different result both on educational and the attitudinal levels. Students studying literature of any nation would study poetry of that nation. Poetry is the most ancient form of any literature. The tutelage of English poetry is always been a very demanding task. It is commonly presupposed that English poetry is too difficult for foreign students to cope with and therefore it will be out of their reach. Students of Gujarat having the same problem, they consider poetry as one of the most difficult things to learn and understand due to its poetic language. Most of the students are not interested in poetry. Few are interested in poetry but very few are interested in English poetry as one has to face and know the different cultures and language.According to Anne Lake Prescott (2000: 61), in the US even good students can arrive at college afraid of it, some because they think it a mystery into which they are not initiated and some because they take poems to be cryptic messages with nuggets of advice or belief like a fortune cookie. In the UK, writes Stephen Regan, debates over English and the national curriculum have ignored poetry as a distinct genre, so that while the poetry festivals flourish, some undergraduate students are likely to arrive at university with little or no interest in poetry, confessing that they dont know how to read it and therefore cant be expected to understand or appreciate it. Teachers remark that many students dont like poetry very muc h, and they particularly resist poetry that is difficult. If one reviews a number of surveys dealing with the situation of English literature in different situations, one can see striking similarities in the negative attitudes that students express towards learning poetry. Hirvela and Boyle (1988) report that only 6% of the Hong Kong Chinese students who were involved in the survey favoured poetry more than other literary genres and 73% of them found poetry the most difficult and intimidating literary form. The reasons can be varied, one of the reasons as Khatib (2011:168) notices The overemphasis on the technical aspects along with negligence of the students personal reaction to meaning prevents enjoyment and leads to dislike of poetry. There are plenty of methods, techniques and approaches for
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the teaching of English literature. Most of the teaching has become exam oriented. It is no more emotional rather it has become a dry thing. To change this position one requires commitment to learning and self-exploration, to honest communication and emotional integrity. And this is expected not only from the students but from teacher as well. A literature teacher is a person who helps the students learn the feelings, ideas and values presented in a literary text. As a literary teacher, one should: 1) Read the text before and work through each and every aspect of the book 2) Plan the schedule for the day 3) Plan how to work within. The teacher motivates guides and instructs the students in different ways A. By demonstrating enthusiasm for the text/topics covered in the course and for the work that the students are supposed to do B. By being receptive to each students question and needs The teacher needs to promote a friendly co-operative and more or less a familiar environment. S/he should respond positively to the question put up by the students. Facial expressions can play an important role. Literature teachers should always take enough time with students to fully answer their questions so that both teacher and the student are satisfied. To encourage interaction in the class during the first day, teacher should interact at least once with every participant, and encourage the participants to frequently interact. If a teacher shows interests and gives each participant attention, the participants will feel more motivated to interact and will actively learn. Bhaskar Pandya (2008:4) suggests a tip for the first year students After completing their schooling, in a college, students are often discovering a different relationship with other students and in such a situation "group work" allows them to interact with different classmates in a less stressful, collaborative atmosphere. Then they will also start defining their proper personalities and "role-play activities" can allow them try to express different feelings behind nonthreatening, face-saving masks. Teaching poetry offers the literature instructor some of the most fundamental, immediate, active, and even physical ways to engage students in learning. Poetry is a kind of phenomenology of language one in which the relation between word and meaning (or signifier and signified) is tighter than it is in everyday speech. Eagleton (2007:21) supports this argument as the meaning of a poem is far less abstractable from its total process of signification than is the meaning of a road sign. Further, he says poetry is something which is done to us, not just said to us. The meaning of its words is closely bound up with the experience of them. Poetry can pave the way for the learning and teaching of basic language skills. It is metaphor that is the most prominent connection between learning and poetry. Because most poetry consciously or unconsciously makes use of metaphor as one of its primary methods, poetry offers a significant learning process. There are at least two learning benefits that can be derived from studying poetry: The appreciation of the writers composition process, which students gain by studying poems by components Developing sensitivity for words and discoveries that may later grow into a deeper interest and greater analytical ability
Sarac (2003:17-20, quoted from Hismanoglu (2005:61)) also explains the educational benefits of poetry as follows: Provides readers with a different viewpoint towards language use by going beyond the known usages and rules of grammar, syntax and vocabulary, Triggers unmotivated readers owing to being so open to explorations and different interpretations, Evokes feelings and thoughts in heart and mind, Makes students familiar with figures of speech (i.e. simile, metaphor, irony, personification, imagery, etc.) due to their being a part of daily language use. As Cubukcu (2001:1) mentions, poetry is a rewarding and enjoyable experience with the properties of rhyming and rhythm both of which convey love and appreciation for the sound and power of language. At this juncture, it can be stated that students become familiar with the supra-segmental aspects of the target language, such as stress, pitch, juncture, intonation by studying poetry.
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Through poetry, students can also study the semiotic elements in the target language. Semiotic elements constitute a cultural training as well. As Hiller (1983: 10) states, poems should be seen as hyper signs of which constituents, semiotic signifiers, come together in their common relationship and lead to the symbolic level and this level is the one inclined to be signified in a poem. Moreover, poetry employs language to evoke and exalt special qualities of life, and suffices readers with feeli ngs. It is particularly lyric poetry which is based on feelings and provides still another emotional benefit. Poetry is one of the most effective and powerful transmitters of culture. Poems comprise so many cultural elements allusions, vocabulary, idioms, tone those are not easy to translate into another language (Sage 1987:12-13). REFERENCES Babar, A. (2011, 03 05). Ebook Browse. Retrieved 03 05, 2011, from http://ebookbrowse.com/t/teaching-poetry Babar, Ashok (2011). Teaching English Poetry in India http://ebookbrowse.com/t/teaching-poetry Dt. 05/03/2011 Cubukcu, F. (2001). Using of Poetry for EFL Purposes, (Unpublished Article), DokuzEylulu University. Cubukcu, F. (2001). Using of Poetry for EFL Purposes. Unpublished Article. Eagleton, 2007 (Hismanoglu, April 2005) (Mohammad, January 2011) (Babar, 2011) (Palmer & Ark, 2003) Eagleton, T. (2007). How to Read a Poem. USA: Blackwell Publishing Ltd. Eagleton, Terry (2007). How to Read a Poem. USA: Blackwell Publishing Ltd. Hiller, J. P. (1983). Teaching Poetry in the Foreign Language Classrooms: Theory and Practice. Unpublished. State University of New York: Stony Brook. Hiller, J.P. (1983). Teaching Poetry in the Foreign Language Classrooms: Theory and Practice , PhD Dissertation, Stony Brook: State University of New York. Hirvela, A. & Boyle, J.(1988). Literature courses and students attitudes ELT Journal, 42/3. Hirvela, A., & Boyle, J. (1988). Literature courses and students attitudes. ELT Journal, 42/3. Hismanoglu, M. (April 2005). Teaching English through Literature. Journal of Language and Linguistic Studies. Khatib, Mohammad (2011). A New Approach to Teaching English Poetry to EFL Students, Journal of Language Teaching and Research, Vol. 2, No. 1, pp. 164-169, January 2011: Academic Publisher. Mohammad, K. (January 2011). A New Approach to Teaching English Poetry to EFL Students. Journal of Language Teaching and Research, 164-169. Murat Hismanoglu Teaching English through Literature, Journal of Language and Linguistic studies, Vol.1, No. 1, April 2005 Palmer, P. & Ark, T.M. (2003). Teaching with Fire, ed. Intrator, S.M. and Scribner, M., San Francisco: Jossey-Bass. Palmer, P., & Ark, T. M. (2003). Teaching with Fire. San Francisco: Jossey-Bass. Pandya, B. (n.d.). ELTWeekly. Retrieved 12 15, 2008, from http://eltweekly.com/December1528Issue.html Pandya, Bhaskar (December 15, 2008) ELT Weekly, issue 1, e-Newsletter: www.eltweekly.com http://eltweekly.com/December1508Issue.html Prescott, A. L. (2000). Approaches to TEaching Shorter Elizabethan Poetry. (P. Cheney, & A. L. Prescott, Eds.) New York: Modern Language Association. Prescott. A.L. (2000). Approaches to Teaching Shorter Elizabethan Poetry, ed. Patrick Cheney and Anne Lake Prescott, New York: Modern Language Association. Sage, H. (1987). Incorporating Literature in ESL Instruction, New Jersey: Prentice-Hall, Inc. Sage, H. (1987). Incorporating Literature in ESL Instruction. New Jersey: Prentice-Hall, Inc. Showalter, E. (2003). Teaching Literature. USA: Blackwell Publishing. Showalter, Elaine (2003). Teaching Literature, USA: Blackwell Publishing. ******
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A STUDY OF PROBLEMS OF ADJUSTMENT OF SENIOR SECONDARY SCHOOL STUDENTS

