cover 2nd & 3rd...and printed at Gita Offset, C-90, Okhla Industrial Area 1, New Delhi 110 020 Indian Educational Abstracts aims to serve the cause of educational research through

Indian Educational Abstracts aims to serve the cause of educationalresearch through disseminating the information about educationalresearches available in public domain. The information will containabstracts of the researches carried out in India and abroad relevantto Indian educational scene with bibliographic information. Theyinclude doctoral theses, research projects, published researches inthe form of books and articles in the reputed journals.

This bi-annual periodical solicits abstracts from doctoral studentsabout their work along with the details of the degree awardinginstitution, guide and year of the award.

The periodical requests the research institutions andprofessionals to send the abstracts of their work for widedissemination.

Editorial team on their own would prepare and publish abstractsof research articles appearing in professional journals. Reputedjournals are welcome to send copies for abstracting the relevantresearch articles.

EDITORIAL ADVISORY COMMITTEE

KRISHNA KUMAR, DIRECTOR, NCERTG. RAVINDRA, JOINT DIRECTOR, NCERT

M. SEN GUPTA, HEAD, DERPP, NCERT and GENERAL EDITOR

ACADEMIC EDITORSKAMLESH RAI

SHANKAR SHARAN

PUBLICATION TEAMPEYYETI RAJAKUMAR, HEAD, PUBLICATION DEPARTMENT

SHIV KUMAR, CHIEF PRODUCTION OFFICER

SHVETA UPPAL, CHIEF EDITOR

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COVERD.K. SHENDE

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INSTRUCTIONS TO THE CONTRIBUTORS

Indian Educational Abstracts carries research abstracts of doctoraldissertations awarded from Indian and foreign universities on thetopics relevant to Indian Education.

The citation in abstracts of the researchers for the award ofdoctoral degree (only Ph.D. or equivalent are accepted and not M.Ed,or M.Phil.) should follow the format below:

Name of the author, date of the award of degree in brackets, titleof the research, name of the degree, if applicable, university/institution, discipline in which the degree was awarded (likeEducation, Psychology, Sociology, etc.) and name of the guide of theresearch candidate.

Example: Thaker, J.J. l996. A Study of Job Satisfaction amongthe Principals of Secondary Schools of Saurashtra-Ph.D.Education, Bhavanagar Univ., Guide: Dr K.U. Lavingia.

Similarly, completed research projects on themes related toeducational policies and practices in the Indian context carried outin accredited research institutes are also accepted.

The citation in abstracts of the reports of independent/institutional research projects should follow the format below:

Name of the author, date of the document in brackets, title ofthe’ research, name of the institution/university, if published thenpublisher, place and name, and if word processed, the place andname of the institution where the document is available.

Example: Misra, C.K.; and A.P. Verma. (1990). Quick appraisal ofcentrally sponsored scheme of vocationalisation of secondaryeducation in Uttar Pradesh, mimeograph, NCERT, New Delhi.

The text of the abstracts should be around 800 words excludingthe bibliographical details. The text should contain the followinginformation:

The objectives/research questions pursuedThe method followed specifying the salient aspects like the

population and size and labels, the sample and sub-samples,instruments/tools and research design, if experimental, etc. In thecase of qualitative study, the nature of data and method of collectingthem are to be indicated.

Statistical techniques in quantitative studiesFindings of the studyNumber of references cited under bibliographyName and address of the author of the abstract

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Published by the Head, Publication Department, National Council of Edu-cational Research and Training, Sri Aurobindo Marg, New Delhi 110 016,lasertypeset at Nath Graphics, 1/21, Sarvapriya Vihar, New Delhi 110 016and printed at Gita Offset, C-90, Okhla Industrial Area 1, New Delhi 110 020

Indian Educational Abstracts aims to serve the cause of educationalresearch through disseminating the information about educationalresearches available in public domain. The information will containabstracts of the researches carried out in India and abroad relevantto Indian educational scene with bibliographic information. Theyinclude doctoral theses, research projects, published researches inthe form of books and articles in the reputed journals.

This bi-annual periodical solicits abstracts from doctoral studentsabout their work along with the details of the degree awardinginstitution, guide and year of the award.

The periodical requests the research institutions andprofessionals to send the abstracts of their work for widedissemination.

Editorial team on their own would prepare and publish abstractsof research articles appearing in professional journals. Reputedjournals are welcome to send copies for abstracting the relevantresearch articles.

EDITORIAL ADVISORY COMMITTEE

KRISHNA KUMAR, DIRECTOR, NCERTG. RAVINDRA, JOINT DIRECTOR, NCERT

M. SEN GUPTA, HEAD, DERPP, NCERT and GENERAL EDITOR

ACADEMIC EDITORSKAMLESH RAI

SHANKAR SHARAN

PUBLICATION TEAMPEYYETI RAJAKUMAR, HEAD, PUBLICATION DEPARTMENT

SHIV KUMAR, CHIEF PRODUCTION OFFICER

SHVETA UPPAL, CHIEF EDITOR

GOBIND RAM, EDITORIAL ASSISTANCE

PARKASH TAHILYANI, PRODUCTION ASSISTANT

COVERD.K. SHENDE

Printed in May 2009Single Copy : Rs. 75.00 Annual Subscription : Rs. 150.00

INSTRUCTIONS TO THE CONTRIBUTORS

Indian Educational Abstracts carries research abstracts of doctoraldissertations awarded from Indian and foreign universities on thetopics relevant to Indian Education.

The citation in abstracts of the researchers for the award ofdoctoral degree (only Ph.D. or equivalent are accepted and not M.Ed,or M.Phil.) should follow the format below:

Name of the author, date of the award of degree in brackets, titleof the research, name of the degree, if applicable, university/institution, discipline in which the degree was awarded (likeEducation, Psychology, Sociology, etc.) and name of the guide of theresearch candidate.

Example: Thaker, J.J. l996. A Study of Job Satisfaction amongthe Principals of Secondary Schools of Saurashtra-Ph.D.Education, Bhavanagar Univ., Guide: Dr K.U. Lavingia.

Similarly, completed research projects on themes related toeducational policies and practices in the Indian context carried outin accredited research institutes are also accepted.

The citation in abstracts of the reports of independent/institutional research projects should follow the format below:

Name of the author, date of the document in brackets, title ofthe’ research, name of the institution/university, if published thenpublisher, place and name, and if word processed, the place andname of the institution where the document is available.

Example: Misra, C.K.; and A.P. Verma. (1990). Quick appraisal ofcentrally sponsored scheme of vocationalisation of secondaryeducation in Uttar Pradesh, mimeograph, NCERT, New Delhi.

The text of the abstracts should be around 800 words excludingthe bibliographical details. The text should contain the followinginformation:

The objectives/research questions pursuedThe method followed specifying the salient aspects like the

population and size and labels, the sample and sub-samples,instruments/tools and research design, if experimental, etc. In thecase of qualitative study, the nature of data and method of collectingthem are to be indicated.

Statistical techniques in quantitative studiesFindings of the studyNumber of references cited under bibliographyName and address of the author of the abstract

Single Copy : Rs 75.00Annual Subscription : Rs 150.00

Published by the Head, Publication Department, National Council of Edu-cational Research and Training, Sri Aurobindo Marg, New Delhi 110 016,lasertypeset at Nath Graphics, 1/21, Sarvapriya Vihar, New Delhi 110 016and printed at Gita Offset, C-90, Okhla Industrial Area 1, New Delhi 110 020

ISSN 0972-5652

INDIAN EDUCATIONAL ABSTRACTS

Volume 8 Number 1 January 2008

CONTENTS

Curriculum Evaluation 3

Educational Assessment and Evaluation 5

Educational Technology 18

Environmental Education 19

Higher Education 21

Language Education 23

Mathematics Education 27

Organisation and Management of Education 27

Philosophy of Education 31

Physical and Health Education 32

Primary Education 34

Psychology of Education 43

Science Education 49

Special Education 51

Teacher Education 58

Teacher Evaluation 61

Value Education 64

Women Education 65

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Seventh All India School Education Survey(7th AISES)

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3January 2008

CURICULLUR EVALUATION

[1] Vashishtha, K.K. and Jain, Manju. and Sharma, R.D. andParanjpe, Sandhya. and Upadhyay, G.C. (2001). Curriculum Loadon Children at Pre-Primary and Primary Stages: An ExploratoryStudy. N.C.E.R.T., New Delhi.

