IIE Vol. 2 No. 1 (March 2014)

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Browsing IIE Vol. 2 No. 1 (March 2014) by Title

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    Child -Centered Teaching: Facilitators’ Perceptions and Practices in Nepalese Early Childhood Development (ECD) Center
    (Chitkara University Publications, 2014-03-03) Yam Bahadur Karki; Kamla Vashisth
    It is a blunder if students are regarded as empty vessels to be filled by the teacher. But we find most of the schools in Nepal; the classes are generally conducted in very primitive and traditional manner in the name of maintaining discipline (Gharti, 2006). The present study sheds some spotlight on the facilitators’ perceptions and practices of child- centered teaching in the context of Early Childhood Development (ECD) centers in Nepal. The study was based on qualitative approach and used the case study method. The result showed that the majority of facilitators have positive perception towards teaching profession and used child- centered teaching methods. Most of them reported the unavailability of teaching materials and low monthly pay.
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    Corporate Sector Participation: Much Needed Elixir of Life to Indian Higher Education System
    (Chitkara University Publications, 2014-03-03) Puja Jain; Pooja Sikka
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    Development of Critical Thinking Skill Programme for the Student Teachers of Diploma in Teacher Education colleges
    (Chitkara University Publications, 2014-03-03) A. A. Chavan; V. S. Khandagale
    The importance of education and its role should be to open up minds and ensure that it thinks reasons and analyzes. The National Curriculum Framework 2005 places demands and expectations on the teacher, which need to be addressed by both initial and continuing teacher education. To enhance the knowledge, values and skill among student it is necessary to enhance these in teacher first. Critical thinking is a type of reasonable, reflective thinking that is aimed at deciding what to believe or what to do. This paper examines the critical thinking skill of three D.T.Ed, college student teachers’ in the Kolhapur city and develop a programme to check the effectiveness of It. Findings are discussed most of the student teachers are poor in acquiring expanding question skill aspect, evaluating question skill aspect and analyzing question skill aspect of critical thinking skill. The treatment given to experimental group has produced significant difference in score of critical thinking skill and it can be said that the programme on development of critical thinking skill significantly enhances the critical thinking skill.
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    Education: An Instrument to Enhance Women Empowerment and Inclusive Growth
    (Chitkara University Publications, 2014-03-03) Bhavesh Jha
    Education provides a basis for a positive change and transformation of the society. This exposes new and innovative thoughts, understanding and important skills in a person towards developing self and surroundings. Education empowers women to understand the economics of managing resources and grab the opportunities for value generation in a micro (household) and macro (societal) level. The topic exhibits about the necessity of women education and benefits thereto in the process of competitiveness of a society and a nation at large. Researchers say that educating a woman means educating a family. More empowered the women are; more empowered would be the society. Educated women have multiple advantages (tangible and intangible) as far as families’ and social needs are concerned. They play various roles as a responsible citizens, housewives, mothers etc. and also as contributors to families’ income. Women accounts for half of the human resource. Despite various awareness programmes, regulations worldwide on gender equality and women empowerment, the situation is not good. According to United Nations Development Programme, two thirds of global illiterate population is women. 7 out of 10 women are reported experienced physical or sexual violence in their lifetime, says UN Women. Women earn only 10 % of all the income, only 1% of the property and yet produce half of the world’s food. Irrespective of class, culture or income, women are discriminated all over. The situation in developing and undeveloped countries is worse. According to a global poll by Thomson Reuters, India is said to be the 4th most dangerous country in the world. India needs to do a lot as far as security, freedom, economic empowerment etc. are concerned. Education can play a crucial role in enhancing their social status and empower them to stand against the discrimination. This is a tool to encourage them to attain self reliance and gives them power to fight against the evils.
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    Efficacy of Innovative Learning Engagement Modes
    (Chitkara University Publications, 2014-03-03) Shipa S. Popat
    Change is an indispensible part of an organization. Change always brings modifications and alterations, which leads to innovations. Classroom pedagogy is not an exception in this. This research is an attempt in the direction to comprehend and make innovations in classroom learning. The paper focuses on the measuring the effectiveness of implemented innovative learning engagement modes in a regular classroom practices. The action research was carried out for this purpose. Sample includes the B.Sc. B.Ed. students of Navrachan University, Vadodara. Mainly, role play, interview, personal diary writing and analysis, bulletin board presentations, peer tutoring and mentoring were the learning engagement modes. The open ended questionnaire was constituted in order to collect the data. Content analysis was done to arrive at the findings and conclusion. The positive impact of the implemented methodologies has been observed form the findings. Findings also support the regular usage of these types of learning engagement modes in regular classroom practices.