Nidhi Gupta1 Abstract This study was design to compare different adjustment problem faced by boys and girls of senior secondary school. The sample consisted of 50 boys and 50 girls from 5 government and private senior secondary schools. Adjustment Inventory developed by Dr. (Mrs.) Lalita Sharma for intermediate and college students was administered on the students. Results confirmed all the hypothesis of significant difference between the problems of adjustment among senior secondary school students. INTRODUCTION Fortunate is the individual who is adjusted and considers it so. Every individual, great or small, old or young, is confronted with the problems of adjustment. The problem of adjustment has been in existed on earth since the appearance of the human race. The process of adjustment starts right from the birth of the child and continues till his death. The problem of adjustment is both internal as well as external. The problem of adjustment is related to arriving at a balanced state between the needs of the individual and their satisfying needs of the individual are multidimensional. Adjustment is a relative term opposite is maladjustment. Life presents a continuous chain of struggle for adjustment. OBJECTIVES OF THE STUDY 1. To study the problem of home adjustment among boys and girls of senior secondary school students. 2. To study the problem of health adjustment among boys and girls of senior secondary school students. 3. To study the problem of social adjustment among boys and girls of senior secondary school students. 4. To study the problem of emotional adjustment among boys and girls of senior secondary school students. 5. To study the problem of adjustment among boys and girls of senior secondary school students. HYPOTHESES 1. 2. 3. 4. 5. There is no significant difference between problems of home adjustment among boys and girls of senior secondary school students. There is no significant difference between problems of health adjustment among boys and girls of senior secondary school students. There is no significant difference between problems of social adjustment among boys and girls of senior secondary school students. There is no significant difference between the problems of emotional adjustment among boys and girls of senior secondary school students. There is no significant difference between the problems of adjustment among boys and girls of senior secondary school students.
DESIGN AND METHOD The study is a non experimental type and an ex-post facto research design was adopted. Survey method and Questionnaire is to be used for this study. Instrument Adjustment Inventory developed by Dr. (Mrs.) Lalita Sharma for intermediate and college students with reliability is 0.897 by test-retest method and 0.927 by split half method and validity is 0.834.
M.Ed. Student, MR College of Education
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DELIMITATION FOR THE STUDY 1 2 3 The study is limited to Delhi State only. The study is limited to 100 students only. The study is limited to 5 schools only.
FINDINGS The following findings have emerged from the analysis and interpretation of data collected for the present study: 1. 2. 3. 4. The boys of senior secondary school possessed a good level of home adjustment in terms of the mean and girls of senior secondary school possessed a moderate level of home adjustment. The boys of senior secondary school possessed a good level of health adjustment in terms of the mean and girls of senior secondary school possessed a good level of health adjustment. The boys of senior secondary school possessed a moderate level of home adjustment in terms of the mean and girls of senior secondary school possessed a good level of social adjustment. The boys of senior secondary school possessed a good level of emotional adjustment in terms of the mean and girls of senior secondary school possessed a good level of emotional adjustment.
CONCLUSION The present study shows that there exist significant relationship between the family, social, emotional and health adjustment among girls and boys of senior secondary school. There may be many reasons behind it. Those reasons can be found out by the researchers. The conclusion is sufficient to prove that the need to study the problem of adjustment of senior secondary school students. REFERENCES Aggrawal J.C (1972)educational research An introduction New Delhi Annama A.K values, aspiration & adjustment of college students in Kerala, Ph.D., Ker. U, 1984. Babel, M., A study of adjustment of foreign students studying in the universities OD Rajasthan, Ph, D.Edu. M. Sukh. U. 1986. Babu, R (2004) higher sec. student attitude towards the study of commerce & their adjustment journal of educational research of extension Vol. 41 (2) April-June 48-58. Buch. M. B (1979).A second survey of research in Education Baroda society for educational research. Crow L.D and crow a (1973) educational psychology 3 Indian reprint New Delhi Eurasia publishing house. Freeman and showel (1959) quoted by Hurlock E.B., child psychology. (As in student 3 education) Tokyo Mc grows hill. Lal.K., A study of adjustment problems of scheduled caste students in schools Haryana with reference to some personality variables, Ph.D. Psy.,Agra.,1985 Mathur Abha, A comparative study of the adjustment problems , level of aspiration, self concept and academic achievement of crippled children and normal children, D. Phil. Edu., AII.U., 1985
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AWARENESS OF TEACHER EDUCATION COLLEGE STUDENTS ABOUT VIRTUAL LEARNING IN THANJAVUR DISTRICT OF TAMILNADU
Dr.M.Suresh Kumar1 and G.Thamil Selvi2 Abstract In this study, the investigator studied the attitude of the teacher education college students towards virtual learning in Thanjavur District. For this study as many as 300 students were selected by random sampling technique. The findings of the study reveal that teacher education college students have above average level of awareness about virtual learning. Except religion the other sub variable are not having significant mean difference in their awareness level. Key words: Virtual Learning, Awareness, Teacher Education Students, Tamilnadu. INTRODUCTION Education helps the child to adjust to this changing world, here the knowledge of technology helps in modernizing society. Education means learning. Learning means change in behaviour. Change comes from learning experiences. Learning experiences can be felt through sense organs. In technical, sense education means, it is a process by which society through its different institutions deliberately transmits its cultural heritage to its young. The accumulated values, knowledge and skills transfer from one generation to another. Education is a product of experiences. Agencies that impart education are school, home, press, radio, T.V, religion cinema. Learning through sense organs as follows: 1% of knowledge is gained through taste, 1.5% of knowledge through touch, 3.5% of knowledge through smell, 11% of knowledge through hearing, 83% of knowledge through seeing. The knowledge gained is as follows: 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we hear and see, 80% of what we say, 90% of what we say and do. I hear - I forget, I see -I remember, I do -I learn and understand. Dutch humanist Erasmus discouraged memorization as a technique of learning. He said children should learn through pictures. The term visual education is used by Nelson. Greeks and Romans used symbols and pictures. Edgar Dale said that use of technology is an antidote for the disease of verbalism. Froebel said that child should learn from things around him. Russian condemned the use of words and stressed things. Montessori stressed that knowledge should be given through five sense organs. Pestalozi put Russians theory into practice by his object method. Kothari commission and NPE 1992 also stressed on use of improvised apparatus. VIRTUAL CLASS ROOM The class rooms capable of replacing partially or totally the conventional education evaluative and teaching and learning functioning of a regular class room by adopting the advanced computer and ICT technologies like the internet, e-mail, online chatting, www, CD-ROMs, DVDs, teleconferencing and video conferencing. The Operation and Working of the Virtual Class Room System A system of virtual classrooms may allow the subject experts or experienced teachers to deliver instructions on one or the other topics of the school curriculum. These may be telecast live with the help of satellite-based teleconferencing. In another mode the study materials prepared by the experts and experienced teachers may be uploaded on the web site of a virtual class room or campus and the students are allowed to download the text and graphics for their study by issuing a confidential password to the students registered with the class or campus.
There may be a number of appropriate options available to the students for interacting with their teachers and also with their colleagues through on-line chatting, e-mail or audio and video conference as permitted by the organizational system of a virtual classroom or campus. The teachers may also make use of
1 2
Founder and Director, Redpond Educational and Psychological Research Centre, New Vilangudi, Madurai - 625018. M.Ed. Student, St. Xavier College of Education, Kumbakonam
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these interaction opportunities for seeking active participation of the students in the instructional process, asking questions for testing their comprehension and evaluating their progress besides giving them freedom for removing their doubts and quenching their thirst of knowledge. A virtual classroom system may revolve its own system for assigning practice work, projects and questions/problems for reinforcing, fixing and evaluating the progress of the students. It can upload the needed material on its website for this purpose at regular intervals and the students may then be asked to do the desired work and send it back for the needed checking feedback and evaluation on the part of the teachers. This system also takes care of the other essential administrative and managerial requirements of the students enrolled in this system like their on-line admission, information on the web about the type of courses and instructional programmes available with the school campus, information about the modes and technologies available, on-line provision for the tutorial the needed feedback, guidance and evaluation for the academic progress of the students, grading of the students achiev3ements, informing them about their scores and grades and providing them their certificates and degrees including holding convocations on-line. Advatages of Virtual Class Rooms The learner gets two benefits from virtual class room, one comprising the time-and-space relaxed opportunities of learning and the other involving classroom encounters in their proper virtual reality. 1. 2. It has provided a great amount of flexibility to the learners in getting the desired learning experiences at the time and place along with the pace of their choice. Since, the learners have not to present themselves for their pursuit of an instructional course at a fixed time and place. It does not come in their way of doing a job or engaging in other learning pursuit simultaneously at a time. There is no fear of criticism snubbing and ridiculing by their teachers or colleagues in the system of virtual class rooms and also the failure in the attempts does not prove an unaffordable affair. There are more possibilities of engaging in the useful practice, learning on the part of the students in the virtual setup. It saves the valuable energy of the faculty and administrative authorities that is otherwise going to be spent in the conventional school set up for the day-to-day administrative and management of the affairs like maintenance of the school discipline, school time table attendance, regularity and punctuality of the students and staff, organization of the students welfare activities, the handling of mutual conflicts and ego problems of the students and staff. All the above said ICT has to be implemented in our education system.
3.
4.
As the present age is the age of information technology, so the dire need of the day is, that the children must hope up with the changes and equip themselves with the knowledge of and skills to participate in the changing world. NEED AND IMPORTANCE OF THE STUDY The effectiveness of a piece of information depends upon the medium through which it is imparted. Virtual media affect the sensibilities greatly because they tend to activate the senses. Thus the medium is not only the message but also activates because it arouses the sensory organs and stimulates them to respond actively. Therefore, it is important that the mass media be utilized in the class room teaching. So, the students may obtain sensory stimulation as a part of the process of instruction. The first computer came to India in 1966. In most of our schools computer classes have become a status symbol. Now computers are widely being used in schools. The computer is an effective tool to do complicated calculations in lesser possible time. Researchers, academician, educational scientists and even students are using computers as calculator. It is observed by many people that computers can be used as a tool in the field of education with great advantage. Virtual learning is achieved through the computer based equipments and its proper knowledge. Virtual learning plays an important role in inculcating the education to the students in different level. Therefore, the present study has high need and importance. OBJECTIVES OF THE STUDY The investigator of the present study framed the following objectives. 1. To find out the awareness of teacher education college student about virtual learning.
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2.
To find out whether there is significant difference between/ among the following sub samples of college students with respect to Virtual learning awareness. a. b. c. d. e. f. g. h. i. Gender Locality Family Type Community Religion Management Parental Education Parental occupation Parental income Male/Female Rural/Urban Nuclear/Joint OC/ BC/MBC/SC/ST Hindu/Muslim/Christian Government/ Private/ Aided Uneducated/ School/ College/ others Government/private/Self/Coolie/Others Low/ Average/High
HYPOTHESES The investigator of the present study framed the following hypotheses based on the objectives framed earlier. 1. 2. The awareness of teacher education college student about virtual learning is average. There is no significant difference between/ among the following sub samples of college students with respect to Virtual learning awareness. a. b. c. d. e. f. g. h. i. METHOD For the present investigation, the investigator adopted normative survey as a method. It involves describing, recording, analyzing and interpreting the data which are all directed towards a better understanding of the present condition i.e. awareness about Virtual learning of teacher education college students. Sample: The present investigation is to be conducted among 300 teacher education college students studying Thanjavur district. The sample was drawn by using simple random sampling technique. Tool: The investigator used a questionnaire constructed and validated by M.Suresh Kumar and Tamilselvi (2011). The detail of the tool is given below. Virtual Learning Awareness Questionnaire This awareness questionnaire consists of 15 questions. Each question in this awareness questionnaire has two alternatives responses viz. True and False. The scoring for this awareness questionnaire is 1 and 0. The right answer for the question carries a score of one and wrong answers carry a score of zero. Hence, the maximum and minimum score for this questionnaire is 15 and 0. There is no time limit to complete this awareness questionnaire but most of the subject will complete it within 20 minutes. Gender Locality Family Type Community Religion Management Parental Education Parental occupation Parental income Male/Female Rural/Urban Nuclear/Joint OC/ BC/MBC/SC/ST Hindu/Muslim/Christian Government/ Private/ Aided Uneducated/ School/ College/ others Government/private/Self/Coolie/Others Low/ Average/High
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List of positive and negative items Positive (11) Negative (4) Scoring The scoring to the response given by the respondents should be like the following Response True False Reliability Reliability refers to the consistency with which a test measures, whatever it measures. The concept of reliability suggests both stability and consistency of measurement. The investigator calculated the reliability analysis and it was given in the following table. Table 1. Showing the Reliability Method and Co-Efficient Values METHOD OF RELIABILITY ANALYSIS Correlation between forms Equal-length Spearman-Brown Guttman Split-half Unequal-length Spearman-Brown RELIABILITY CO-EFFICIENTS 0.712 0.683 0.759 0.728 Positive 1 0 Negative 0 1 1, 2, 3, 4, 5, 6, 7, 11, 13, 14 and 15 8, 9, 10 and 12
Validity Validity reveals the merits of our measurement. This awareness questionnaire was given to the experts (10 members) in order to find out its content validity. The experts agreed that the items in the scale provided adequate coverage of the concept. This awareness questionnaire also has construct validity. Percentile norm The following table represents the percentile norm for this awareness questionnaire. PERCENTILE Below P25 (Q1) P25 To P75 (Q1 to Q3) Above P75 (Q3) SCORE RANGE Below 6 Between 6 and 11 Above 11 NORM Low awareness Average level of awareness High awareness