Objectives: (i) To explore the existing physical and infrastructuralfacilities and school practices in pre-primary and primary schoolsmanaged by government, private bodies and Kendriya VidyalayaSangat han in six states; (ii) to assess the nature and magnitude ofcurriculum load at pre-primary and primary stages in defferentlymanaged schools in the six states; (iii) to study the problem ofcurriculum load as perceived by teachers, parents and children upto primary stage; (iv) to ascertain factors responsible for curriculumload up to primary stage in the six states; and (v) to suggest waysand means to overcome problem of curriculum load at pre-primaryand primary stages. Method: The study was planned in two phases.The first phase of the study focused on obtaining a quick feedbackon the perception of head teachers, teachers, parents and studentswith regard to various aspects related to the issue of curriculumload at the pre-primary and primary stages of education. The resultsof the first phase of the study prompted the investigators to expandit up to the national level. Hence in the second phase of the study itwas extended to four more states, namely – Rajasthan, MadhyaPardesh, Orissa and Karnataka. The sample of the study included134 pre-primary centres and 151 primary schools, 133 pre-primaryteachers, 361 primary teachers, 311 parents of the pre-primarychildren, 408 parents of primary school children and 456 childrenstudying in Classes III to V. Findings: (1) Pre-primary education inmost cases is treated as downward extension of primary education.This practice is most dominant in urban public schools. Rural schoolsalso adhere to the some practice but to a lesser extent. (2) Teachingof the 3 R’s is considered to be the natural content area for pre-school education. There is little consideration to the play-way methodsand activity-based learning. (3) Large number of underage children’sare admitted in pre-schools, children as young as 2.5 years of ageare admitted to pre-schools who do not get age-specific anddevelopmentally appropriate curriculum to follow. (4) One of thesignificant reasons for pressure on children is the big distanceschildren are compelled to travel regularly, specifically in case of publicschools in cities and metropolitan cities. It has been found that many


children in big cities travel 5 to 7 kms to reach their schools. (5) Withregard to perception of teachers on curriculum load, it was revealedthat majority of teachers did not visualise the load on children onaccount of pre-school curriculum and methods. (6) The absence ofany regulatory mechanism to exercise control over the curriculum,method and teacher training requirements necessary for a nurseryteacher are hardly adhered to while appointing teachers in nurseryschools. Engagement of unqualified persons for educating pre-schoolsperpetuates practices of elementary stage to pre-school adding tothe problem of curriculum load.

[2] Sharma. Indu. (2006). Learning Guarantee Programme: AnInnovation for Improving Retention and Learning Achievementof Children. NCERT, New Delhi.

Objectives: The objectives of the study were – (i) To identify majorinitiatives adopted under the Learning Guarantee Programme toimprove retention and learning achievement of children at theelementary level; (ii) to document the processes adopted under theLearning Guarantee Programme for improving the retention andlearning achievement of children at the elementary level; and (iii) todocument significant features of the innovative practice for widerapplication as a replicable model and for upscaling in the concernedstate. Method: A case study approach was followed for conductingthe study of a qualitative nature. The study is based on detailedfieldwork, which was carried out in the selected schools of two blocks,i.e. Gulbarga and Aland blocks of Gulbarga district during August21-August 29, 2005. The district, sub-district functionaries, schoolhead teachers/teachers, the local community including parents,chairman and members of the school development and monitoringcommittee and the students formed the four major categories ofrespondents in the study. Findings: The Learning GuaranteeProgramme (LGP) is an attempt toward making the delivery of learningan accountable process. In this endeavour, the programme aims atmoving from traditional rote learning, i.e. content-based tests tolearning where understanding, application and analytical ability ofthe child is fostered through competency-based testing. Theprogramme concentrates on building self-reliant, innovative, quality-enhancing school processes by mobilising the community and theschools. The major findings of the study about the programme areas follows: (1) The programme has been successful in introducingconsciousness amongst state functionaries about the notion of

5January 2008

‘quality’ and the need to improve the quality of education in primaryand upper primary classes. (2) School-community networkingemerged as a critical factor ensuring the attendance of children andproviding necessary facilities to promote their active participation. Itgenerated thinking and reflection among major stakeholders on issuescritical to quality improvement. (3) After the introduction of LGP theSchool Development Monitoring Committee (SDMC) startedparticipating in a positive manner in school activities to ensure thatthe school delivers ‘Guarantee Learning ‘ and at the same time bindsteachers for a serious approach in their teaching. (4) The programmefacilitated greater interaction between parents, teachers and officersof the state education department. (5) It initiated a movement inschools towards self-assessment for identifying problem-areas andmake focused attempts towards overcoming them by building self-correcting mechanisms. (6) Child-wise, class-wise and subject-wiseevolution generated pressure on the administration to improve theoverall school environment and professional development of teachers.As a result, the teachers become more concerned about studentprogress. (7) External evolution played as a key factor in the wholescheme of Learning Guarantee Programme and it helped schoolsand district functionaries in understanding the learning achievementlevels of the children. (8) Regular teaching developed curiosity, interestand consciousness among children towards their studies which wasnot happening earlier. The children felt free and closer to the teachers.This motivated them to work hard to achieve the set larger of 90 percent achievement level to earn a prize for them. (9) The practices ofremedial teaching and group learning helped comparatively weakerchildren in improving their performance from lower to higher levels.This provided them an opportunity for exploration, experimentationand better interaction among themselves and with the teachers.

EDUCATIONAL ASSESSMENT AND EVALUATION

[3] Deo, S A (2001). Evaluation of Mass Programme of FunctionalLiteracy Carried on by the University of Bombay (1988-89 to1990-91). Ph.D., Education, Pune University, Pune. Guide: Dr SumanKarandikar

Objectives: (i) To find out to what extent the objectives of MassProgramme of Functional Literacy (MPFL) were realised during theperiod under study; (ii) to find out the difficulties in theimplementation of the MPFL; (iii) to find out whether the MPFL was a


mass movement; (iv) to find out various motivations for students fortheir participation in the MPFL; and (v) to judge the actualperformance of the learners by development tool. Method: Descriptiveand evaluative. Sample for this study was universal taken from 26colleges. Total 32,789 students, 31,816 learners and 946 teacherscomprised the sample. They were from different Degree, B. Ed.,Medical and Girls colleges from Bombay, Thane, Raigad, Ratnagiriand Sindhudurg. Tools used were Interview Schedule, Questionnaire,Observation Sheet and Literacy Test Findings: (1) The role of otherfunctionaries except MTs and POs was not supportive to MPFL.(2) The learners’ evaluation was not carried out effectively andseriously; (3) The University organised training for the MTs and POs;(4) The Vice Chancellor personally wrote a letter to the principalsand to the Learners for the motivation. Total 26 citations were givenin the study.

[4] Soni, R.B.L. (2005). The Problem of Retention of Learners asPerceived by Teachers and Community with reference toClassroom Processes in North-east States. NCERT New Delhi.

Objectives: (i) To study the problem of retention of learners at primarystage in Meghalaya and Mizoram as perceived by teachers andcommunity; (ii) to find out dropout students perceptions on classroomprocesses; (iii) to find out parental perceptions regarding dropout oftheir children from school prior to completion of primary education;and (iv) to study the classroom processes including strategies beingused at primary stage for retention and academic achievement ofstudents in Meghalaya and Mizoram. Method: Normative surveymethod was used. The following five tools were developed and used;1. The interview schedule for teachers. 2. The interview schedule forthe dropout students. 3. The interview schedule for parents/guardians. 4. The interview schedule for community members.5. The observation schedule. The sample for this study were selectedfrom the both states (Meghalaya and Mizoram) respectively. Findings:Re Meghalaya State: (1) The factors inside the school and classroomprocesses in West Khasi Hills and South Garo Hills are almostidentical suggesting that the environment in both the district issimilar and it is not conducive for retention of children in schools.(2) The mean values for classroom processes in both the district arevery low and there is not much difference between the two, suggestingthat these processes need more attention to all children until theycomplete primary education. (3) The factors inside the schools and