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    Gender Related Effects of Co-Operative Learning Strategies (Stad And Tai) on Mathematics Achievement
    (Chitkara University Publications, 2014-03-03) Madhu Gupta; Manju Jain; Pooja Pasrija
    The purpose of this study was to determine how the adoption of cooperative learning as an instructional strategy for teaching mathematics influences students’ achievement. The study also determined how moderating variables like gender affect students’ achievement in mathematics when cooperative learning is used as an instructional strategy. so, the investigators aimed at studying the effect of co-operative learning strategies i.e. team assisted individualisation (TAI) and student teams achievement division (STAD) on the mathematics achievement among ninth graders in relation to gender. This is an experimental study with 3×2 factorial designs. Students of ninth standard of the schools affiliated to Haryana Board in Rohtak city constituted the population of the study. 144 students of ninth standard ( 74 boys and 70 girls ) selected through multi-stage random sampling technique were taken as a sample for the study out of which 52 students taught through TAI formed experimental group-1 (E1 ); 46 students taught through STAD formed experimental group-2(E2) and 46 students taught through conventional method of teaching formed control group(C ). Sample of the students were also equated on the basis of socio-economic status and achievement in the subject concerned. Achievement test in mathematics developed and standardized by the investigators was used to assess the achievement of the subjects. Lesson plans, worksheets, check-outs and formative tests were developed for both the strategies TAI and STAD separately to carry out the teaching and learning process in all the three groups for ten weeks only. At the end of the experiment, achievement test in mathematics was given to the subjects. Data were analyzed by using ANOVA and t-test to determine the performance by comparing the mean scores of all the groups. Data analysis revealed that boys and girls students taught through co-operative learning strategies TAI and STAD outscored significantly the control group on post-test showing the obvious supremacy of co-operative learning over conventional method of teaching. Hence, the ultimate result of the study indicated that co-operative learning was found more effective instructional paradigm for mathematics as compared to conventional method of teaching.
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    Psycho-Social Variables of Elementary School Children with Spelling Difficulties in relation to their Academic Achievement
    (Chitkara University Publications, 2014-03-03) G. Lokanadha Reddy; Bindu David; G. Susmitha
    Accurate spelling is a complex act that requires cognitive and linguistic knowledge of the phonological, morphological, syntactical and semantic principles of language. Students with disabilities frequently exhibit spelling difficulties related to language learning and are inefficient in cognitive processing. These difficulties often are developmental in nature. The present study is conducted on 222 children with spelling difficulties of five Taluks of Kerala State. Remediation of spelling difficulties in children requires comprehensive assessment. In this article, the researchers discuss about the theory related to spelling disabilities, assessment, remediation and psychosocial correlates of spelling difficulties in children. The major findings of the study state that there is a significant positive correlation between psycho-social variables and academic achievement of children with spelling difficulties. The authors also highlighted the need for early intervention and use of various remedial strategies to overcome spelling difficulties in children.
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    Quality Enhancement of Open and Distance Teacher Education through E-Learning 2.0
    (Chitkara University Publications, 2014-03-03) C. Ajith Kumar
    Quality of teacher education in the Open and Distance Learning (ODL) has been posing a question for pretty long time. Stakeholders at different levels have been working to design innovative strategies to raise the standard to meet the demands of the children. The open teacher education scenario is passing through a paradigm shift in respect of teaching –learning process and other related dimensions. Quality enhancement of teacher education via Open and Distance Learning can be possible by adopting creative use of technology which, by a large is interlinked to e-learning 2.0. E-learning 2.0 is the use of web 2.0 technologies in teaching-learning processes visa-a-visa blogs, wikis, RSS feeds and social networking sites etc. Design of e-pedagogy along with e-learning strategies paves a path to make learning free of social-political cultural barriers and thus enhances the quality of learning. This paper discusses various aspects of e-learning 2.0 strategies in the open and distance teacher education, role of e-learning 2.0 methods in improving the quality of education and latest e-learning 2.0 tools and its application in open and distance education, especially teacher education. It helps stakeholders to build a sound knowledge in e-learning 2.0 strategies and its application for the daily teaching-learning practices at all levels of open and distance teacher education.