ANALYSIS AND INTERPRETATION OF DATA One of the important objectives of the present investigation is to find out the virtual learning awareness of college students. For that, the investigator analysed the data. The computed values of entire sample and its sub-samples are given in the Table
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Table 2. Showing the Mean, Standard Deviation and Critical Ratio Values Of Virtual Learning Awareness Scores of College Students
S. No. Variable Sample Male 1 Gender Female Rural 2 Locality Urban Nuclear 3 Family Type Joint OC BC 4 Community MBC SC/ST Hindu 5 Religion Muslim Christian Government 6 Management Private Aided Uneducated School 7 Parental Education College Others Government Private 8 Parental Occupation Self Coolie Others 9 Parental Income Low 67 21 83 54 74 56 33 48 10.23 9.86 10.24 9.57 10.06 10.08 10.00 10.39 3.01 2.19 2.96 2.81 3.03 2.74 3.19 2.73 0.55 Not Significant 0.44 Not Significant 79 51 235 21 44 86 172 42 20 192 10.29 9.49 10.26 9.43 9.00 9.73 10.11 10.26 10.90 9.87 2.88 3.37 2.85 3.57 2.83 2.93 3.05 2.38 2.65 2.99 0.90 Not Significant 0.63 Not Significant 4.10 Significant 126 11 159 9.98 8.63 10.15 2.74 3.82 2.70 1.73 Not Significant 105 174 10.08 10.05 2.77 3.07 0.20 Not Significant 249 195 10.07 9.98 2.85 3.02 0.28 Not Significant N 51 Mean 9.78 S.D. 3.33 0.58 Not Significant CR Value Level of Significance at 0.05
97 2.96 3.01 2.93 -
Average High 10 Entire Sample
234 18 300
9.97 9.67 10.02
It is evident from the Table, the calculated mean score of entire sample is found to be 10.02 and the standard deviation value is 2.93. The calculated mean value is higher than the percentile 25 value (5) but less than percentile value 75 (11). Hence, it is inferred that the teacher education college students in Thanjavur district have above average level of awareness about virtual learning. The mean scores of different sub samples are ranging from 8.63 to 10.90. The calculated mean value is higher than the percentile 25 value (5) but less than percentile value 75 (11).Therefore, it is inferred that subsamples of the present study have above average level of awareness about virtual learning. Again from the table the calculated critical ratio values are found to be 0.58, 0.28, 0.20, 1.73, 4.10, 0.63, 0.90, 0.44 and 0.55 respectively for gender, locality, family type, community, religion, management, parental education, parental occupation and parental income. These values are not significant at 0.05 level except religion. Hence, it is inferred that there is no significant difference found between the subsamples of present study in their awareness about virtual learning but there is a significant difference found among the sub samples of religion with respect to awareness about virtual learning. FINDINGS The hypotheses formulated at the beginning of the study have been examined in the light of the data gathered. The following are the main findings of the present investigation. 1. The teacher education college students in Thanjavur district have above average level of awareness about virtual learning and the subsamples of the present study have above average level of awareness about virtual learning. The male and female teacher education college students do not differ significantly in their virtual learning awareness. The rural and urban area teacher education college students do not differ significantly in their virtual learning awareness. The nuclear and joint family teacher education college students do not differ significantly in their virtual learning awareness. The OC, BC, MBC and SC/ST community students do not differ significantly in their virtual learning awareness. The Hindu, Muslim and Christian religion students differ significantly in their virtual learning awareness. The Government, private and aided management students do not differ significantly in their virtual learning awareness. The Students whose parental education as uneducated, school, college and others do not differ significantly in their virtual learning awareness. The Students whose parental occupation as government, private, self, coolie and others do not differ significantly in their virtual learning awareness. The Students whose parental income as low, average and high do not differ significantly in their virtual learning awareness.
2. 3. 4. 5. 6. 7. 8. 9. 10.
RECOMMENDATIONS The present study gives a clear-cut view about the present position of teacher education college students awareness about Virtual learning. Based on the important findings stated earlier the following recommendations are suggested.
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1.
The awareness of teacher education college students about virtual learning is average. So, the parents, teachers and policy frame workers try to improve their awareness about virtual learning practices for the better learning outcome in future. By providing training, invited talk, lecture, workshop, conference and seminar on virtual learning may increase the level of virtual level of awareness among the college students. The sub samples of religion shows significant difference in their awareness about virtual learning but the remaining variables does not show any difference among the sub samples. So, the policy makers and curriculum frame workers should consider the above said finding while preparing a curriculum to develop technological skill among the teachers and students.
2.
REFERENCES Amy L. Baylor (2009) Promoting motivation with virtual agents and avatars: role of visual presence and appearance. Phil Trans R Soc B, Dec 2009; 364: 3559 - 3565. Ann Marie VanDerZanden, David Sandrock, and David Kopsell (2008) Student Attitudes and Perceptions of an Online Problem-based Learning Case Study in School Management. Hort Technology, Jul 2008; 18: 520 523. Barbara Allan (2007) Time to Learn?: E-learners' Experiences of Time in Virtual Learning Communities. Management Learning, Nov 2007; 38: 557 - 572. Benjamin Colbert, Rosie Miles, Francis Wilson, and Hilary Weeks (2007) Designing and Assessing Online Learning in English Literary Studies. Arts and Humanities in Higher Education, Feb 2007; 6: 74 - 89. Brigitte C. French, David W. Hird, Patrick S. Romano, Rick H. Hayes, Ard M. Nijhof, Frans Jongejan, Dominic J. Mellor, Randall S. Singer, Amanda E. Fine, John M. Gay, Radford G. Davis, and Patricia A. Conrad (2007) Virtual International Experiences in College: An Evaluation of Students Attitudes toward Computer-Based Learning. J Vet Med Educ, Jan 2007; 34: 502 - 509. Delwyn N. Clark and Jenny L. Gibb (2006) Virtual Team Learning: An Introductory Study Team Exercise . Journal of Management Education, Dec 2006; 30: 765 - 787. Donna S. Mancuso, Dominique T. Chlup, and Rochell R. McWhorter (2010) A Study of Adult Learning in a Virtual World. Advances in Developing Human Resources, Dec 2010; 12: 681 - 699. Doreen Starke-Meyerring and Deborah Andrews (2006) Building a Shared Virtual Learning Culture: An International Classroom Partnership. Business Communication Quarterly, Mar 2006; 69: 25 - 49. Gary L. May and Darren Short (2003) Gardening in Cyberspace: A Metaphor to Enhance Online Teaching and Learning. Journal of Management Education, Dec 2003; 27: 673 - 693. Hyunjoo Oh, So-Yeon Yoon, and Chi-Ren Shyu (2008) How Can Virtual Reality Reshape Furniture Retailing? Clothing and Textiles Research Journal, Apr 2008; 26: 143 - 163. James W. Peltier, William Drago, and John A. Schibrowsky (2003) Virtual Communities and the Assessment of Online Marketing Education. Journal of Marketing Education, Dec 2003; 25: 260 - 276. Julian Kwabena Ayeh (2008) Information Communications Technology and Global Education: the challenges of the African Virtual University Learning Centres in Ghana. Information Development, Nov 2008; 24: 266 - 274. Maryam Alavi and Dorothy E. Leidner (2001) Research Commentary: Technology-Mediated LearningA Call for Greater Depth and Breadth of Research. Information Systems Research, Mar 2001; 12: 1 - 10. Patricia G. Cook-Craig and Yekoutiel Sabah (2009) The Role of Virtual Communities of Practice in Supporting Collaborative Learning among Social Workers. Br. J. Soc. Work, Jun 2009; 39: 725 - 739. Robert J. Stone (2011) The (human) science of medical virtual learning environments. Phil Trans R Soc B, Jan 2011; 366: 276 - 285. Simon Carley and Kevin Mackway-Jones (2007) Developing a virtual learning course in emergency medicine for F2 doctors. Emerg. Med. J., Aug 2007; 24: 525 - 528. Theresa M. Okwumabua, Kristin M. Walker, Xiangen Hu, and Andrea Watson (2011) An Exploration of African American Students Attitudes Toward Online Learning. Urban Education , Mar 2011; 46: 241 - 250.
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VH Dale, L Nasir, and M Sullivan (2005) Exploring student attitudes to directed self-learning online through evaluation of an Internet-based biomolecular sciences resource. J Vet Med Educ, Jan 2005; 32: 129 137. Yasmin B. Kafai. (2010) World of Whyville: An Introduction to Tween Virtual Life . Games and Culture, Jan 2010; 5: 3 - 22.
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GENDER DISCRIMINATION IN SECONDARY EDUCATION IN KERALA-A MAJOR THREAT TO SOCIAL DEVELOPMENT AND INTEGRATION. AN ANALYTICAL STUDY ON REASONS AND CONSEQUENCES.
Sudheer K.V1 and Dr.A.Sethurama Subbiah2 Abstract Human resource is a powerful instrument for achieving income generation and social upliftment of a country. Intellectual caliber of individuals despite gender is the crux of social development. Gender discrimination in education poses a conundrum to educationists in our country. In this study the researcher aims at finding various social correlates of gender discrimination prevailing in the field of secondary education in Kerala. A comprehensive data obtained from various secondary schools in Kerala evidences the findings of the study. Key words: Gender disparity, gender stereotypes, segregation, social cohesion etc. INTRODUCTION Gender discrimination has been a major issue in Indias pursuit for achieving the goal of universal education. In order to overcome the problems faced by girls, several measures have been initiated across the country. The participation of the girl-child is affected significantly due to social attitudes towards their education and by other forms of gender and social discrimination in Indian society (Govinda.R. 2008). Gender and social inequality create new perspectives in understanding the continued educational deprivation that the girl-child in India faces. Various studies have been held as gender inclusive and gender sensitive in our country. India accounts for 30% of the worlds total illiterate population and around 70% of these illiterates are women. As per 2001 Census data, women constitute 48% of the total population in India, but around 46% of women are still found to be illiterate. Problems of gender disparity and discrimination begin with access to schooling. Female education has long been acknowledged to have strong correlations with other dimensions of human and social development. Reasons for parental under-investment in female education are diverse and well-known (Subrahmanian, 2005). The deeply embedded undervaluation of female labour identified primarily with the reproductive or household sphere, underlies the belief in many communities that educating females bring low returns, as skills required in there productive sphere require domestic socialization and not many years of schooling. The gender division of labour continues to reward women less in the workplace (Kingdon,1998b). OBJECTIVES OF THE STUDY Education to women develops skills that allow them to make decisions and community change in key areas. Education to women creates a positive impact on some of the most profound issues of our time such as population growth, exploitation etc. Furthermore if educated, the women spectrum of society can generate income for our nation. Lower levels of education significantly affect the health and nutritional status of women (Mehrotra (2006). The overall objective of this study is to reduce gender discrimination in education in Kerala by providing adequate awareness to the families in the rural and urban areas. FINDINGS As a convenient sample, 300 secondary students in three districts in Kerala were investigated. It was found that out of 76 female students in Hindu communities, 26 students were devoid of participating in co curricular programs in schools and 30% of the parents of these girl children show negative attitude towards their education while 96% of the parents of (50 out of 52) girl children in Muslim communities show negative attitude towards girls education. Parents attitude towards male education is high in degree in all the communities. Out of 103 students in Christian communities investigated, 74% of girl children (52 out of 70) were job oriented and needed higher education. 92% of these girls belong to urban areas. In Christian communities parents show a positive attitude towards girls education. This study reveals that that clergy group in Muslim religious institutions imbibes wifehood and domesticity among girls from childhood. To conclude,
1 2
Research Associate, Dept of Social Work, Bharatiar University, Coimbatore Professor & Head, Dept of Social Work, Bharatiar University, Coimbatore
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indoctrination of domesticity and wifehood in Muslim girls is high in degree in Kerala society. Hindu society ranks second in this type of gender discrimination. Gender discrimination in the societies of interlinked cultural patterns, i.e.; urban areas found lower than in communities in rural areas. MATERIALS AND METHODS A convenient sample method is used in this study to find out the degree of gender discrimination in secondary schools in Kerala. Data collected from various aided, unaided and government schools in Kottayam, Malappuram and Kasaragod Districts. CONCLUSION AND OUTLOOK Societies attribute different qualities for both men and women. The qualities like warmth, patience and edurance self sacrifice, submissiveness etc. are associated with women. The qualities like egoism, courage and authority are associated with men. Since in most of the societies it was men who worked outside for economic gain, the occupational goals were incongruent with the attributes associated with men. Girls role was primarily associated with home making and bearing and rearing children and hence these roles were in congruence attribute associated with women. This traditional set up is still being followed in Kerala society. This study reveals that majority of the girl children in Hindu and Muslim communities in rural areas devoid of co curricular programs in secondary schools compared to other communities. In every community gender discrimination prevails and the status and role of man assumes superior. The scope for education given to women in every community in Kerala is less than that of domesticity. This situation is high in degree among muslin communities in Kerala. The concept of marriage and domesticity is imbibed in girl children since early ages in every community. In Kerala higher studies of girls are being blocked by marriage while in northern states and in tribal communities girls are deprived of higher education due to poverty and the lack of adequate hygienic facilities in educational institutions. So the scope of education reduces among women due to the concept of marriage, indoctrination of wifehood, domesticity, poverty and unhygienic facilities specially needed for girls in educational institutions etc. IMPLICATIONS OF PREVENTION Being an explorative study, though it bears genuine limitations it could highlight some implications of preventing gender discrimination. Sex role expectations among the girls are prejudiced in different religious communities in Kerala. This traditional pattern of family should be broken by providing awareness to mothers. Policy documents like the report of the Kothari Commission (GoI, 1964-66) and the National Policy on Education 1986 (GoI, 1986) and its Program Of Action in 1992 (GoI, 1992a) have put enormous emphasis on promotion of gender equity in education by reducing the gender gap in access, retention and transition from one stage to other. Though Kerala has been gathering developmental momentum in all spheres, this study reveals that gender disparity in education still exists. To avoid discriminating gender in the field of secondary education, awareness programs are given in mother meetings of selected secondary schools with the assistance of teachers and counselors. REFERENCES GoI. (1964-66) Report of the Education Commission: Education and National Development . New Delhi: Ministry of Education. GoI. (1992a) National Policy on Education 1986: Program of Action 1992 . New Delhi: Ministry of Human Resource Development. Govinda. R.Partner Institution CoordinatorNational University of Educational Planning and Administration, New Delhi.Gender Equity in Education:A Review of Trends and Factors(2008) Kingdon, G.G. (1998b) Does the Labour Market Explain Lower Female Schooling in India? Journal of Development Studies, 35(1): pp. 39-65. Mehrotra S. (2006) Child Malnutrition and Gender Discrimination in South Asia. Economic and Political Weekly, March 11- 17, 41(10): pp. 912-918. Subrahmanian, R. (2005) Gender Equality in Education: Definitions and Measurements. International Journal of Educational Development, 25(4): pp. 395-407. http//www.worlded.org/WELLnternet/projects. ******
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ROLE OF A TEACHER IN EDUCATION AT 21st CENTURY