7January 2008

classroom processes are more responsible for low retention of studentsin primary classes than the factors outside the school. Punctualityof teachers and their taking regular classes need to be ensured. (4)Corporal punishment is used widely in Meghalaya and this is one ofthe factors for dropout of children. (5) There is an urgent need ofproviding in-service training to teachers to improve their skills toinvolve students in the teaching-learning processes. (6) Many of theteachers did not receive pre-service training and therefore in-servicetraining of such teachers is extremely important. (7) Physical facilities,such as number of classrooms, drinking water, separate toilets forboys and girls will have to be arranged. (8) Besides, number ofteachers in accordance with the number of classes and separateclassrooms are some of the steps that could help improve retentionof students to complete primary education. (9) Participation of parentsand community is school activities is very low. Re Mizoram state–(1) The factors inside the school in both the districts is almost identicalin terms of physical and educational facilities and trained teacherssuggesting that the academic environment in schools of Kolasib andAizwal is similar. (2) Classroom processes need more attention interms of teacher training, monitoring and supervision in order toensure retention of all children until they complete primary education.(3) The majority of teachers both in Kolasib and Aizwal reported thatpoverty, migration of labour families, broken families, lack of parentalinterest in education and handicaps of some students are majorcauses of dropout. (4) Corporal punishment to children could be oneof the reasons for high dropout rate; therefore, this practice must bestopped by creating awareness among the teachers during in-servicetraining programmes. (5) There is an urgent need of providing in-service training to teachers to improve their skills to involve studentsin the teaching-learning processes. (6) Many of the teachers did notreceive pre-service training and therefore, in-service training of suchteachers is extremely important. (7) Physical facilities, such asnumber of classrooms, drinking water, separate toilets for boys andgirls will have to be arranged. (8) Besides number of teachers inaccordance with the number of classes, separate classrooms for eachclass are some of the steps that could help improve retention ofstudents to complete primary education. (9) Participation of parentsand community in school activities is very low and there is a needfor increasing their participation in order to ensure retention of allchildren in schools.


[5] Yadav, Padma; Gupta, Swarna; Upadhyay, G.C. and Soni, Romila.(2005). A Status Study of ECCE Programme as an InnovativeActivity under Sarva Shiksha Abhiyan. NCERT.New Delhi.

Objectives: (i) To assess the nature and extent of utilisation offinancial provisions made for the districts and to study its impact onvarious developmental aspects of ECCE programme; (ii) to study theperception of State Project Directors (SPDs) and other district levelofficials on the implementation of ECCE programme and adequacyof the provisions made; (iii) to study the development of ECCEprogramme in terms of: (a) Development of teaching-learning materialfor ECCE workers, children and parents; (b) Capacity building ofECCE workers; (c) Advocacy Programmes for generating awareness;(d) Activities/methods followed for joyful learning; (e) Programmeplanning and management; and (f) Convergence with ICDS, etc.Method: Participant observation technique was used for this study.The states were selected using the purposive sampling technique.Selecting of the states depended upon the high and low utilization.For data collection two states, Punjab and Tamil Nadu were visited.In each state, as per the sample planned minimum two blocks ineach district were covered. Findings: (1) After the study it was feltthat ECCE was not provided a due place which it deserved, insteadit was relegated to an innovative activity under SSA. (2) Theimplementation process in the area of ECCE programme was foundslow. (3) Under SSA programme, according to the data received fromMHRD in the year 2003-05, a total 79,401 ECE centres wereoperational under DPEP, SSA and NPEGEL. Tamil Nadu was the State,where maximum numbers of ECCE centres were operational underSSA. (4) Assam, Chhattisgarh, Delhi, Manipur, Mizoram, Punjab andTripura were the States where fund utilization under SSA was nil,no fund was utilized till 2003-04. (5) In Punjab since there was noutilisation of funds till the years 2003-04, in the year 2004-05 theSSA Punjab planned to open 500 new nursery schools all over Punjab.At the end of the year 2004-05, it was found that more than 10,000Anganwadi Centres were being strengthened by giving educationaland material support. (6) In Tamil Nadu under ICDS scheme 40.633Anganwadis were functioning, Under SSA (innovation component)assistance was given to strengthen these existing centres.

9January 2008

[6] Joshi, R. P. (2001). A Study of Unaided English Medium Schoolsin Pune District and their Problems. Ph.D., Education, PuneUniversity, Pune. Guide: Dr A. V. Gadgil.

Objectives: (i) Identification and grading of Unaided English mediumschools in Pune District; (ii) to study the administration and financialmanagement of these schools; (iii) to study the quality of educationalong with the SSC and HSC results; (iv) to find out difficultiesencountered and problems faced by these schools. Method: The studyfollowed Descriptive Survey method. The population for the studywas 91 unaided schools in which 69 responded. Tools used wereQuestionnaire and SCERT criteria. Percentage was used for analysis.Findings: (1) The unaided schools are functioning on their own andserve the society. (2) Teaching and non-teaching staff are found tobe adequate. (3) Most of the teachers are ladies and trainedgraduates. (4) The salary paid to the staff is consolidated and in veryfew schools it is paid in accordance with the fifth pay commission.(5) Most of the schools have not been inspected for a number of years.(6) There is no uniformity in rates of admission, tuition, term andother fees. A total of 28 citations were given in the study.

[7] Koshi, Suja (2005). Enhancing the Reading Skills of Advantagedand Disadvantaged Children of Standard I through SystematicReading of Children’s Literature. Ph.D., Education, Pune University,Pune. Guide: Dr V.S. Deshpande.

Objectives: (i) To study the impact of the reading of children’sliterature on the decoding skills and reading comprehension skillsof the advantaged and disadvantaged children of Standard I; (ii) todetermine the effectiveness of interactive reading of children’sliterature by this experiment. Method: The study had a quasi-experimental research pre-test/post-test design. Treatment-Implementation of conventional reading programme experimentalintervention of reading aloud of stories and poems. Population samplewas 450. Random sample was 250 and in the final only 120 students.Tools used in this study were Reading Readiness Test, Picture StoryTelling Test, Attitude Scale for Teachers and Reading Test. Interviewspercentage and ‘t’ value scale is used for analysis. Findings:(1) Reading aloud of stories and poems can help the children toenhance their use of literature language. A total of 376 citations arethere in the study.


[8] Sinha, Smita. (2008) Cultural Conflicts in Non-tribal Culture-based Tribal Education. EduTracks, Hyderabad, Vol. 8, No.1,September 2008. pp. 25-27.

Objective: The objective of the study is to find out whether thelanguage of instruction is the real cause of failure of students inschool and dropout or whether there are other cultural reasons.Method: For the purpose, randomly selected tribal school teachersof various tribal areas of Orissa constitute the sample. The study isbased on visits to various tribal areas of orissa and interviewing oftribal children of primary schools, their parents as well as teachers.The interviews were recorded with the help of tape recorders andthen were transcribed, translated and analysed to draw conclusionand suggestions. Findings: (1) In a tribal area school the languageof instruction and cultural conflicts appears to be the main cause ofschool dropout. (2) At present the school curriculum is largely basedon the dominant culture. (3) The tribal concept of space and timeand etiquette are not in conformity with the modern concept. (4) Thetextbooks used in schools are also based on dominant culture .Thereare almost absence of tribal stories and folklore, sacrifices of tribalheroes in the freedom struggle, etc. (5) Tribal culture is based ontrust and responsibility among the members as they have similarinterest, beliefs and attitudes and face disagreements and conflictinginterest. But in the non-tribal culture-based education system tribalchildren find that when conflicts arise in the classroom and becomedefined in competitive ways communication is often broken ordestroyed. (6) To elevate the position of the non-tribal children thereseems a unwitting tendency to downgrade the tribal children’sposition.

[9] Chamundeswar, S. and Uma, V.J. (2008). AchievementMotivation and Classroom Climate among Students at the HigherSecondary Level. Journal of Educational Research and Extension,Coimbatore, Vol. 45, No. 2,. April-June 2008. pp. 21-27.

Objectives: (i) To investigate the possible differences in achievementmotivation and classroom climate among students in differentsystems of education at the higher secondary level; (ii) to investigatethe possible relationship between achievement motivation andclassroom climate among students in different systems of educationat the Higher Secondary level. Method: Analytical method was usedin this study. The target population for the present study was the

11January 2008

students in various categories of school following different systemsof education at the higher secondary level. From the target populationa sample of 300 students {100 from state board, 100 frommatriculation board and 100 from central board (CBSC) schools}were chosen from the higher secondary level. Findings: From thisstudy they found that each student is predisposed to having littledesire to accomplish certain tasks. It has been shown that allstudents are influenced by achievement motivation. All students maybenefit from increased motivation from teachers with propertraining.The teacher can guide and motivate students for betteracademic achievement and for successful completion of the tasksundertaken by them. Achievement of students in the class is notonly influenced by the motivation of the teachers but also by a positiveclimate. A classroom is a unique place marked by interpersonalrelationship among its members. This interpersonal relationshipprecisely acknowledges the teacher-student relationship and thepeer relationship.

