IIE Vol. 3 No. 2 (September 2015)
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Item Institutional and Gender Differences on Job Stress among Teachers at Secondary Stage(Chitkara University Publications, 2015-09-30) Vijay KumarPresent study intends to study the level of job stress among the secondary school teachers in hoshiarpur district. 2×2 factorial design has been employed on the scores of various dimensions of job stress between male and female government and private school teachers. In total the sample comprised of 200 teachers from schools situated in urban and rural settings of the district. The findings of the study revealed that (a) secondary schools teachers serving in government and private schools exhibit similar job stress, (b) male teachers working in secondary schools felt more job stress than female teachers; (c) males are not able to develop good interpersonal relationships; and (d) females were found working without any motive resulting in experiencing more job stress.Item Comparing The Attitudes of Students Towards Team Based Activities: A Study of Management, Science and Commerce Students(Chitkara University Publications, 2015-09-30) Sonam Sachdeva; Roopam Sachdeva; Anmol Krishan SachdevaToday more and more emphasis is being placed on teamwork. Many organizations have started adopting team based projects. The education institutes have also started incorporating team based activities in their course curriculum. However, students prefer to work alone due to the complexities in working in teams. Due to the gap in industrial expectations and students perception towards teamwork, different researches have been done in the past. The present research has been conducted to develop a better understanding of students attitudes towards team based activities and different factors influencing and determining the same. The main intent of the investigation was to compare attitudes of students from different academic disciplines. It is a cross sectional descriptive research undertaken to explore any variations in the attitudes of students from three main streams, namely; Commerce, Science and Management. Thus, the sample of 152 respondents was taken by way of judgment sampling, which consisted of respondents from MBA, B.Com and B.Tech courses. The results indicated that no significant difference exists in the attitudes of students with variation in the Age profile, Educational Qualification, Family type and gender of the respondent. However, a difference does lie in the attitudes due to the change in Course stream of respondents. A possible reason could be due to the types of skill focused by the disciplines while imparting education. It is highly recommended for educational institutes to incorporate Team based activities in their curriculum, keep in constant touch with industry experts and assess continuously on soft skill as main parameter.Item A Comparative Study of Learning and Thinking Styles and Academic Achievement of Secondary School Students In Smart Schools and Govt. Schools(Chitkara University Publications, 2015-09-30) Ranjeeta; Anuradha AgnihotriThe study was undertaken to studyacademic achievement of Secondary schools students in relation to their learning styles. The present study was conducted by employing descriptive survey method to compare learning styles and academic achievement of secondary school students in Smart Schools and govt. Schools. A sample of 200 students of class IX wasrandomly selected from four government and Smart schools of Chandigarh. Styles of Learning and thinking (SOL at) by Venkataraman (1994) were used to collect the data. Academic achievement was measured by taking scores of previous year. Statistical techniques are used in this study- Mean, Standard Deviation and t-Ratio. The findings of the study revealed no significant difference in learning and thinking styles of Smart schools and govt. Schools students.The academic achievement of secondary school students in Smart schools and govt. Schools differed partially in relation to learning and thinking styles.Item Role of Education in Inculcation of Education For Peace(Chitkara University Publications, 2015-09-30) Ila RaniPeace, as an integrative perspective for the school curriculum, is an idea whose time has come. Education for peace, as distinguished from peace education, acknowledges the goal of promoting a culture of peace as the purpose of shaping the enterprise of education. If implemented with vigor and vision, education for peace can make learning a joyful and meaningful experience. Peace studies aim for a critical analysis of war, armed conflict, and political violence as deeply-rooted phenomena that affect the daily lives of millions of people around the world. The purpose of this analysis is not merely to improve our intellectual understanding of the sources or causes of these phenomena, but also to provide us with an informed basis for effective action to end or resolve them. Peace studies involve a dynamic relationship between theory and practice, and between peace research, peace education, and peace activism. Education for peace seeks to nurture ethical development, including the values, attitudes, and skills required for living in harmony with oneself and with others, including nature. This paper aims at an understanding of ways and means to incorporate peace feeling at all levels of schooling. It is also indicated that how peace can be implanted in the mind of a sensitive child of the twenty-first century at the school and home. The various implications of peace will also be discussed. Highlights will also suggest how peace as a way of life can be inculcated in the classroom and in various extracurricular activities of the school and in daily life situations.Item Teacher Education Curriculum in context of Information &Communication Technology(Chitkara University Publications, 2015-09-30) Deepty GuptaToday’s teachers need to update their knowledge and skills as the school curriculum and technologies are changing rapidly. Shift from Blackboard to Smart classrooms had changed the facet of the modern classrooms. Information Communication technologies (ICTs) can substantially support the education system if a teacher is enough competent to use the tools. For this the curriculum of teacher education system should also contribute for preparing prospective teachers. This research has been done to identify the gaps in the curriculum of teacher education system in context of ICT in perspective of the National Policies and Documents. The researcher has content analyzed the curriculum of 5 major universities in Delhi and National Capital Region (NCR) and tried to give the suggestions for inserting component of ICT while preparing new curriculum for B.Ed. course.