N.Subbarayudu1 and Dr. S. Babu Praveen Kumar 2 Abstract Education is an essential human virtue. Without it, man is a splendid slave, reasoning savage. It is to humanize him. Man becomes Man through education. He is what education makes him. Man is an animal, both from his passions and his reason. Education fashions and models him for society. There are generally two aspects of human life. One is biological and the other is social or cultural or spiritual. Man conceived in terms of his biological existence alone is not better than an animal. His biological existence is secured through foods, shelter and reproduction. His life can only be glorified through education, and it is only the cultural or social aspect of human life which signifies his supreme position and thus constitutes the noblest work of god. In the fast changing world of the early 21st century public education is also changing. As part of the changes the role of schools and education will also be different both in the educational system and in the society. Together with them the role of teachers will also change. In my essay I am examining how the new social challenges and demands towards education and teachers change schools into institutions with modern aims and social contracts. We are going to depict the characteristic features of ideal teachers by exploring recent literature and the results of a survey. In the survey teachers reveal their professional aims and needs for the future. Finally, we are going to explore teachers knowledge base in the 21st century. Keywords: Education, Role of school, Role of Teacher, society, Features of teacher INTRODUCTION Education and its Importance History has established beyond doubt the crucial role played by human resources in the development of nations, and the development human resources is the main function of education. Education is one of the fundamental needs of human beings. In the history of mankind, education has formed a continuum and a basis for the development of human society. Though development of attitudes, values and capabilities both of knowledge and skills, education provides strength and enables persons to respond to changing situation and enables them to cause and contribute to societal development. Education has the dual function of transmitting to the new generation the heritage of the part with its accumulated wisdom and preparing it for the present and the future that the emergent needs of society and individual hold before us. At the same time, a fully satisfying life has many other facts intellectual, physical, vocational, social, aesthetic, spiritual that have to be taken into account. Education as a basic human need opens up unlimited possibilities calling for responses that are constructive, creative and challenging. Since independence UEE has been an important and basic goal of educational development in India. In this direction concerted efforts have been made to provide free and compulsory education to all children up to the age of 14 which is a directive principle of the Indian Constitution under Article 45. Education is the indispensable instrument for the propagation of science and technology which is fundamental to the success of developing countries current endeavors. There is an urgent need to measure performance essentially on the basis of enrolment retention; girls and children of poor and illiterate families need special remedial programmes. Inspite of constitutional obligations and various efforts made during the five decades, it has been possible to achieve the target of UEE. Even though literacy percentage increased from 16.7% in 1951 to 62.11% in 2001, still achieving of UEE target is far from satisfactory. The NPE 1986 has reset the target that is reflected in its observation that all children who attain the age of 11 years by 1990 will have 5 years of schooling.Enabling all children to complete primary education is central goal of Indian Education Policy. The speed with which it can be achieved will be determined by the success of the central state and local governments in creating an accessible infrastructure for schooling and enhancing the demand for schooling.
Assistant Professor, Department of Computer Education, SREE RAMA COLLEGE OF EDUCATION, Srinivasapuram, Tiruchanoor Road, Tirupati. Assistant Professor, Department of Education, SREE RAMA COLLEGE OF EDUCATION, Srinivasapuram, Tiruchanoor Road, Tirupati
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EXPERT VIEWS ON EDUCATION Education has been widely discussed and interpreted by different thinkers, philosophers and educationists with reference to its aims, functions and implementations. It is complex idea. Hence, divergent options and views have been expressed by the Indian as well as the western thinkers about education in different ages with reference to their philosophies, needs and temper of the social order. Indian Concept of Education According to Upanishads, Education is that whose and product is salvation. According to Swami Vivekananda, Education means The manifestation of divine perfection already existing in man. Aurobindo considered education as Helping the growing soul to draw out that is in it. Mahatma Gandhi, the champion of basic education thinks of education, as a means to developed man. He says, By education, I mean an all-round drawing out of the best in child and man body, mind and spirit. According to the report of Indian Education Commission (1964-66), education ought to be related to the life, needs and aspirations of the people; and thereby made powerful instrument of social, economic and cultural transformation. TEACHER The status of the teacher in ancient Indian society was very high. He was the legendary guru, the dispenser of knowledge and caretaker of his students. The teacher has the greatest role in moulding the future of a country, of all professions; he is the noblest, the most difficult, and the most important. He has to cultivate in him self-humility, compassion and the spirit of loving service, much more than those belonging to other professions for he is an ideal and example to his pupils. Teachers decide the prosperity or poverty of a country. Theirs is the most heavily responsible professions. From very ancient times teachers have been honored as builders of the nation. They are the lamps that shatter darkness the light houses that guide the wandering ships and keep it away from dangerous rocks. Teachers mould the nation and students build it sound and strong. Teachers have to be life-long students, engaged not in mere study, but immersed in practice too, only a lamp that burns can light other lamps. How can a flame that has long been out light other wicks? Many teachers have now become dispirited and the flame of their enthusiasm is sputtering. This is the result mostly of the multiplication of desires. The great mission of the teacher and its obligations are often ignored. Educational standards predetermined by the quality of education the teacher impart the curricular of the school and competence of the teacher is interdependent and contributes to the success of the educational system. Both the curricular and teaching techniques have to act as catalyst in developing as strong educational system. PLACE OF THE TEACHER Teachers are the real architects of the nation. The greatness of a country does not depend on lofty buildings, gigantic projects and large armies. The ultimate test of a nations greatness is the qualify of her citizens. If a nation possesses men of sterling character and unimpeachable patriotism, she is bound to make rapid progress on all fronts. Young men are entrusted to the care of the teaching profession and it is, therefore, the duty of the teacher to impart the right type of education to students in order to make them right type of citizens. Teachers can play a vital role in shaping the future of India by paying attention to the young men entrusted to their care. The importance of a teacher is as the presence of the sun. Since Vedic periods, teachers have played an important role in the society. Society has these teachers the highest respect because they were committed to bringing about the comprehensive and harmonious development of the student personality. This sentiment is succinctly expressed in the statement Acharya Devobhava which occurs in the Tactriya Upanishad (K. Santhi Bushana Babu, 2010 M.Ed). Even during the Buddhist and Jain periods, teacher occupied a very respect place in society. It was presumed that he gave the student real self-knowledge. Respect was shown to him by saying Na devah shri Guroh.
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Teaching is essentially a spiritual process involving the contact of mind with mind. A good teacher is a powerful and abiding influence in the formation of character. The influence of a teacher indirectly extends over many generations; it transcends national and geographical boundaries, and it advances the cause of civilization and world order. The world today is rapidly changing and so in India, new goals are being set up and new techniques are being devised in order to achieve readjustment of society to new situations. Teachers are expected not only to keep up with the changes initiated in society but to keep up also with the changes that are being made continuously in the techniques of education. Hence, there is great need for teachers to possess a broad, deep and through understanding of life. In short as is the teacher, so is the school; the school is, what the teacher makes it. The place and importance of the teacher in society need not be overemphasized. He imbibes, interprets and disseminates the culture and traditions of the past. He plays a vital role not only as an interpreter of culture and dispenser of knowledge but also acts a builder of attitudes, values and beliefs. The young boys and girls in modern India look to the teacher for interpretation of culture and traditions and also for values, ideas, beliefs, discipline, wit, fact, resourcefulness and above all a way of life. The role of teacher in forming loyalties, values and attitudes which are a necessary part of the development of a national, social and cultural entity is being increasingly realized. Evans (1971) has rightly said the importance of teacher seems to derive from two aspects of his role: (a) as a conveyor of a message and (b) as a model whose attitudes, feelings and values are consciously transmitted to the pupils. Teachers occupy a place of paramount importance in any system of education. No other aspect of education is so vital for its progress as the teachers. They are the pivot of the educational system. The whole system of education revolves around them. It is they who have to select and interpret the curriculum and aids of instruction. They have to influence our boys and girls by their conduct and behavior. Dr. Radhakrishna has aptly remarked, The teachers place in society is of vital importance. He acts as the point for the transmission of intellectual tradition and technical skills from generations to generations and helps to keep the lamp of civilization burning. But only those teachers who are well trained can play a vital part in education as well as in society. The secondary Education Commission has rightly stated: We are however, convinced that the most important factor in the contemplated educational reconstruction is the teacher, his personal qualities, his educational qualifications, his professional teaching and the place that he occupies in the school as well as in the community. TEACHERS AS HOLY PERSONS AND TEACHING AS A HOLY DUTY Dr. Veda Mitra (1964) has observed in education, In ancient India teaching was considered to be a holy duty when a Brahmana was bound to discharge irrespective of the consideration of the fee. Teachers were expected to devote their lives to the course of teaching in the missionary spirit of self sacrifice, and the society laid down the principle that both the public and the state would help the learned teacher, and educational institutions very liberally. The teacher succeeded in creating an image of being a very useful member of society. He taught both secular as well as religious arts and sciences. The relationship between the teacher and his pupils were regarded as filial in character. The teacher was regarded as the spiritual and intellectual father of his students. It was the function of the teacher to lead the students from the darkness of ignorance to the light of knowledge. The lamp of learning was concealed under a cover and the teacher removed it and let out the light. TYPES OF TEACHERS We find three kinds of teachers in ancient India namely 1. 2. 3. Upadhyaya Acharya Guru An Upadhyaya was one he who taught only a portion of the Vedas. An Acharya taught the Vedas after having performed only the ceremony of Upanayana. An Acharya was ten times more than the Upadhyaya.