[10] Nagraj, Amutha; Raj, S Antony; Sandres, Merlyn and Kumaran,D. (2006). Operation Research Technique for the Enhancementof Academic Achievement. EduTracks, Hyderabad, Vol.6, No. 4,December 2006, pp. 19-25.

Objective: The objective of the study is to identify the most appropriatelearning style variables and other cognitive, affective and personalityvariables, beside measuring their percentage contribution that wouldoptimized (maximize) the academic achievement in mathematics.Method: To meet the objective, required data were collected from atotal of 1,000 students drawn from 30 schools by giving duerepresentation to various school-related factors like gender, subject,group and community. Parental education were also given duerepresentation while selecting the sample. Two mathematics scaleswere used to measure the factors (decision variables) affectingacademic achievement. Findings: From the optimal solution obtainedit may be concluded that if the students adopt reflexive learningstyle to a greater extent (about 76% ) they can score about 22% ofthe overall score and if they attach 96% importance to the subjectmathematics, they can score about 25% of the overall score. If astudent has about 90% Internal Locus control, he can score about19% of the overall score. If he has 100% left brain dominance he willbe able to score about 22% of the overall score.


[11] Adeniyi, Adeoye Hammed and Ayebamivi, Victor Torubeck.(2008). Five Variables as Predictor of Academic Achievementamong School-going Adolescents. Perspectives in Education,Baroda, Vol. 24, No.2, April 2008. pp. 113-120.

Objective: The purpose of the study was to investigate the predictiveeffects of home, school, society and government on the academicachievements of school-going adolescents in Indian Metropolis of OyeState, Method: The participants were 200 senior secondary school(the SS2) students randomly selected from five secondary schools inIndian Metropolis of Oye State. Their age ranged between 16 and 21years with a mean age of 17.04 and standard deviation of 2.01. Theparticipants comprised 110 boys and 90 girls. A validated instrument,namely, Academic Performance five factors Inventory (APSS-fI) wasused to collect data. Findings: The result showed that the fivevariables compositely predicted academic performance of students.They also revealed that the factor resident in the child uniquelypredicted academic performance of the respondent than did otherfactors.

[12] Saravan Kumar, A. R. and Mohan, S. (2007). Effect of StimulusVariation on Enhancing Student’s Attention. EduTracks,Hyderabad, Vol.7, No. 3, November 2007. pp. 32-33.

Objectives: (i) To identify the factors related to stimulus variationthat enhances a student’s attention; (ii) to implement stimulusvariation techniques in classroom teaching; (iii) to find out theeffectiveness of stimulus variation technique on students attention.Method: In this study experimental method was adopted. Single groupdesign such as pretest and post test was used. Stimulus variationtechniques were attempted and experimental sessions were carriedout for five weeks. The investigators selected all the 40 students ofClass X with lessons selected from science subjects. Findings: (1)There is a significant difference between pre-test and post-testperformance of the students in experimental group. (2) The studentswho had been taught through effective stimulus variation onenhancing attention technique pattern fared better in theirachievement.

[13] Ramdas, V. and Divya, T. (2007). Grading in Schools:Knowledge, Attitude and Practice of Elementary Teachers.EduTracks, Hyderabad, Vol. 6, No.11, July 2007. pp. 17-21.

13January 2008

Objectives: The study was designed: (i) to analyse the knowledge,attitude and practice of elementary school teachers on gradingsystem; (ii) to analyse the relationship among knowledge, attitudeand practice of the teachers on grading identify the problems facedby the teachers in implementing the grading. Method: The studyadopted a descriptive survey method to investigate the problems.The study was carried out on 186 elementary school teachers selectedfrom 14 schools in the Kannur and Palakkad district of Kerala thatincluded eight government and six private schools. Findings:(1) Most of the teachers possess substantial knowledge about thesystem of grading being implementing in Kerala. However, aconsiderable number of them still have to understand the new systemproperly. (2) The teachers have high appreciation for the grading,but they do not accept it wholeheartedly as most of them are neutralin their attitude towards the implementation of the new system. (3)A considerable number of teachers face difficulties in assessingstudent’s performance as desired by the grading system.

[14] Mohanty, Namita. (2007). Teachers DemographicCharacteristics, Attributes and Students Cognitive Dimensions.EduTracks, Hyderabad, Vol.6, No. 9, May 2007. pp.34-37.

Objective: The study incorporates some of the demographic variablesof the teachers like educational qualification, age, experience, incomeand their attributes like expectations, competency and teachingstrategy. On the basis it attempts to examine the relationshipbetween the teachers’ demographic variables, their attributes andwhether these variables are related to student’s psychologicaldifferentiation and academic achievements. Method: The study basedon 120 teachers and 600 primary students examined the relationshipbetween teachers’ demographic characteristics (educationalqualification, age, experience and income) and their attributes(expectation, competency and teaching strategy). It sought to findout how they in turn were related to students’ academic achievementand psychological differentiation. Findings: The result of the studyshowed that teachers’ income significantly correlated with theirexpectations, competency and adoption of meaningful orientationteaching strategy. However, age and expectations were negativelyrelated and students’ psychological differentiation and academicachievement were independent of teachers’ demographiccharacteristics.


[15] Raina, Jyoti. (2006). Non-Cognitive Correlates of ProblemSolving, Ph.D., Education, Delhi University. New Delhi. Guide: Prof.Bharati Baveja.

Objectives: (i) To investigate the problem-solving processes of childrenstudying in different schools situated in different context; (ii) to analysethe psychological tools used by children in the processes of problem-solving; (iii) to identify the psychological tools appropriated by childrenbelonging to different contexts; (iv) to examine the relationshipbetween psychological tools used by children and the contextualconditions in which these tools are appropriated. Method: Thisresearch is an exploratory study. It uses descriptive and non-experimental methodology. The instruments for the study of children’sproblem-solving are domain specific problems formulated by theresearcher. The data for the study were gathered over a period of sixmonths, from those participating children who are in eight gradesfrom four schools of Delhi. Findings: The problem-solving of all theparticipants from schools A and B in both the content domains oflight and refraction, and sensitizing in living beings seemed to becharacterized by the psychological tools of theoretical comprehension,generalisation, metacognition, reflective abstraction, deductivereasoning and inductive reasoning. The nature of the concepts onwhich their problem-solving was based upon was scientific concepts.

[16] Sarika. (2008). Locus of Control in Relation to AcademicAchievement and Adjustment. Indian Social and PsychologicalStudies, Patna, Vol. 2, No. 1, March-2008. pp. 100-103.

Objectives: There are two main objectives of the present study:(i) One purpose was to examine the relationship of academicachievement with endogenous and exogenous locus of control in thecase of both boy and girl respondents; and (ii) Another purpose wasto examine the effect of locus of control over patterns of adjustmentof the respondents. Method: The study was conducted on 120 boysand 120 girls of high school of Patna town. Locus of control wasmeasured using Hashain’s and Joshi’s Rotters locus of control scale,the patterns of adjustment was measured using Moshin-ShamshedBell’s Adjustment Inventory (Hindi adaptation). The AcademicAchievement was measured on the basis of academic records of thelast two successive examinations of the respondents. Scatter diagrammethod of correlation was employed for the analysis is the obtaindata. Findings: In the light of results a significant and positive

15January 2008

correlation was employed for the analysis of the obtained data. Inthe light of results a significant and positive correlation was foundbetween endogenous locus of control and academic achievement andalso between endogenous locus of control and overall adjustment ofthe respondents. Similarly, a significant and negative correlationwas reported between exogenous locus of control and academicachievement and also between exogenous locus of control and overalladjustment of the results. It was concluded that endogenous locusof control is concussive to academic achievement on the one handand adjustment pattern on the other whereas exogenous locus ofcontrol hinders both in cases of academic achievement and overalladjustment.

[17] Sangai, Sandhya. (2002). Review of the functioning of DistrictResource Units (DRUs) in the Context of Sarva Shiksha Abhiyan.NCERT. New Delhi.

Objectives: The study is designed with the following objectives: (i) Toseek an appraisal of the functioning of District Resource Units DRUsand the problems faced by them during the years 1992-2002 in theimplementation of the scheme of Non-formal Education; (ii) to studythe willingness of their new role and the facilities required for a smoothfunctioning; (iii) to review the strengths and weaknesses of the DRUsfor performing the emerging new role; and (iv) To indicate to the MHRDthe status of DRUs and their relevance for promoting the scheme ofEGS and AIE under SSA. Method: For the present study the datawere collected from both primary and secondary sources. The primarydata were collected with the help of a set of three tools. Those were:1. A letter was sent to the in-charges officials of DRUs to give preciseinformation about their respective units. 2. A questionnaire cum-interview schedule for the DRU functionaries. 3. The third tool wasprepared to get firsthand information from trainees on the trainingprogrammes attended by them. And one observation schedule wasalso prepared for the use of field investigators. Findings: (1) All theDRUs started functioning for non-formal education from 1991-2000.Activities including training of functionaries, orientation ofvolunteers, training of members of the Village Education Committeesand other local level bodies were taken up and conducted. The DRUsgot their budget and Programmes approved by their respective PACand later on the MHRD released grants as per the financial normsstipulated under the scheme of DRUs. (2) The general areas in whichDRUs become gradually operational and specialized are organising


training courses, seminars, workshops, conferences on literacy,universalisation of primary education, programmes and activitiesregarding non-formal education, adult literacy and other issuesrelevant to such clientele. (3) During 1992-2002, the DRUs were visitedby individuals/teams from the NCERT, state institutes and DIETs,Indian Institute of Education, Pune and some other institutions.(4) Some major problems which affected the functioning of DRUs areacademic problems. There has not been any pre-induction trainingfor the DRU personnel on the scheme, issues and its aspects. (5) Theexisting scheme provides that instructors will be deputed by thevoluntary organisations for training and the training programmeswill not be funded by the voluntary organisation. Many of the NGOsdid not comply with this provision and they did not send instructorsfor training. (6) There have not been any studies on evaluation of thematerial produced or training programmes organised by variousDRUs. (7) Trainees revealed that though the training organised byDRUs have improved their performance but there should be moretraining on regular basis and for a longer duration. The trainingprogrammes should also have the component of field visits andexposure.

[18] Sangai, Sandyha. (2008). Operation Quality Programme ofMadhya Pardesh – A Case Study. NCERT. New Delhi.

Objectives: (i) To study the salient features of the ‘Operation Quality’programme; (ii) to look into the course contents and transactionalmethodologies with a view to ascertain its equivalence with D.Ed.though distance mode and regular D.Ed. through face to face modeprovided by DIETs; (iii) to analyse the strengths and weakness of theprogramme by understanding theoretical constructs and verifyingthem through field visits; (iv) to document the major components ofthe programme from explicability point of view; and (v) to suggestmeasures for further strengthening the programme. Method: Thecase study has been conducted in a pure research way. First of allthe researcher read the basic documents, developed by the state, toknow about the need for conceptualising the programme, the coursestructure and implementation modalities. The course materialdeveloped by the SCERT for this programme was also referred togain insights about the format of modules, languagecomprehensibility, printing quality, self-check question terminalexercise, etc. For verifying the development of practical skills, theproject work undertaken by trainees and seen during the field visits.

17January 2008

After getting acquainted with the programme objectives andtransactional modalities the researcher undertook field visit toBhopal, Vidisha and Rajgarh. Small interviews were conducted withthe following officials: (1) State Project Director. (2) Additional ProjectDirector. (3) Educational Secretary, Primary Education. (4) ViceChancellor, M. P. Bhoj (Open) University. Findings: ‘OperationQuality’ Programme has been appreciated by the beneficiaries andeducational administrators for its strengths such as: (a) Enrollmentof all un-trained teachers irrespective of experience, age, sex, natureof appointment, rural or urban background etc. (b) Free and ‘on thejob’ training for two years through distance education mode.(c) Training course approved by the state government and NCTE.(d) Excellent study material developed by the SCERT (SRK).(e) Continuous support of mentors for a group of 20-25 teachers.(f) DIETs being a central hub for all the activities and records.(g) Academic and monitoring support by DIETs, SCERT (SRK), IASEsand CTEs. (h) Judicious mix of theory and practical experience.i) Continuous and comprehensive evaluation of teacher-student.j) Final examination by external agency. However the investigator,while working on the project, came across a few weaknesses as well.These are as follows: (a) The trainees belonged to different age groupsand possessed different levels of qualifications. However, there wasno difference in transactional methodology. (b) The programme doesnot provide for interface opportunities between the trainees. (c) Theprogramme has no building up or continuity provisions. (d) Thoughthere is a paper on ICT but there are not enough opportunities for‘Hands on Practice’. (e) The training of mentors should be systematicand some materials like training modules or handbooks should havebeen prepared for the mentors.

[19] Tali, D. B. (2002). Impact of Education on the DevelopmentalPattern of Tribals in Orissa. Ph.D., Education, KurukshetraUniversity, Kurukshetra. Guide: Dr D. S. Yadav.

Objectives: (i) To study the impact of education on different aspects,such as family, marriage, status of women, religion, etc, of socialdevelopment of the tribal people; (ii) to study the impact of educationon the economic development of the tribals; (iii) to study the impactof education on the political consciousness of the tribals. Method:The study has followed a normative survey method. The sample forthe study consisted of 300 tribal households selected in three stages.First three districts of Orissa namely, Bolangir, Kalahandi and Boudh


were selected purposively. Among them one block from each districtselected randomly. They were Gudvella from Bolangir, MadanpurRampur from Kalahandi and Kantamal from Boudh. At the secondstage 10 villages from each block with similar development indexwere selected. At the third and final stage ten households from eachvillage with similar household assets were selected, thus makingthe whole sample of 300 households. Three kind of tools were usedby the researcher all developed by himself. They were villagedevelopment index, household assets schedule and an interviewschedule. The collected data was analysed by statistical techniquenamed Chi-square test of independence to test dependence/relatedness of the attributes. Findings: (1) The tribal people withrelatively higher educational level had positive opinions towardsfamily planning and were democratic regarding decision makingprocess on family matters. (2) The tribals with education also favourpost-school education for girls sending their daughters away fromhome for higher education. (3) There was no evidence of any realassociation between educational level and opinion of tribals towardsreligion. (4) In comparison to low educated tribal people the higheducated ones have reported better economic development as reflectedin their knowledge and use of scientific and improved method ofagriculture. They also took advantage of mechanisms like a co-operative society. (5) Tribals with low education were found moreconservative in their voting behaviour and political outlook incomparison to the high educational group. In the later case womenalso found participating in politics.

EDUCATIONAL TECHNOLOGY

[20] Mehra, Vandana. (2007). Teacher’s Attitude towardsComputer use Implications for Emerging TechnologyImplementation in Educational Institutions. Journal of TeacherEducation and Research, NOIDA, Vol. 2, No.2, December 2007. pp. 1-13.

Objectives: The purpose of this study was to determine the attitudesof school teachers of Chandigarh towards use of computer technologyfor instructional purposes: (i) To study the attitudes of high schoolteachers towards computer use; (ii) to study the perceptions of schoolteachers with respect to computer attributes, level of computercompetence and their access to computers. Method: The presentstudy was conducted on 200 government senior secondary schoolteachers of Chandigarh to explore the teachers’ attitudes of computer

19January 2008

use. Findings: The findings revealed that teachers possessed fairlypositive attitude towards computer uses but majority of the teachersneeds to be provided training for using computers in instructionalsettings.

[21] Rajesekar, S. and Vaijapuri, Raja P. (2008). Higher SecondaryTeacher’s Computer Anxiety. EduTracks, Hyderabad, Vol.7, No. 8,April 2008. pp.39-40.

Objectives: (i) To study the level of teachers computer anxiety; (ii) tostudy if there is any significant difference between the: (a) male andfemale teachers; (b) teachers working in urban schools and ruralschools; (c) teachers handling the subject of Art group and Sciencegroup; (d) teachers who have attended or not attended any computerclasses in respect of their computer anxiety. Method: Normativesurvey technique has been adopted in the present study on thesample of 670 teachers belonging to the Cuddalore Educationaldistrict in Tamilnadu. The cluster survey technique was used forthis population. Findings: It is found that the entire sample ofteachers has high level of computer anxiety. The teachers handlingthe subjects of the Science group and those who have not attendedany computer classes have high level computer anxiety than theircounterparts in the Arts group.