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A Guru was one who having performed all the rites beginning with Gorbhadhanam delivered instructions in the Vedas. After all these three words were used interchangeably. Generally, a teacher was called Guru which means heavy or great and he was to be really great in learning and moral conduct. He was expected to train the pupils in good behaviour and naturally to possess those qualities himself. PLANNING At the planning stage, teachers play multiple roles. They are learners, constantly taking classes and attending professional development sessions to learn the latest best practices and strategies for effective teaching. Many teachers regularly collaborate with one another to gain new ideas for teaching, planning grade-level instruction and combining subjects to enhance the learning experience. They analyze test results and other data to help determine the course of their instruction and make changes in their classrooms. Teachers also design lesson plans to teach the standards and provide engaging activities, while taking into account each student's interests and instructional needs. INSTRUCTION Instead of just lecturing in the classroom, teachers are facilitators of learning, providing students with the information and tools they need to master a subject. At times, teachers act like tutors, working with small groups of students or individual students within the classroom or after class. Teachers also play the role of evaluators, constantly assessing students' abilities through formal and informal assessments, providing suggestions for improvement and assigning grades. STUDENT INTERACTION Perhaps the most important roles teachers fill involve interacting with students. Teachers must be leaders in the classroom and in the school, earning the respect of students and setting a positive example. They must be disciplinarians, doling out fair and consistent punishments to students who break the rules. At the same time, teachers must show care and concern for students. A teacher has the power to build up or tear down a student's self-esteem and make a student's day or ruin it in an instant. When interacting with students, a teacher must fill the role of a counselor, a surrogate parent, a nutritionist and someone who has the best interests of every child at heart. CREATION Because teachers must use the curriculum, they should have input in its creation. A teacher can gauge whether an activity will fit into a specified time frame and whether it will engage students. If multiple teachers will use the curriculum, allow as many of them as possible to provide input during the creation stage. As teachers provide input, they will gain ownership in the final product and feel more confident that the curriculum was created with their concerns and the needs of their particular students in mind. IMPLEMENTATION Teachers must implement the curriculum in their own classrooms, sticking to the plan that has taken so much time, careful planning and effort to create. When a teacher fails to properly implement a strong curriculum, she risks not covering standards or failing to implement effective practices in the classroom. That does not mean a teacher cannot make minor changes. In fact, a strong curriculum is designed to allow a teacher to be flexible and to insert a few personalized components or choose from among a selection of activities. REFLECTION Reflecting on a curriculum allows teachers and others involved in the process to find any weaknesses in the curriculum and attempt to make it better. Teachers reflect on curriculum in multiple ways, such as keeping a journal as they implement the curriculum, giving students surveys and reviewing the results or analyzing assessment data and individual student performance. Not only can reflection serve to improve a specific curriculum, it may guide the creation of new curriculum. INSTRUCTIONAL SPECIALIST An instructional specialist helps colleagues implement effective teaching strategies. This help might include ideas for differentiating instruction or planning lessons in partnership with fellow teachers. Instructional
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specialists might study research-based classroom strategies ( Marzano, Pickering, & Pollock, 2001); explore which instructional methodologies are appropriate for the school; and share findings with colleagues. When his fellow science teachers share their frustration with students' poorly written lab reports, Jamal suggests that they invite several English teachers to recommend strategies for writing instruction. With two English teachers serving as instructional specialists, the science teachers examine a number of lab reports together and identify strengths and weaknesses. The English teachers share strategies they use in their classes to improve students' writing. CURRICULUM SPECIALIST Understanding content standards, how various components of the curriculum link together, and how to use the curriculum in planning instruction and assessment is essential to ensuring consistent curriculum implementation throughout a school. Curriculum specialists lead teachers to agree on standards, follow the adopted curriculum, use common pacing charts, and develop shared assessments. Tracy, the world studies team leader, works with the five language arts and five social studies teachers in her school. Using standards in English and social studies as their guides, the team members agree to increase the consistency in their classroom curriculums and administer common assessments. Tracy suggests that the team develop a common understanding of the standards and agrees to facilitate the development and analysis of common quarterly assessments. CLASSROOM SUPPORTER Classroom supporters work inside classrooms to help teachers implement new ideas, often by demonstrating a lesson, co teaching, or observing and giving feedback. Blase and Blase (2006) found that consultation with peers enhanced teachers' self-efficacy (teachers' belief in their own abilities and capacity to successfully solve teaching and learning problems) as they reflected on practice and grew together, and it also encouraged a bias for action (improvement through collaboration) on the part of teachers. LEARNING FACILITATOR Facilitating professional learning opportunities among staff members is another role for teacher leaders. When teachers learn with and from one another, they can focus on what most directly improves student learning. Their professional learning becomes more relevant, focused on teachers' classroom work, and aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present in many schools. Frank facilitates the school's professional development committee and serves as the committee's language arts representative. Together, teachers plan the year's professional development program using a back mapping model (Killion, 2001). This model begins with identifying student learning needs, teachers' current level of knowledge and skills in the target areas, and types of learning opportunities that different groups of teachers need. The committee can then develop and implement a professional development plan on the basis of their findings. MENTOR Serving as a mentor for novice teachers is a common role for teacher leaders. Mentors serve as role models; acclimate new teachers to a new school; and advise new teachers about instruction, curriculum, procedure, practices, and politics. Being a mentor takes a great deal of time and expertise and makes a significant contribution to the development of a new professional. Ming is a successful teacher in her own 1st grade classroom, but she has not assumed a leadership role in the school. The principal asks her to mentor her new teammate, a brand-new teacher and a recent immigrant from the Philippines. Ming prepares by participating in the district's three-day training on mentoring. Her role as a mentor will not only include helping her teammate negotiates the district, school, and classroom, but will also include acclimating her colleague to the community. Ming feels proud as she watches her teammate develop into an accomplished teacher. SCHOOL LEADER Being a school leader means serving on a committee, such as a school improvement team; acting as a grade-level or department chair; supporting school initiatives; or representing the school on community or district task forces or committees. A school leader shares the vision of the school, aligns his or her professional goals with those of the school and district, and shares responsibility for the success of the school as a whole.
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DATA COACH Although teachers have access to a great deal of data, they do not often use that data to drive classroom instruction. Teacher leaders can lead conversations that engage their peers in analyzing and using this information to strengthen instruction. Carol, the 10th grade language arts team leader, facilitates a team of her colleagues as they look at the results of the most recent writing sample, a teacher-designed assessment given to all incoming 10th grade students. Carol guides teachers as they discuss strengths and weaknesses of students' writing performance as a group, as individuals, by classrooms, and in disaggregated clusters by race, gender, and previous school. They then plan instruction on the basis of this data. CATALYST FOR CHANGE Teacher leaders can also be catalysts for change, visionaries who are never content with the statu s quo but rather always looking for a better way (Larner, 2004, p. 32). Teachers who take on the catalyst role feel secure in their own work and have a strong commitment to continual improvement. They pose questions to generate analysis of student learning. In a faculty meeting, Larry expresses a concern that teachers may be treating some students differently from others. Students who come to him for extra assistance have shared their perspectives, and Larry wants teachers to know what students are saying. As his colleagues discuss reasons for low student achievement, Larry challenges them to explore data about the relationship between race and discipline referrals in the school. When teachers begin to point fingers at students, he encourages them to examine how they can change their instructional practices to improve student engagement and achievement. LEARNER Among the most important roles teacher leaders assume is that of learner. Learners model continual improvement, demonstrate lifelong learning, and use what they learn to help all students achieve. Manuela, the school's new bilingual teacher, is a voracious learner. At every team or faculty meeting, she identifies something new that she is trying in her classroom. Her willingness to explore new strategies is infectious. Other teachers, encouraged by her willingness to discuss what works and what doesn't, begin to talk about their teaching and how it influences student learning. Faculty and team meetings become a forum in which teachers learn from one another. Manuela's commitment to and willingness to talk about learning break down barriers of isolation that existed among teachers. HISTORICAL DEVELOPMENT OF TEACHER EDUCATION Lord Moiras minute of 1815 is one of the earliest recorded views in support of the training needs of school teachers, the then Governor of Madras. Thomas Munro, in his Minute of March 10, 1826 suggested not only the appointment of a committee of public instruction but also felt the need for a body of instructed teachers for the progress of education. He also recommended the establishment of a central school for the education of teachers. Government initiate in teacher education come only as consequence of Woods Despatch of 1854. Woods Dispatch recognized the great deficiency in the facilities for teacher training and desired to see the establishment, with as little delay as possible, or training. In 1859, Stanely Despatch observed that the institution of training schools does not seem to have been carried out to the extent contempla ted by the Court of Directors. The establishment of universities after 1857 led to an increase in the number of college. This development had an impact on normal schools. Consequently, the training of teachers was given more attention. In view of the expansion and diversification that had taken place in the educational system, the Indian Education Commission (1882) provided some definite directions featuring teacher education in India. Not only did the commission approve of teacher training programmes for both elementary and secondary school teachers but also recommended a separate programme and/or package for secondary school, distinctly higher in level, form and method. Despite all these activities, very little progress was made between 1859 and 1882. SUMMARY Teachers have to play a vital role. Thus, the former president, Sankar Dayal sharma said that, A teacher must succeed in covering the large ideals of service to the community. Virtues of character, integrity and discipline and the value of humanism to his pupils. They should also be made aware of our heritage and cultureThe teacher, a national integrator 1 as he is, is the backbone of society, particularly so in the remote
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villages. He stands as an outstanding figure among the illiterate and semi-illiterate families. He is their friend, philosopher and guide. The teacher actively shares the responsibility of reconstructing a social order, with all the cherished values and traditional beliefs, which are being aerated by the surge of new ideals and practices. He acts as a social reformer and counselor to the community. REFERENCES Aggarwal, J.C (1985) Development and Planning of Modern Education, Vikas Publishing House Pvt. Ltd., New Delhi. Aggarwal, J.C (1988) Teachers Role, Status, Service Conditions and Education in India, Vikas Publishing House Pvt Ltd., New Delhi Allen, D.W (1966) Micro-teaching: A Description, Standford Univeristy Allport, G.W (1929) The composition of Political Attitude, American Journal of Sociology Arun. K Guptha Teacher Education Current and Prospectors, Sterling Publishers Private Ltd., New Delhi Benner, C.S (Nov.1965) Socio-economic Status and Academic Achievement of Students in High Schools, the Progress of Education, Pune, No.1 ML(4) Bhatia, K.K. (1985) Measurement and Evolution in Education, Prakash Brothers (Educational Publshers), Page No.104 Bhatia, K.K. and Narang, C.L. (1989) A First Course in Principles of Education, Prakash brothers (Educational Publishers), Jalandhar Blase, J., & Blase, J. (2006). Teachers bringing out the best in teachers: A guide to peer consultation for administrators and teachers. Thousand Oaks, CA: Corwin Press. Bogardus, E.M. (1941) Foundational Social Psychology Century, New York, Vol.62 Buch, M.B. (1974) A Study of Research in Education, Baroda, CASE, M.S. University Baroda CABE (1944) Report of the post-war Educational Development in India Killion, J. (2001). What works in elementary schools: Results-based staff development. Oxford, OH: National Staff Development Council. Larner, M. (2004). Pathways: Charting a course for professional learning. Portsmouth, NH: Heinemann. Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: ASCD.
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ANDAMAN NICOBAR ISLANDS: HISTORICAL AND LINGUISTIC INFLUENCE ON SCHOOL EDUCATION