ENVIRONMENTAL EDUCATION

[22] Abraham, Mercy and Arjun, N.K. (2005). EnvironmentalInterest of Secondary School Students in relation to theirEnvironmental Attitude. Perspectives in Education, Baroda, 2005.Vol. 21, No. 2, pp. 100-105.

Objective: The present investigation is intended to environmentalinterest of secondary school students in relation to theirenvironmental attitudes. Method: The environmental interestinventory and the environmental attitude scale constructed andstandardised for the purpose of the present investigation were usedfor collecting data from a sample of 624 secondary school studentsof Kerala, selected on the basis of ‘stratified random samplingtechnique.’ The sample consisted of 306 boys and 318 girls, the ruraland urban students representation being 339 and 285 respectively.Findings: The result showed that secondary school students didnot have a high level environmental interest. A differential effect of


gender and locale were observed in their environmental interest.The boys and urban subjects were found to have more interest inenvironmental matters compared to their rural counterparts. A highlevel positive and significant correlation was found to exist betweenenvironmental attitudes in all the sample groups studied.

[23] Sengupta, Madhumala (2005). Environmental Awareness ofthe Environmentally Active and Passive Students in relation toMotivation and Academic Performance. Ph.D., Education.University of Calcutta, Calcutta. Guide: Dr P. K. Chakraborty.

Objectives: (i) The objectives of the study are to identifyenvironmentally active and passive students and their possibledifferences in respect of different variables and to predictenvironmental action; (ii) the research also seeks to find out anyrelation that may exist between environmental awareness andacademic achievement. Method: The sample was made of 400students selected from 19 high schools from Kolkata and South 24Parganas. It was divided into eight equal categories. Tools used inthis study are Motivation towards Environment Scale developed byPelletier et al. and a scale of environmental awareness prepared byP. K. Chakraborty and Madhumala Sengupta. Statistical techniquesnamed ANNOVA, t-tests and regression analysis were used. Findings:(1) The research revealed that environmental awareness may notalways lead to environmental action. (2) The Science group studentsappear to be more active and so are the suburban students; (3) Nodifference was found in environmental awareness and action due togender and academic performances. (4) Most importantly, theenvironmentally and passive students differed in all levels ofmotivation. The study cited 148 references under bibliography.

[24] Kumar, K. Shiva. and Patil, S. Mangala. (2007). Influence ofEnvironmental Education on Environmental attitude of thePost-graduate Students. EduTracks, Hyderabad, Vol.6, No. 8, April2007. pp.34-36.

Objective: The present study attempt to explore the impact ofenvironmental education course on the post-graduate students’attitude towards environmental pollution, that has become a worldwide problem. Method: The sample for the present study comprised120 students studying in Post-graduation Department of Psychologyof the Karnataka University, Dharwad, within these 120 students,

21January 2008

60 student are experimental group who had attended a standardcourse on environmental pollution and 60 students were controlgroup who had not studied any environmental course. The resultwas found through administrating these two tools: (1) Environmentalpollution attitude scale by Dr. M. Rajamanickam; (2) Personal datasheet, Findings: (1) Standard environmental education courseinfluences the attitude level of the students towards environmentalpollution and related issues. (2) There is no significant differencebetween male and female students in their attitude towardsenvironmental pollution and related issues.

[25] Raju, G. (2007). Environmental Ethics of Higher SecondaryStudents, EduTracks, Hyderabad, Vol.6, No.11, July 2007.pp.32-35.

Objectives: To study: (i) The environmental ethics of the entire highersecondary schools students; (ii) whether there is any significantdifference in the environmental ethics of male and female highersecondary student’s; (iii) whether there is any significant differencein the environmental ethics among the studen’s studying ingovernment, aided and matriculation schools; and (iv) whether thereis any significant difference in the environmental ethics of rural andurban higher secondary student’s. Method: Normative surveymethod has been used in this study and cluster sampling techniquehas been adopted. As many as 560 higher secondary studentsstudying in higher secondary schools of Cuddalore educational districtof Tamilnadu have been chosen for the sample for this investigation.Findings: (1) Environmental ethics of the higher secondary studentsof Cuddalore educational district is high. (2) Girls students has moreenvironmental ethics than the boys students. (3) The communitiesof students do not have any influence on their environmental ethics.(4) The types of schools where they happened to study do not haveany influence on their environmental ethics. (5) Rural highersecondary students have more environmental ethics than the urbanhigher secondary students.

HIGHER EDUCATION

[26] Sonkamble, M. B. (2003). To Study the relationship betweenRole Perception and Job Satisfaction of College and UniversityTeachers in Pune University. Ph.D., Education, Pune University,Pune. Guide: Dr. Kamlesh Choudhary.


Objectives: (i) To find out how college and university teachers perceivetheir roles in various situations outside the college/universitydepartments; (ii) to find out job satisfaction of college and universityteachers. Method: Descriptive method was used in this study. Assample for the study 615 teachers were selected out of the total 3918teachers of the Pune University. Opinionnaires and Nikhert scalewere used as tools in this study. Findings: (1) Altogether 90% teachershave favourable role presentation. (2) 65% teachers are found highlysatisfied with their jobs and have a positive co-relation betweenperception and job satisfaction. The study cites 50 referencesincluding books and journals.

[27] Amjad, Md. Zabardast. (2006). A Study of Administrative andAcademic Decision Making in Selected Colleges of the Universityof Delhi. Ph.D., Education. Delhi University. New Delhi. Guide:Dr. Kazzack Azra.

Objective: The purpose of this investigation was first to determinethe relationships among the academic decision styles of a collegeprincipal and teachers on major decision styles and leadership andalso individual demographics of principals and their decision styles.Method: The quantitative study employed the survey method in itsresearch design. It surveyed 14 college principles and 70 teachers(Head of the Department, senior and junior teachers) selected fromthe 14 colleges. The investigation used two types of questionnairesfor both academic and administrative decision style and leadershipby college principal and peer assessment. Data were collected onthe decision styles, leadership practices and demographics of theseprincipals. Findings: The investigation found significant relationshipamong the modelling, the way and conceptual decision style, inspiringa shared vision and directive decision style and also encouraginggood work and behavioural decision. The researcher concluded thatprincipals who have more conceptual decision style are better ablein inspiring a shared vision. It was also found that principals whohave less behavioural decision style are better able to encouraginggood work.

[28] Reddy, Janardhana D. and Reddy, Hussain. G. and Kumar,Parveen. T. (2006). Newspaper Reading Behaviour of CollageStudents. Journal of Adult Education and Extension, New Delhi,Vol. 2, No. 2, 2006, pp. 91-99.

23January 2008

Objective: The major objective of the study is to examine thenewspaper reading behaviour of collage students, with timing ofreading, time spent on reading, frequency of reading, languagepreference and reading interest. Method: The study was conductedamong the students of universities colleges in Tirupati town of AndhraPradesh to examine the newspapers reading behaviour. The sampleof the study constitutes 40 boys and 20 girls of post-graduatecollages. A questionnaire was specially developed for the purpose ofstudy. Findings: (1) The result of the study clearly indicates thatthe print media is the major source of information even for studentsliving in urban area. (2) Though the newspaper is the major sourceof information the time spent by a student depends upon theavailability of time and interest. (3) An important aspect of newspaperreading is the number of days the students read in a month. Afterstudy it is clear that majority of the students (63%) are readingnewspapers everyday. Nearly half of the girl students are not readingany newspaper everyday. (4) The place of reading is also an importantdimension of newspaper reading. Overwhelming majority of studentsare reading the newspapers in the morning. However, half of the girlstudents are reading them in the evening. (5) Selecting of a newspaperin terms of language depends on the background of the students atdegree level. Most of the students have their medium of instructionin Telgue language. (6) The newspapers read by them cover newsrelating to international, national, state, district. The priority of newsread differs from individual to individual. The study result indicatesthat the students are more interested in reading the first page of themain sheet than other pages.

LANGUAGE EDUCATION

[29] Sangai, Sandhya. (2007). Children Language ImprovementProgramme (CLIP) – A Case Study. NCERT. New Delhi.

Objectives: (i) To study the salient features of the CLIP and itsimplementation strategies; (ii) to study the quality initiatives prior toand after the implementation of CLIP; (iii) to understand themonitoring mechanism and roles and functions of agencies atdifferent levels in the implementation of the programme; (iv) to analysethe strengths and weakness of the programme; (v) to highlight themajor components of the programme from replicability point of view.Method: As the objective of the study was to document the silentfeatures and implementation strategies of the CLIP programme, a


case study approach was followed. In the first instance all policypapers related to CLIP and other quality initiative Programmes ofAndhra Pardesh were procured and studied. Wherever ambiguitywas felt, a contact was made with the pedagogy unit of AP SSA throughe-mail. The first hand live experience gave lot of insights about theprogramme. Findings: The introduction of CLIP led to followingsuccesses: (1) There was an increment of 23.25 in terms of pupilperformance over baseline at state level. (2) The programme haspromoted utilisation of school libraries, children literature andpromoted independent reading habits among the children. (3) Theteachers collected reading material from newspapers, magazines andcollected story books, children’s literature, etc. (4) The attendance ofteachers and students improved. (5) Community participation inschool activities and support to the school infrastructure was noticedthrough conduct of several activities such as Reading Festivals,Language Festivals, School Annual days; etc. (6) Accountability wasfixed on every teacher on children’s performance and the progresswas reviewed on regular basis. (7) The schools and classrooms weregraded which indirectly graded the teachers and head masters. Thisin turn developed a sense of responsibility and a healthy competitionamong schools and teachers. (8) DIETs played a vital role in providingacademic support to schools and Mandal Resource Centers (MRC)along with monitoring and supervision of various Programmes beingimplemented under SSA.

[30] Lodh, Ratna (2000). Language Content and Form of the Pre-school Children in a Pictorially Stimulated Condition. Ph.D.,Education. University of Calcutta, Calcutta. Guide: Dr. P.K.Chakraborty.

Objectives: (i) To study the age-wise development of language formand content in the pre-school children; (ii) to study the genderdifference in the development of language form and content in thepre-school children; (iii) to study the rural urban difference oflanguage form and content in the pre-school children; (iv) to studythe language form and content in the pre-school children in terms ofeconomic background of the family; and (v) to study the languageform and content in the pre-school children in terms of birth order ofthe children. Method: The sample comprised of 570 children from 3-5 plus years along with their respective fathers from Tripura. Thesample was divided age wise into three sub-categories and thenhabitat wise within each sub-category. Tools used in the study were,

25January 2008

first, pictures from the Children Aptitude Test as adapted by U.Choudhury by way of picture stimuli; and second, GuardianInformation Schedule to get data from the fathers about parent’slevel of education, family structure, etc. Research design was surveytype. Statistical techniques were ANNOVA, t-test and three wayANNOVA with two levels of sex, three levels of habitat and siblingpattern. Findings: (1) The result indicated development of contentand form of language varies due to habitat and sex. (2) Environmentalso influences language development. (3) In average rural childrenperformed better than the urban children and female children betterthan male children as regards correct structural regularities ofsentences. The study cited 140 references under bibliography.

[31] Vijaya (2008). The ‘Noun Advantage’ in English as a SecondLanguage – A Study of the Natural Partitions Hypothesis. Ph.D.,English Language Teaching: English and Foreign Language University,Hyderabad. Guide: Prof. R Amritavalli.

Objectives: (i) To study English as second language among primaryschool students in a Hindi speaking area; (ii) to evaluate the propertiesof the second language as learnt by a child especially its vocabularysize and vocabulary diversity; and (iii) to find out the comparativeadvantage/disadvantage on early vocabulary acquisition with regardto children’s first language. Method: A group of 32 second languagelearners of English between 9 and 11 years of age whose first languagewas Hindi was studied by recording and analysing the learners’spontaneous oral narratives in English and Hindi. The students wereof class five of a Kendriya Vidyalaya in Unnao, Uttar Pradesh. A setof four wordless picture books was used for elicitation of thenarratives. The study of vocabulary size involved a study of the ‘token’frequencies of nouns and verbs, a study of the comparativedevelopment of various word classes (nouns, verbs, determiners,prepositions, conjunctions, adverbs and adjectives), and a study ofthe relationship between the length of narratives and noun advantage.Vocabulary diversity was measured in terms of the metrics of ‘type’frequencies, ‘type-to-token rations’ and the measured ‘D’. Findings:(1) This cross-sectional study shows a noun advantage in secondlanguage acquisition in instructional setting. (2) Ten per cent studentsshown a clear dominance of noun tokens over verb tokens at theNoun-only stage. Another ten per cent of them shown verb tokensclearly exceeding noun tokens at the Verb-dominance stage. (3) TheApproximate-to-noun-only and Approximate-to-verb-dominance


stages are similar to the Noun-only and Verb-dominance stagesrespectively. (4) The Verb-onset stage shows the appearance of wordcombinations resembling the two-word stage of first languageacquisition. (5) There is a marked rise in the number of verbs as wellas closed classes: determiners, prepositions, and conjugations atthis stage. It was also found that the shortest narratives are producedby learners at the Noun-only stage. (6) A noun advantage in learners’vocabulary is also seen in the analysis of the ‘type’ frequencies. It isshown that the lexical diversity measures of ‘D’ fails to capture thelexical richness of early vocabularies in smaller sample sizes with arestricted variety of word classes. (7) The differences in studentproficiencies captured in terms of developmental stages did not matchstudent performance on class examinations. Instructional practicesshow an overt attempt to suppress differences among the linguisticabilities of the students. The method followed for teaching, readingand writing skills being heavily dependent on rote learning does notprovide for exposure to the second language in the true sense.

[32] Raman, M. G. (2006). Inflection as a marker of LanguageImpairment in Second Language Learners: A Cross-linguisticStudy. Ph.D., English Language Teaching, Central Institute of Englishand Foreign Languages, Hyderabad. Guide: Prof. R. Amritavalli.

Objectives: (i) To investigate the possibility of identifying languageimpairment in child learners of English as a second language througha series of tests in inflectional morphology in English and their firstlanguage Malayalam; (ii) to study the problems within the paradigmof Specific Language Impairment seeing oral language problems aspredating reading difficulties that arise in reading for meaning ratherthan in the mere decoding of text. Method: This was an exploratorystudy. It investigated difficulties with inflectional morphology usingparallel past tense and plural production and judgement tasks inEnglish and Malayalam. A sample of 17 Malayalam-English bilingualchildren was taken for the study. Among them 6 were girls and 11boys, their mean age being about 8 and half years. Findings: (1) Thestudy found that persistent problems with inflectional morphologyin English imply corresponding problems in Malayalam. That is,problems in second language manifest in the first language as well.(2) Performance on regular verbs is superior to that on irregularverbs. Real irregulars are seemingly encountered so sparsely as tobe perceived as novel forms. (3) Nominal inflections are easier thanverbal inflections in the case of English, whereas no significantdifference found between verbs and nouns in Malayalam.

27January 2008

(4) Performance on Malayalam verbs is better than on English verbsbut there was advantage for the first language in the case of nouns.

MATHEMATICS EDUCATION

[33] Nagraju, M. T. V. (2006). Mathematics Problems of Class XResidential and Non-residential School Students in relation tocertain Demographical Variables. EduTracks, Hyderabad, Vol.6,No.4, December, 2006. pp. 26-31.

Objectives: The objectives of present study are: (i) To examine theproblems of mathematics in Class X mathematics syllabus perceivedby the students of residential and non-residential schools; (ii) to findout the impact of sex of residential school students on problems inmathematics; (iii) to find out the impact of caste of the residentialand non-residential school students on problems in mathematics;(iv) to find out the relation of the income of the families of theresidential and non-residential school students on problems inmathematics. Method: The sampling techniques employed in thepresent study in selecting the samples were multi-stage stratifiedrandom sampling and cluster sampling. For analyses the followingtools are used in this study: (1) Checklist of problems faced by thestudents with regard to the subject. (2) Personal data sheet. Finding:(1) There is a significant difference between residential and non-residential school students in mathematics problems. (2) Theresidential school students whose monthly family income is up toRs. 2000 have the highest mean score on the problems ofmathematics. (3) The residential girls students have the highestmean score on mathematical problems. (4) The residential schoolstudents from the background community have the highest meanscore in mathematical problems. (5) The distribution of mathematicsachievement score of the residential and non-residential schoolstudents is very near to normal distribution.

ORGANISATION AND MANAGEMENT OF EDUCATION

[34] Gupta, K.M. and Sangai, Sandhya. (2008). Factors Associatedwith Low Achievement among SC Children at Upper PrimaryLevel. NCERT. New Delhi.