Lalita Nair1 Abstract Languages are the key stone to humanitys intangible heritage. They are makers of identity and indispensable tools for communication. Multilanguage education provides the environmental conditions to strengthen the use and further development of local, indigenous heritage and regional languages in written texts. Andaman Nicobar Islands is a tourist destination at present and attracts a lot of tourists of national and international levels. It is a place of natural beauty as well as national and historical importance. Though it has no language of its own, it accommodates people speaking different languages from all the states of India. People speaking Hindi, Bengali, Tamil, Telugu and Malayalam constitute the major population of these islands. Evolution of a language policy for education in these islands faced a lot of difficulties. Besides Hindi and English, Bengali, Tamil and Telugu enjoy the status of media of education up-to senior secondary level here. British rulers wanted English as medium of education during the period of their ruling, but Urdu as medium of education was the need of the hour for the islanders of those days. Children here are fortunate enough to get adequate exposure to many languages in their neighbourhood itself in early childhood, which is helpful for their proper growth, development, education and future life. INTRODUCTION Andaman Nicobar islands, the multi-lingual union territory, lying in the Bay of Bengal like a chain of beads is a tourist spot, extremely beautiful. It comprises of a group of 556 islands in which thirty seven are inhabited and only eighteen of them have schools. It has a total area of 8249 square kilometre with three districts, nine tehsils and the capital is Port Blair. The present population is 3,79,944 (census 2011) with the density of population 46. It has a high rate of literacy (86.27%) which is much higher than that of the national figures. The history of these islands is the basic reason for its variety population, culture, religion and language. Port Blair, the capital is linked either by road or by sea route to all the inhabited islands. These islands can tell a glorious history of the struggle of India against foreign invasion, especially the British. These islands are one of the hot-sports of biodiversity especially in the areas of Marine Biology and Botany. It is veritably a botanists paradise and the largest archipelago system in the Bay of Bengal. The islands were the last penal settlement of the British Indian Government, established overseas for convicts and freedom fighters. Ptolemy, the great geographer of Roman empire located these islands in his map, as islands of naked cannibals in second century. Chinese travelers in the seventh century and Arab travellers in the ninth century referred these islands as the habitation of cannibals in their writings. Incidents of ship-wrecks and attacks by the aborigines were common in the islands in the past. But the world began to know about these islands with some sort of accuracy only after East India Company started taking interest in the activities of theses islands. Revolt of 1857 supplied the first batch of prisoners to the jail here. Along with political prisoners, a large number of criminals were also sent to these islands time to time. The historic Cellular jail constructed between 1896 and 1906 by the British is a National Monument now and reminds us of the tragic memories of struggle, sacrifices, tortures and deaths of gallant youths of India. The most noticeable feature of the population here is its cosmopolitan composition. Non-tribal population of these islands falls under three major categories (1) Descendants of pre-1942 settlers with diverse language, culture and religious background. They are popularly known as local -born and speak Hindi/Hindustani. They are the descendants of convicts brought to these islands by the British from various provinces of India. (2) People who were brought under Government of Indias various rehabilitation schemes and are widely known as settlers. In this, vast majority are Bengalis, brought for settlement from East Bengal. (3) Mainlanders, the majority is Tamil, Telugu and Malayalam speakers. They are government servants, traders, businessmen and workers of public and private sector. Language is a universal human achievement and acquisition of language is a universal process. Language development has been a part of human development and the development process continues through-
Sr Lecturer (Retd), DIET , A&N Islands.
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out the life-cycle. India has always been a multilingual country and among the countries today, India may be the most multilingual. As per the report of National Council of Educational Research and Training (NCERT) (NCF 2005. PP.1.3, page 20), the total languages of India are 1652 belonging to five different language families. Over eighty seven languages are used in the print media, seventy one languages are used on the radio, and the administration of the country is conducted in thirteen different languages, but only forty seven languages are used as the media of instruction in schools. Though these islands have no language of its own, yet we find people speaking all the scheduled and non-scheduled languages here. Language shapes our thoughts and defines our relationship in the society. Buch M.B, Chief Editor, (1987) pointed out that language education has a centrality in education, more so in a multi-lingual country like India Chomsky (1988, 1993) repeatedly opined that in addition to the rich and caring exposure that they receive, normal children may be born with an innate language faculty. They become linguistically proficient in many languages by the time of three years of age. Halliday MAK (1978) referred that language is a product of social process and it is the pivot of a persons social life. A child learning language is at the same time learning other things through language, building up a picture of reality that is around and inside him. Halliday MAK (1978) further referred that language is the main channel through which patterns of living are transmitted to child, through which he learns to act as a member of a society through social groups. Teachers exert the most influence on social environment of child. In a multi-lingual country like India, especially in Andaman Nicobar Islands, most of the children reach schools with bi and multi-lingual competence, but sometimes the language of the school fails to relate to the languages of their homes and neighbourhoods. Linguistic diversity is as important for our survival as biodiversity. The role of language across the curriculum for contributing towards the construction of knowledge is much important. NCERT (NCF 2005, PP.1.3, Executive summary) referred the results of the recent researches in the field of language education and pointed out that there is a positive co-relation between language proficiency and academic achievement. It is also pointed out that multi-lingualism leads to greater cognitive flexibility and social tolerance. NCERT (NCF 2005, PP.1.3, page 4) further referred that attitudes and motivation of learners often play an important role in all language learning and in the same way the parental support and the attitudes of teacher may contribute to successful language learning. Primary education is essentially language education and even knowledge about society and environment are best acquired by children through language. In these islands, normal children become linguistically proficient in many languages in their early childhood itself, on getting adequate exposure. Early childhood period is the most important days of life-long development in children and these days also lay foundation for the development of essential life-skills which determine the success and failures of the future life of children. Christie Frances(1989) referred that Language development begins shortly after birth and it goes on as long as life itself, with the frequent entry into the new situations and experience that is a feature of living. Language is central to human society and vital for inter personal relations. It is true that on giving adequate exposure children acquire new language with ease. Spoken language is more transient in nature and changes more rapidly than the written language. Along with growth of population in Andaman Nicobar islands, language speakers mainly in Hindi, Bengali, Tamil, Telugu and Malayalam also increased and there was corresponding demand for more and more educational institutions in the respective languages in different islands. Listening comprehension and speaking ability of lower primary learners in different languages, different languages used as medium of instruction at schools and their success in the early primary stages of education are interesting and fruitful fields in these islands for investigation and study. HOME ENVIRONMENT AND CHILD LANGUAGE DEVELOPMENT IN THE ISLANDS Following are the different home environments and language situations observed in these islands where inter-state, inter-religion and inter-caste marriages are common.
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(a) Children of parents, both of different home languages. In such bi-lingual homes, the following situations are commonly observed . (i) If father, his home and society are more influential in the family, language of father becomes the home language of the child, and gets adequate exposure to the same in the early childhood. (ii) If mother, her home and society are more influential in the family, language of the mother becomes the home language of the child with adequate exposure to the same. (iii) If father and mother are of different language back-grounds, most of them adopt the link language Hindi as home language. In such cases the children know neither the language of the father nor of the mother. (iv) Children of parents, both of different home languages take admission in another language medium school (especially in Hindi or in English) and become bilinguals and multi-linguals. (b) Children of parents both of the same home language. Following are some of the situations observed in such homes. (i) Rural children who do not get adequate exposure to other languages beyond their home languages know only one language, the mother tongue. They take admission in the same language medium schools and remain as mono-linguals, as they do not get sufficient exposure among the other language speakers. Even in rural homes where single language is spoken, we find children as bilinguals and multi-linguals because they get exposure in the neighbour hood, where different languages are spoken.
(ii)
(iii) The urban children, who remain in their homes itself without adequate exposure to outside, remain as monolinguals with the knowledge of home language only. They also take admission in the mother tongue medium schools. (iv) Children of urban areas who get adequate exposure to home languages, neighbourhood languages, and peer group languages become multi-inguals even in their early childhood itself. This is a unique, rare, and interesting language situation of these islands. A childs language and vocabulary grows rapidly in pre -school years. Childrens word meanings may not match adult word meanings. As children age, their language and word meanings may change, reflecting a new view point. (c ) Variety children enrolled in the different medium schools of these islands. (i) (ii) A good number of children take admission in English medium schools, where English is not the mother tongue of any. A good number of children take admission in Hindi medium schools where Hindi is their mother tongue / home language.
(iii) A good number of children take admission in Hindi medium schools where Hindi is not their mother tongue / home language, but it is the language of their choice. (iv) Certain percentage of small children take admission in Bengali,Tamil and Telugu medium schools because these languages are their mother tongues/home languages. (v) A small percentage of children, mainly in rural areas take admission in Bengali, Tamil and Telugu medium schools, though these are not their home languages or the languages of their choice. But they are forced to take admission in such schools, as the medium of their choice is not available in the near by areas.
Bernstein(1971 p. 151) pointed out that the relative backwardness of many working class children who live in areas of high population density or rural areas may well be a culturally induced backwardness transmitted by the linguistic process. Attitudes of learners and encouragement they receive from parents and teachers may contribute to successful environment for language learning. EDUCATION IN THE ISLANDS The first primary school of the islands was reported to have come into existence in 1891-92, where thirty students including boys and girls were learning in co-education system. The medium of education was Urdu as per the demand of the day. By 1906, co-education system disappeared and study of English became compulsory. Since the day there has been a steady increase in the number of educational institutions, enrolment
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of students and appointment of teachers in these islands. Multi-media education became inevitable, in view of the multi-lingual population in these islands. Apart from English and Hindi, three languages Bengali, Tamil and Telugu enjoy the status of media of instruction up to senior secondary level. Urdu also enjoyed the same status till 1987. Malayalam medium schools existed at primary level, but ultimately it was closed due to nonavailability of students. Other languages taught at primary level are Nicobarese and Karen in their respective areas. As per the statistical report of 2011, of A&N Islands there are 405 schools in which twenty seven are pre-primary, two hundred twelve are primary, sixty seven are middle, forty six are secondary and the remaining fifty three are senior secondary schools. Maximum educational institutions are located in South Andaman Educational Zone and mostly those are English and Hindi medium schools. There is steady and fast upward swing of English medium education in the islands and popularity of the same is universal through out the islands. As per the statistical data 2010- 11 of A&N islands, there are 181 English medium schools here. Hindi has been all-along the predominant medium of instruction, ever since it started replacing Urdu in mid 1950s. Even today, majority of the student population offer Hindi, as medium of instruction. Children belonging to non-Hindi speaking groups can be found in Hindi medium schools. AS per the data 2010-11 of the Directorate of Education, Portblair there are 183 Hindi medium schools, 111 Bengali medium schools, 40 Tamil medium schools and 18 Telugu medium schools in the territory. There are two Tamil medium schools even in the district of Nicobar, a tribal area. The official languages of this Union Territory have been the same, as those of the Union Government, i.e., Hindi and English. The Daily Telegrams in English is the oldest news paper in the territory, dating back to the 1920s. All India Radio started functioning in the islands in 1963 and multilanguage broadcasts by AIR has become a necessity in order to cater to the needs of multilingual and multiethnic populations of the territory. However Hindi the link- language is given bulk of the broadcasting time. The Language scenario of these islands and the mono, bi and multilingual learners who are enrolled in the entry stage of school education are the unique and interesting situations of the class rooms of these islands. The mono-lingual learners are competent only in their mother-tongue or the home language. The bi-lingual learners are competent in two languages, mostly the home language and the link language Hindi, while the multilingual learners have language competencies in three or more languages like home language, link language, neighbourhood language, the language of their play-mates etc. Sufficient exposure to a language and the need to learn a language for social advancement mentally prepare children to learn the new language with ease. The significant role of language in education is universally accepted. But, there are inadequate studies in the fields like language competencies of the lower primary learners in more than one language and the impact of the same in their scholastic achievements. Hence, it was decided to conduct a study in this area for finding out the effect of the language abilities of the lower primary learners in their scholastic achievements. In the present research work an attempt was made to study and compare the scholastic achievements of the mono-lingual and bi-lingual learners of class I, studying in Andaman and Nicobar Islands. The study being a pioneering one, and being the first research attempt of its kind in this area, a combination of historical institutional approach and behavioral analytical approach was essential to reach the conclusion. Both primary and secondary data were perused for the study. The secondary data were obtained from books, journals, abstracts, Census of India reports, Statistical and administrative reports, news papers, Souvenirs, Periodicals, and Thesis works etc. Primary data were obtained from personal interviews, questionnaires and achievement tests conducted for sample learners. OBJECTIVES OF THE STUDY 1. 2. To study the role of the language abilities of pupils in their classes, especially in class one. To study and compare the scholastic achievement level of the are mono, and bi -linguals. scholastic achievement in lower primary lower primary learners of class one, who
DELIMITATIONS OF THE STUDY 1. 2. 3. Study was conducted only in the South Andaman District of this Union Territory. Only government schools were included in the study to maintain a homogeneous learning atmosphere of the selected sample schools and its learners. Only scholastic achievements of the selected sample students were assessed as data.
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4.
Language competencies of the lower primary learners were assed only in the listening and speaking skills during sample selection.
SAMPLE SELECTION One hundred mono-lingual students and one hundred bi-lingual students enrolled in Class I during the academic session 2009-10 in five different medium schools of rural and urban areas of the South Andaman district, were selected as samples for the study. Care was taken to include schools of the municipal area, rural areas, single medium schools, double medium schools, schools running in three and four mediums, single primary schools, schools attached with middle, secondary and senior secondary classes, over-crowded schools and also schools with less enrolment for the study. Personal talks with the students studying in class one in the selected sample schools were conducted during the beginning of the academic session 2009-10 to divide them into monolinguals and bi-linguals. The testing of the language ability was restricted to five languages Hindi, English, Bengali, Tamil and Telugu only as these were the existing language mediums of the islands. Pupils having the knowledge of only one language were considered as mono-linguals, while others with the knowledge of two languages were considered as bilinguals. The investigator with the help of a few experienced primary school teachers prepared a few questions in Hindi, English, Bengali, Tamil and Telugu to conduct the personal talks. The questions were related to the learners, their homes, schools, neighbourhoods and also the environment around them to maintain a cool, friendly and conducive atmosphere during the talk. Questions were planned in such a way that the talk was started in the home language of the child and after asking a few questions, it was shifted to the link language Hindi and then to the medium of instruction of the school, neighbourhood language etc. The experience gained was interesting and explorative. It was observed that many learners were multi-linguals in the classes with the knowledge of three and even four languages. Students knowing more languages were observed active, confident, social and smart. Usual teaching and periodical evaluation was conducted by the qualified, trained and experienced Government teachers in all those classes during the whole academic year. The investigator was in contact with all the sample schools during the session. Being a teacher educator, the investigator could encourage, motivate and guide the concerned teachers towards sincere and goal oriented teaching through the latest techniques of teaching and learning. The teachers could finish the whole syllabus by January and all were cooperative. TOOLS USED 1. 2. 3. 4. 5. Documentary studies. Observation of the behaviour of the sample learners. Interview. Questionnaires. Achievement tests (oral and written)
COLLECTION AND ANALYSIS OF DATA The required data for analysis and study was the achievement scores of the sample students selected and was collected at the end of the academic session. Sample question papers prepared by the concerned teachers, as per the latest CCE scheme were collected for the setting of question papers to conduct the achievement test. Different sets of question papers were prepared in each subject by the investigator to provide variety of questions. Validity, reliability, usability and practicability were taken into consideration while preparing the question papers and were prepared from the whole syllabus. Language evaluation need not be tied to achievement based on syllabi and text books, but must be re- oriented to the measurement of language competency (NCF 2005 P. 40) Hence the question papers on languages were prepared on this principles. The papers were made attractive in all possible ways. Variety of questions were added and questions were of different difficulty levels. Instructions were clearly given and a solved example was provided with each question for the guidance of the students . Question papers of Tamil, Telugu and Bengali were prepared with the help of language experts and teachers of concerned mediums.The test was conducted as per the continuous comprehensive evaluation (CCE) scheme in which sixty percentage was given for written examination and the rest forty percentage for the oral test.
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Evaluation of the answer papers were done by the investigator herself by taking the help of other teachers of concerned mediums. Test papers were rechecked and recounted to maintain the accuracy of data. Oral tests were conducted in different subjects by the invigilator and other subject teachers of different mediums. Mean of the total scores of the two groups (mono and bi) were calculated for comparative study and also to obtain the results. As the setting of the question papers, conduct of the examination and evaluation were done with maximum care, the achievement score of each student, in each subject should be the accurate data to be analyzed for further investigation and hence reaching to the result of the study. A format was prepared for the tabulation of the data obtained and the marks were entered as per the CCE scheme. The Data collected were analyzed statistically. The total marks of each sample learner in all the four school subjects (first language, second language, Mathematics and Environmental studies) were calculated. The grand total of the one hundred mono-linguals and the one hundred bilinguals were calculated by the same procedure. The mean score of the two sample groups were compared for obtaining the result. The result of the study proved that the bi-lingual students are better than the mono-lingual students in the achievement in scholastic areas. OUTCOMES OF THE STUDY AND ITS EDUCATIONAL IMPLICATIONS 1. 2. 3. 4. 5. Language has a vital role in the success of students at the lower primary stages of education. Bi-lingual students show better achievement than mono-lingual students at lower primary stages of education. There is a positive correlation between language proficiency and academic achievement. The encouragement and motivation the children get from parents and teachers enable them to acquire language abilities in more and more languages. Children should get adequate exposure to more languages in their childhood for better academic achievement.
REFERENCES Baban Phaley (2009). General Knowledge, Andaman and Nicobar Islands, Sarswati Prakashan, Nagpur. Baban Phaley (2009). The Land of Martyrs, Sarswati Prakashan, Nagpur. Basil Bernstein (1971). Class Codes and Control. Vol.I. Routledge and Kegan Paul, London. Buch, M.B (1987) (Chief Editor). Third Survey of Research in Education, NCERT, New Delhi. Christie Frances (1989). Language Education, Oxford University Press, London. Directorate of Educaion (2010-11). Education at a Glance, Statistical Section, Andaman Nicobar Administration. Halliday M.A.K. (1978). Language as Social Semiotics. Edward Arnold , London. Heugh Kathleen and Kangas, Tove Skutnabb Ed.(2010). Multilingual Education Works. Orient Black Swan. New Delhi. Jayaraj & Andrews (2005). Andaman Nicobar Islands. Biodiversity Strategy and Action Plan. University Press, Hyderabad. P. I. Majumdar R.C (1975). Penal Settlement in Andamans. Ministry of Education and Social Welfare, New Delhi. Naidu S.P.P.K.(2007). Annnals of Andaman and Nicobar Islands, Phenomena Pubications, Port Blair. National Council of Educational Research and Training (2006) PP.1.3 Teaching of Indian Languages (NCF 2005), New Delhi.
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RELATIONSHIP BETWEEN SOCIAL INTELLIGENCE AND CORES OF LIFE SKILLS: A STUDY ON HIGHER SECONDARY SCHOOL STUDENTS
Prakash Alex1 Abstract The present study is an attempt to explore the relation between Social Intelligence and ten Core Life Skills at Higher Secondary School level. Survey method was adopted for the collection of data from 650 students. The findings of the present study reveal that there is very close positive relationship between Social Intelligence and ten Core Life Skills. INTRODUCTION Adolescents are considered as the most productive members of the society, due to their physical and intellectual capacity. But it is sad to recognize the fact that most of the Adolescents are enabling to utilize their potential in an appropriate way due to lack of guidance and motivation. Now days a large number of Adolescents; daze our Higher Secondary School students, engaged in antisocial activities which create a lot of social problems like alcoholism, drug abuse, sexual abuse, smoking etc. These habits deteriorate their physical and intellectual capabilities and also seem to be a burden to the society. Adolescents are engaged in many antisocial activities and which adversely other members of the society. These high risk behaviors affecting society in large extend. This new challenge requires immediate and effective responses from a socially responsible system of education. It may be noted that to date, no University or board of school education has come forward to initiate such a programme in the country which may be beneficial to our Adolescents. In this connection, Life Skill education plays a very vital role to increase the awareness among the Adolescents about all social problems and alleviate social evils from the society. Life Skill education helps the individual to improve the Decision making skill, Ability to take everything in the right sense and also improve their contribution to the society. NEED AND SIGNIFICANCE OF THE STUDY The main objective of Life Skill education is to enable the learner to develop the concept of oneself as the person of worth and dignity. It should help one to understand oneself and lead to growth in personal responsibility. Life Skill education is a basic learning need for all young people. It will help the young people to empower in the challenging situation. Various skills like Leadership, Responsibility, Communication, Intellectual capacity, self esteem, Interpersonal skill etc. Extent its maximum level, if it is practicing effectively among the Adolescents. We need to create Life Skill education as the cornerstone of various Adolescents programmes. An effective implementation strategy will help the Adolescents to practice it in their life. Specific activities like leadership training, communication, interaction, understanding self, making decisions, working with groups, socialization etc added the quality of Adolescents. Developing Life Skill helps the adolescents to translate knowledge, attitude and their healthy behavior such as acquiring the ability to reduce specific risk behavior and adopt healthy behavior that improve their lives in general. Life Skills have produced the following effects; less violence behavior; increased pro-social behavior and decreased negative, self destructive behavior; increased the ability to plan ahead and choose effective solutions to problems; improved self image, self awareness, social and emotional adjustment; increased acquisition of knowledge; improved classroom behavior; gains in self control and social ability; better handling of interpersonal problems and coping with anxiety; and improved constructive conflicts resolutions with peers, impulse control and popularity. Social Intelligence is the ability to understand and manage men and women, boys and girls to act wisely in human relation (Thurston, 1944). Social Intelligence is a type of intelligence involved in individuals dealings with other people with social relationship. In a world, where relations with the society and even with the family are being shrunken into a molecular form, there the childs social interaction limit to his father and mother. Social Intelligence can hardly develop. Home environment has a great influence of each aspect of growth and development of a person. Here we need to create and provide Life Skill education for our Adolescents for
Research Scholar, School of Pedagogical Sciences, MG University, Kottayam
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improving leadership training, communication, interaction, understanding self, making decisions, working with groups and socialization. It is acknowledged by all that one of the most important variable which affects Social Intelligence is Social relationships & interactions. i.e., Core components of Life Skills. Various studies pro ved the importance of Life Skills. Waller (1932), Morgan (1961), Bandura & Walter (1963), WHO (1993), Sandan (2005) and RGNIRD (2008), suggest that Life Skills and Social Intelligence varies from student to student. The present study is an attempt to explore the relationship among Social Intelligence and cores of Life Skills at students of Higher Secondary School level. The investigator analyzes relationship among the Social Intelligence and the five different classifications of ten cores of Life skills; 1) Mother Skills: Self awareness and Empathy. 2) Survival Skills: Interpersonal Relationship and Effective Communication. 3) Thinking Skills: Critical Thinking and Creative Thinking. 4) Negotiating Skills: Decision making and Problem solving. 5) Coping Skills: Coping of Emotion and coping of stress. OBJECTIVES OF THE STUDY 1. To identify the extent of Life Skills awareness among Higher Secondary School students for the different core skills for such as; a) Problem solving
b) Decision making c) Self awareness
d) Empathy e) f) Interpersonal relationship Effective Communication
g) Critical Thinking h) Creative Thinking i) j) 2. 3. Coping of Emotion Coping of Stress
To identify the extent of Social Intelligence of students at Higher Secondary school level. To find out the relationship between the Social Intelligence and cores of Life Skills such as; a) Problem solving
g) Critical Thinking h) Creative Thinking i) j) Coping of Emotion Coping of Stress
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HYPOTHESES OF THE STUDY 1. There is no significant difference among the extent of Life Skills development among Higher Secondary School students for the different core skills for such as; a) Problem solving
g) Critical Thinking h) Creative Thinking i) j) 2. 3. Coping of Emotion Coping of Stress
There is no significant difference in the extent of Social Intelligence of students at Higher Secondary school level. There is no significant relationship between the Social Intelligence and cores of Life Skills such as; a) Problem solving
g) Critical Thinking h) Creative Thinking i) j) Coping of Emotion Coping of Stress
METHODOLOGY Normative Survey method was used for the study. Social Intelligence Scale (SIS) was administered to 650 students of Standard XI for measuring Social Intelligence. The test consisted of various sub componentsSocial involvement, leadership, communication, interaction, understanding self, making decisions, working with groups and socialization. The test scale consists of 30 statements; range of scoring lies 30-150. The Cores of Life Skills (CLS) were also administered to the sample for measuring the 10 Cores of Life Skills of Higher Secondary school students. The each test consisted of 10 statements, with overall 100 statements. The range of scoring for a single test is 10-50. The Tests used for assessing Problem solving, Decision making, Self awareness, Empathy, Interpersonal relationship, Effective Communication, Critical Thinking, Creative Thinking, Coping of Emotion and Coping of Stress. The data collected were codified and tabulated appropriately and suitable statistical procedures were used for analysis. ANALYSIS OF DATA AND INTERPRETATION OF RESULTS 1. The level of awareness about Life Skills development of Higher Secondary schools students
The mean score for the awareness of Life Skills development of students at Higher Secondary level is 354.90 and the standard deviation is 15.27. From this it is clear that the students at Higher Secondary level were having high level of awareness about Life Skills development. For the Cores of Life Skills (CLS), more than 39.7% of students fall in Medium group (258). 46.6% of Total sample are High Achievers (303) and 13.7% of
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them are Low Achievers in The Cores of Life Skills (89). The result obtained shows that the majority of Higher Secondary School students possess High group level of Cores of Life Skills. 2. The level of awareness about Cores of Life Skills development of Higher Secondary schools students
The Cores of Life Skills (CLS) were administered to the sample for measuring the 10 Cores of Life Skills of Higher Secondary school students. The Tests were used for assessing Problem solving, Decision making, Self awareness, Empathy, Interpersonal relationship, Effective Communication, Critical Thinking, Creative Thinking, Coping of Emotion and Coping of Stress. Table 1. The level of Awareness about Cores of Life Skills Development of HSS Students Standard Deviation Level of awareness of Life Skills Low 1. Problem solving 35.87 2.84 Medium High Low 2. Decision making 30.59 2.22 Medium High Low 3. Self awareness 29.56 3.65 Medium High Low 4. Empathy 26.95 2.72 Medium High Low 5. Interpersonal relationship 32.38 2.98 Medium High Low 6. Effective Communication 42.15 2.1 Medium High Low 7. Critical Thinking 35.46 2.09 Medium High 62 235 353 70 252 328 81 233 336 85 267 298 76 248 326 68 242 340 67 256 327 Percentage (%) 9.54% 36.15% 54.31% 10.77% 38.77% 50.46% 12.46% 35.85% 51.69% 13.07% 41.08% 45.85% 11.70% 38.15% 50.15% 10.46% 37.23% 52.31% 10.31% 39.38% 50.31%
Sl. No.
Cores of Life Skills
Mean
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Low 8. Creative Thinking 34.82 1.96 Medium High Low 9. Coping of Emotion 23.14 2.53 Medium High Low 10. Coping of Stress 24.68 2.18 Medium High
72 267 311 175 282 193 133 298 219
11.08% 41.08% 47.84% 26.93% 43.38% 29.69% 20.46% 45.85% 33.69%
The mean score for the Problem solving awareness of Life Skills development of students at Higher Secondary level is 35.87 and the standard deviation are 2.84. For the Problem solving Skills, more than 36.15% of students fall in Medium group (235). 54.31% of Total sample are High Achievers (353) and 9.54% of them are Low Achievers in Problem solving Skills (62). The result obtained shows that the majority of the students at Higher Secondary level were having high level of Problem solving awareness. The mean score for the Decision making awareness of Life Skills development of students at Higher Secondary level is 30.59 and the standard deviation are 2.22. For Decision making Skills, more than 38.77% of students fall in Medium group (252). 50.46% of Total sample are High Achievers (328) and 10.77% of them are Low Achievers in Decision making Skills (70). The result obtained shows that the majority of the students at Higher Secondary level were having high level of Decision making awareness. The mean score for the Self esteem awareness of Life Skills development of students at Higher Secondary level is 29.56 and the standard deviation are 3.65. For the Self esteem Skills, more than 35.85% of students fall in Medium group (233). 51.69% of Total sample are High Achievers (336) and 12.46% of them are Low Achievers in Self esteem Skills (81). The result obtained shows that the majority of the students at Higher Secondary level were having high level of Self esteem awareness. The mean score for the Empathy awareness of Life Skills development of students at Higher Secondary level is 26.95 and the standard deviation are 2.72. For the Empathy Skills, more than 41.08% of students fall in Medium group (267). 45.85% of Total sample are High Achievers (298) and 13.07% of them are Low Achievers in Empathy Skills (85). The result obtained shows that the majority of the students at Higher Secondary level were having high level of Empathy awareness. The mean score for the Interpersonal awareness of Life Skills development of students at Higher Secondary level is 32.38 and the standard deviation are 2.98. For the Interpersonal Skills, more than 38.15% of students fall in Medium group (248). 50.15% of Total sample are High Achievers (326) and 11.70% of them are Low Achievers in Interpersonal Skills (76). The result obtained shows that the majority of the students at Higher Secondary level were having high level of Interpersonal awareness. The mean score for the Effective Communication awareness of Life Skills development of students at Higher Secondary level is 42.15 and the standard deviation are 2.10. For the Effective Communication Skills, more than 37.23% of students fall in Medium group (242). 52.31% of Total sample are High Achievers (340) and 10.46% of them are Low Achievers in Effective Communication Skills (68). The result obtained shows that the majority of the students at Higher Secondary level were having high level of Effective Communication awareness. The mean score for the Critical Thinking awareness of Life Skills development of students at Higher Secondary level is 35.46 and the standard deviation are 2.09. For the Critical Thinking Skills, more than 39.38% of students fall in Medium group (256). 50.31% of Total sample are High Achievers (327) and 10.31% of them
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are Low Achievers in Critical Thinking Skills (67). The result obtained shows that the majority of the students at Higher Secondary level were having high level of Critical Thinking awareness. The mean score for the Creative Thinking awareness of Life Skills development of students at Higher Secondary level is 34.82 and the standard deviation are 1.96. For the Creative Thinking Skills, more than 41.08% of students fall in Medium group (267). 47.84% of Total sample are High Achievers (311) and 11.08% of them are Low Achievers in Creative Thinking Skills (72). The result obtained shows that the majority of the students at Higher Secondary level were having high level of Creative Thinking awareness. The mean score for the Coping of emotions awareness of Life Skills development of students at Higher Secondary level is 23.14 and the standard deviation are 2.53. For the Coping of emotions Skills, more than 43.38% of students fall in Medium group (282). 29.69% of Total sample are High Achievers (193) and 26.93% of them are Low Achievers in the Coping of emotions Skills (175). The result obtained shows that the majority of the students at Higher Secondary level were having medium level of Coping of emotions awareness. The mean score for the Coping of stress awareness of Life Skills development of students at Higher Secondary level is 24.68 and the standard deviation are 2.18. For the Coping of stress Skills, more than 45.85% of students fall in Medium group (298). 33.69% of Total sample are High Achievers (219) and 20.46% of them are Low Achievers in Coping of stress Skills (133). The result obtained shows that the majority of the students at Higher Secondary level were having medium level of Coping of stress awareness. Thus Hypothesis 1 is substantiated and accepted. 3. The level of extent of Social Intelligence of Higher Secondary schools students
The mean score for Social Intelligence of students at Higher Secondary level is 119.39 and the standard deviation is 6.52. From this it is clear that the students at Higher Secondary level were having high level of Social Intelligence. For the test scores in Social Intelligence Scale (SIS), more than 28.46% of students fall in Medium group (185). 52.31% of Total sample are High Achievers (340) and 19.23% of them are Low Achievers in Social intelligence (125). The result obtained shows that the majority of Higher Secondary School students possess High group level of Social Intelligence. Thus Hypothesis 2 is substantiated and accepted. 4. Relationship between Social Intelligence and Cores of Life Skills of students at Higher Secondary level
In order to find out the relationship between Social Intelligence and Cores of Life Skills of students at Higher Secondary level for the total sample, the Pearson correlation coefficient r is calculated and tested for significance by calculated theoretical ratio. Table 2. Pearson Correlation between Social Intelligence and Cores of Life Skills of Students at Higher Secondary Level for Total Sample Cores of Life Skills Problem solving Decision making Self Esteem Empathy Interpersonal Effective Communication Critical Thinking Creative Thinking N 650 650 650 650 650 650 650 650 Correlation coefficient r 0.0671 0.0696 0.0126 0.0142 0.4019 0.6816 0.0735 0.0661 Critical Ratio 2.1214 2.1854 1.1027 1.3442 11.0082 21.5812 2.4823 2.0951 Levels of Significance 0.05 level 0.05 level Not Significant Not Significant 0.01 level 0.01 level 0.05 level 0.05 level
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Coping of Emotion Coping of Stress
650 650
-0.0203 -0.0337
1.2741 1.3942
Not Significant Not Significant
The data obtained for Pearson correlation between Social Intelligence and Cores of Life Skills of students at Higher Secondary level for Total sample, given in Table 2 shows that; The coefficient of correlation obtained between the scores of Social Intelligence and Problem solving skill is 0.0671. This means that there is Negligible Positive correlation between the two components. The Calculated t-value was found to be 2.1214, which is significant at 0.05 levels. Thus it can be interpreted that there exists a significant relationship between the scores of Social Intelligence and Problem solving skill of Higher Secondary school students. The coefficient of correlation obtained between the scores of Social Intelligence and Decision making skill is 0.0696. This means that there is Negligible Positive correlation between the two components. The Calculated t-value was found to be 2.1854, which is significant at 0.05 levels. Thus it can be interpreted that there exists a significant relationship between the scores of Social Intelligence and Decision making skill of Higher Secondary school students. The coefficient of correlation obtained between the scores of Social Intelligence and Self esteem skill is 0.0126. This means that there is Negligible Positive correlation between the two components. The Calculated tvalue was found to be 1.1027, which is not significant at both the levels. Thus it can be interpreted that there is no significant relationship between the scores of Social Intelligence and the Self esteem skill of Higher Secondary school students. The coefficient of correlation obtained between the scores of Social Intelligence and Empathy skill is 0.0142. This means that there is Negligible Positive correlation between the two components. The Calculated tvalue was found to be 1.3442, which is not significant at both the levels. Thus it can be interpreted that there is no significant relationship between the scores of Social Intelligence and Empathy skill of Higher Secondary school students. The coefficient of correlation obtained between the scores of Social Intelligence and Interpersonal skill is 0.4019. This means that there is Moderate Positive correlation between the two components. The Calculated tvalue was found to be 11.0082, which is significant at 0.01 levels. Thus it can be interpreted that there exists a significant relationship between the scores of Social Intelligence and Interpersonal skill of Higher Secondary school students. The coefficient of correlation obtained between the scores of Social Intelligence and Effective Communication skill is 0.6816. This means that there is Moderate Positive correlation between the two components. The Calculated t-value was found to be 21.5812, which is significant at 0.01 levels. Thus it can be interpreted that there exists a significant relationship between the scores of Social Intelligence and Interpersonal skill of Higher Secondary school students. The coefficient of correlation obtained between the scores of Social Intelligence and Critical Thinking skill is 0.0735. This means that there is Negligible Positive correlation between the two components. The Calculated t-value was found to be 2.4823, which is significant at 0.05 levels. Thus it can be interpreted that there exists a significant relationship between the scores of Social Intelligence and Critical Thinking skill of Higher Secondary school students. The coefficient of correlation obtained between the scores of Social Intelligence and Creative Thinking skill is 0.0661. This means that there is Negligible Positive correlation between the two components. The Calculated t-value was found to be 2.0951, which is significant at 0.05 levels. Thus it can be interpreted that there exists a significant relationship between the scores of Social Intelligence and Creative Thinking skill of Higher Secondary school students. The coefficient of correlation obtained between the scores of Social Intelligence and Coping of emotion skill is -0.0203. This means that there is Negligible Negative correlation between the two components. The Calculated t-value was found to be 1.2741, which is not significant at both the levels. Thus it can be interpreted that there is no significant relationship between the scores of Social Intelligence and Coping of emotion skill of Higher Secondary school students.
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The coefficient of correlation obtained between the scores of Social Intelligence and Coping of stress skill is -0.0337. This means that there is Negligible Negative correlation between the two components. The Calculated t-value was found to be 1.3942, which is not significant at both the levels. Thus it can be interpreted that there is no significant relationship between the scores of Social Intelligence and Coping of stress skill of Higher Secondary school students. Thus Hypothesis 3 is substantiated and accepted. CONCLUSIONS For the Cores of Life Skills (CLS), more than 39.7% of students fall in Medium group; 46.6% of Total sample are High Achievers and 13.7% of them are Low Achievers. The result obtained shows that the majority of Higher Secondary School students possess High group level of Cores of Life Skills. The result obtained shows that the majority of the students (54.31%) at Higher Secondary level were having high level of Problem solving awareness. The result obtained shows that the majority of the students (50.46%) at Higher Secondary level were having high level of Decision making awareness. The result obtained shows that the majority of the students (51.69%) at Higher Secondary level were having high level of Self esteem awareness. The result obtained shows that the majority of the students (45.85%) at Higher Secondary level were having high level of Empathy awareness. The result obtained shows that the majority of the students (50.15%) at Higher Secondary level were having high level of Interpersonal awareness. The result obtained shows that the majority of the students (52.31%) at Higher Secondary level were having high level of Effective Communication awareness. The result obtained shows that the majority of the students (50.31%) at Higher Secondary level were having high level of Critical Thinking awareness. The result obtained shows that the majority of the students (47.84%) at Higher Secondary level were having high level of Creative Thinking awareness. The result obtained shows that the majority of the students (43.38%) at Higher Secondary level were having medium level of Coping of emotions awareness. The result obtained shows that the majority of the students (45.85%) at Higher Secondary level were having medium level of Coping of stress awareness.
For the test scores in Social Intelligence Scale (SIS), more than 28.46% of students fall in Medium group; 52.31% of Total sample are High Achievers and 19.23% of them are Low Achievers in Social intelligence. The result obtained shows that the majority of Higher Secondary School students possess High group level of Social Intelligence. - The coefficient of correlation obtained between the scores of Social Intelligence and Problem solving skill is 0.0671 (t-value=2.1214, p<0.05). Thus it can be interpreted that there exists a significant relationship between the scores of Social Intelligence and Problem solving skill of Higher Secondary school students. The coefficient of correlation obtained between the scores of Social Intelligence and Decision making skill is 0.0696 (t-value=2.1854, p<0.05). Thus it can be interpreted that there exists a significant relationship between the scores of Social Intelligence and Decision making skill of Higher Secondary school students. The coefficient of correlation obtained between the scores of Social Intelligence and Self esteem skill is 0.0126 (t-value=1.1027, p>0.05). Thus it can be interpreted that there is no significant relationship between the scores of Social Intelligence and the Self esteem skill of Higher Secondary school students. - The coefficient of correlation obtained between the scores of Social Intelligence and Empathy skill is 0.0142 (t-value=1.3442, p>0.05). Thus it can be interpreted that there is no significant relationship between the scores of Social Intelligence and Empathy skill of Higher Secondary school students.
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The coefficient of correlation obtained between the scores of Social Intelligence and Interpersonal skill is 0.4019 (t-value=11.0082, p<0.01). Thus it can be interpreted that there exists a significant relationship between the scores of Social Intelligence and Interpersonal skill of Higher Secondary school students. The coefficient of correlation obtained between the scores of Social Intelligence and Effective Communication skill is 0.6816 (t-value=21.5812, p<0.01). Thus it can be interpreted that there exists a significant relationship between the scores of Social Intelligence and Interpersonal skill of Higher Secondary school students. The coefficient of correlation obtained between the scores of Social Intelligence and Critical Thinking skill is 0.0735 (t-value=2.4823, p<0.05). Thus it can be interpreted that there exists a significant relationship between the scores of Social Intelligence and Critical Thinking skill of Higher Secondary school students. The coefficient of correlation obtained between the scores of Social Intelligence and Creative Thinking skill is 0.0661 (t-value=2.0951, p<0.05). Thus it can be interpreted that there exists a significant relationship between the scores of Social Intelligence and Creative Thinking skill of Higher Secondary school students. The coefficient of correlation obtained between the scores of Social Intelligence and Coping of emotion skill is -0.0203 (t-value=1.2741, p>0.05). Thus it can be interpreted that there is no significant relationship between the scores of Social Intelligence and Coping of emotion skill of Higher Secondary school students. The coefficient of correlation obtained between the scores of Social Intelligence and Coping of stress skill is -0.0337 (t-value=1.3942, p>0.05). Thus it can be interpreted that there is no significant relationship between the scores of Social Intelligence and Coping of stress skill of Higher Secondary school students.
In all the above cases, it is observed that, with the increase of one variable, there is a corresponding increase of other variable. These Correlation studies revealed that Social Intelligence and Cores of Life Skills have very close positive relationship. EDUCATIONAL IMPLICATION As the relationship between Social Intelligence and Cores of Life Skills are closely related, a few suggestions for improvement of Life Skills and Social Intelligence can be made as follows: 1. Life Skills education should be a part of curriculum. Books and magazines related to Life Skills education should be made available in libraries. Activities that create Life Skills education awareness among teachers should be given due importance in institutions. Government should provide funds for Life Skills education awareness programme. Opportunity for create awareness on Life Skills building mechanisms among public should be provided to teachers. Teachers should develop a positive attitude among students towards Life Skills culture. Projects and assignment should be provided to teachers to help develop Life Skills education awareness. Teachers should create suitable classroom climate for learning and developing better conditions for Life Skills. For Social Intelligence; Parents should encourage the students in participating in social activities that is helpful for their all round development. Interpersonal relationship between students and teachers in the classroom should be strengthen, which increase the students the chance to interact with the society. Teachers should try to build up in children certain attitudes and values like co-operation, sociability, tolerance and healthy human relationship. Orientation programmes, symposia etc. which help the development of optimism and confidence in Higher Secondary School students should be organized. Parents should encourage their children for increasing the Social Intelligence in participating family gettogethers, social activities, curricular and co-curricular activities in schools that is helpful for their all round development. New teaching learning methods can use for the Higher Secondary School students can avoid their Social problems in much care in developing a creation of the future dedicated roles and the development of a person in a whole generation
2.
REFERENCES Bandura, A. (1977). Social Learning Theory. New Jerrcy: Pentice Hall, Englewood Cliffs. Bandura, A. and Walter, R.H. (1963). Social Learning and Personality Development. New York: Holt, Rinehart and Winston.
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Chauhan, S.S. (1978). Advanced Educational Psychology. 6th revised edition, New Delhi: Vikas Publications. Morgan, C.T. (1961). Introduction to Psychology. New York: Mc Graw- Hill. National Advisory Committee on Social and Cultural Education (1999). Chapter 3. Rajasenan, N.V. (2010). Life Skills, personality and Leadership. Chennai: Saibonds Print System Pvt. Ltd. RGNIRD (2008). Facilitators Manual on Enhancing Life Skills, 2008. Thurston, S. (1944). The nature of intelligence and principles of Cognition (2nd Ed). London: Macmillan. Sandan (2005). Life Skill Module, Jaipur., 2005. WHO: Life skill Education in schools, Geneva, 1993. http://www.unicef.org/lifeskills/index_7308.html http://www.unicef.org/lifeskills/whatwhy/skills.html
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CONFLUX

A PEER REVIEWED INTERNATIONAL JOURNAL

Assistant To the Editor

v4u Computers Opp. M.G. University, Kottayam

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

From the Desk RE SEARCHING THE RESEARCH

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

EMPOWERMENT OF RURAL WOMEN THROUGH VOCATIONAL EDUCATION AND TRAINING

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

INFORMATION LITERACY FOR LIFELONG LEARNING

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

SPECTRUM OF LITERACY EDUCATION

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

MANAGEMENT OF COMMON MENTAL HEALTH PROBLEMS: SENSITISATION TO CHILDRENS NEEDS

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Tips for Parents and Caregivers

Tips for Teachers and School Officials

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

*Significant at 0.05 level of significance.

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

PAULO FREIRES PEDAGOGY OF THE OPPRESSED AND NARRATIVE PEDAGOGY

Associate Professor , Peet Memorial Training College, Mavelikara

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Narrating ones life

Reconstructing personal Integration

Dialogic conversation and integration Location

Narrative and new action Theorisation

Conceptualizing human experience

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

ICT BASED ASSESSMENT IN SCHOOLS: TEACHERS ATTITUDE

Assisstant Professor, N.S.S.Training College, Changanacherry, Kottayam, Kerala.

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013

Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 2, July 2013