Objectives: (i) To identify the factors associated with low achievementamong SC children at upper primary level; (ii) to analyse teachers’


opinion on the factor associated with low achievement of children.(iii) To analyse the opinions of Scheduled Caste community memberson the factors associated with low achievement of children; (iv) toanalyse the opinions of children of SC communities on the factorsassociated with their low level of achievement; (v) to analyse thefactor of low achievement among SC children in each of the sampledstates namely Chhattisgarh, Maharashtra, Rajasthan and UttarPradesh. Method: The investigators constructed three tools for thepurpose of data collection to study the factors associated with lowachievement. The following five factors were taken into cognizanceas they play an important role in the education of children at upperprimary stage. They were related to the teacher, the learning, thecommunity, the school and the home of a child. The respondents ofthe questionnaire were teachers, students, parents and communitymembers. The data were collected from 16 rural and 16 urban schoolscomprising a total of 52 teachers, 154 students, 41 parents andcommunity members. Findings: (1) The study has revealed that onthe factors associated with teacher and students the communitymembers agreed to a large extent that there was a lack ofcommunication between parents and teachers on the concernsregarding the achievement of the SC students. The students werenot able to complete their home work. The teachers lack competenceto understand special task concerning the SC students, accordingto parents and community members. The teachers don’t provideadequate attention to these students in the classroom. About one-fourth community members and parents also expressed that teacherslack healthy and positive attitude towards the SC students. (2) Onthe factor associated with learning, three categories of respondentsagreed that the SC students lack support materials at home. Theyare weak in studies from the beginning. Teachers and communitymembers agreed that the SC students lack attention towards studies.They also remain absent from schools for longer duration. Theygenerally lack basic study materials and the curriculum is heavy forthem. (3) On the factors associated with school, all the respondentsagreed that the SC community is economically, educationally andpolitically backward. The community lack awareness towardseducation. (4) On the factors associated with school, all therespondents agreed that the number of students is more in theclasses. Various incentive schemes devised for the SC students arenot implemented in the true spirit. The parents and communitymembers felt that teachers do not attend school full time andregularly. (5) On the factors associated with home, the three

29January 2008

categories of respondents agreed that parents lack awarenesstowards education and students devote more time in home affairs.They lack physical facilities related to study at home and familymembers do not always help them in completing their homework.Students are engaged in home affairs by the order of parents andother family members.

[35] Mumthas, N. S. and Abdul Jaleel, K. (2008). School Leadershipand Organisational Climate; A Regression Analysis. EduTracks,Hyderabad, Vol.8, No. 1, September 2008. pp. 33-36.

Objectives: The study is to find out the ability of each component ofthe leadership behavior. The focus is on (i) the estimation ofrelationship of each of the leadership behavior variables of heads ofprimary schools with school organizational climate. (ii)-developmentof a regression equation for predicting school organizational climate.(iii)-the estimation of the efficiency of the significant predictors inpredicting school organizational climate. Method: The sample forthis study is a representative one. Total 400 primary school teacherswere selected from eight districts of Kerala. They were administeredthe tools, that is the leadership behavior scale and the scale of schoolorganizational culture. Stepwise multiple- regression analysis wasdone in this study. Findings: (1) The most efficient predictors ofschool organizational climate are communication, organizing andcontrolling respectively. (2) The other variables such as planning,staffing and direction and motivation also have significantrelationship with school organizational climate.

[36] Sharma, Indu. (2006). Rajarshi Shahu Sarvangin Karyakram(RSSSK): A Case study of District Kolhapur in Maharashtra.NCERT. New Delhi.

Objectives: (i) Identify major initiatives adopted under the RajarshiShahu Sarvangin Shikshan Karyakaram to improve retention andlearning achievement of children at elementary level; (ii) documentthe processes followed under the Rajarshi Shahu SarvanginShikshan Karyakram for improving the retention and learningachievement of children at the elementary level; (iii) documentsignificant features of the innovative practices for wider applicationas a replicable model and for up scaling in the concerned state.Method: A case study approach was followed for conducting thestudy, which was of a qualitative nature. The study was limited to


the Z.P School of the District Kolhapur where the Karyakram was inoperation. The study is based on detailed fieldwork which was carriedout in the selected schools of two blocks, i.e. block Panhala and blockAjara of district Kolhapur in Maharashtra from November 28 -December 05, 2005. The district and sub-district functionaries, schoolhead teachers/teachers; local community including chairman andmembers of Village Education Committee, parents and the studentsformed the four major categories of respondents in the study. A totalof 98 respondents comprised the final sample of the study. Findings:(1) Functionaries do not have enough training and exposure.Therefore, adequate training along with field level experience isneeded. (2) Qualifications of instructors are generally high. However,the performance of children has been found to be quite poor. (3) Thetraining programme organised by BRC, DIET and Lok Jumbish hasbeen found very useful by the teachers. However, it has beenexpressed that the methodology of training programmes should beparticipatory and discussion based. (4) Besides formal training, thereshould be a regular support to the teachers at the local level to anymatters concerning them and their work. (5) The infrastructuralconditions of EGS and AIE centre are generally good. Regularmaintenance of centre premises and basic facilities need to beensured by the supervising authority and local community. (6) Theachievement levels of learners have been found to be low especiallyin mathematics. It is necessary to ascertain the factors causing lowachievement and provide necessary interventions. (7) The horizontaland vertical links amongst local level institutions exist but do notseem to be strong and vibrant enough. (8) The position regardingmainstreaming is different in both the situations. The instructorsand members of VECs should be oriented towards the provisionsregarding mainstreaming as given in the EGS and AIE scheme.(9) There is no difference in the running of EGS and AIE centresexcept the timings. (10) There is no difference in the age group ofchildren in EGS and AIE centres. (11) The CRCCs feel that becauseof the burden of administrative work they are not able to helpinstructors on academic issues. (12) There is a wide variation in thenumbers of centres supervised by each CRCC. It needs to berationalised.

PHILOSOPHY OF EDUCATION

[37] Fernandes, Anna Leta (2005). An In-depth Educational Studyof the Life and Work of Dr. Babasaheb Ambedkar with Special

31January 2008

Reference of Philosophy and Sociology of Education. Ph.D.,Education, Pune University, Pune. Guide: Dr. N.M. Joshi.

Objectives: (i) To study the life of Dr. B.R. Ambedkar; (ii) To study thePhilosophy and Sociology of Education; (iii) to study the educationalcontribution of Dr B. R. Ambedkar and compare it to Gandhiji andTagore. Method: The study had used the historical method and acase study. As primary sources records and reports of legislativebodies and state department of public instructions. Oral interviewswith administrators, teachers and other school employees alsoreported to be a primary source for the study. College magazines,constitution of the peoples education society and life sketch ofDr B. R. Ambedkar are mentioned as secondary sources. Findings:(1) Social injustice prevailing among the backward community urgedhim to take up educational measures. (2) His mission in life succeededwhen he set up the P.E.S. that catered to the educational needs ofall. He wanted members of his community to be educated andempowered. (3) Ambedkar’s thoughts on education were independentas compared to those of Tagore and Gandhi. (4) Babasaheb’s life andmission helps to inculcate in the younger minds the moral and socialvalues. A total of 89 citations including books, reports, periodicals,etc. are given in the study.

[38] Boonteam, Dvangchan. Phramaha. (2006). The Concept ofEducation in Early Buddhist Literature (Based on Pali literatureand its commentaries). Ph.D. Education, Delhi University. New Delhi.Guide: Satypal Bhikshu.

Objective: The concept of education in the Buddhist literature hasmany interesting aspect which should be studied, discussed andanalysed. This study tried to do it. It has examined this conceptthoroughly and deeply which is very important for interpretation ofLord Buddha’s view toward education. The main objective for thisresearch is to bring out the insight of early Buddhist literature onthe concept of education. Method: The present work is strictly confinedto the task of analysing the subject in the light of textual sources.An effort was made to understand the concept of education accordingto the Theravada Buddhism in a different perspective. The data werecollected from documents, textbooks and the research-work relatedto the topic. Findings: From the result of this texture analysis theresearcher found that the Buddhist way of education has muchrelevance. The real purpose of education as repeatedly stated here,is to serve the humanity even today. For one, if we have Vijja only


and little or no Carana, it might not be happy situation in the society.Therefore, we need to have complete utility and usage of the education.For this one has to understand and practice the mixture of bothVijja and Carana, which occur again and again in the Buddhisttradition of education. These must be understood and applied in oureducation system.

PHYSICAL AND HEALTH EDUCATION

[39] Parthasarathy, K. and Durga, S. (2006). A Study on Healthand Nutritional Practices of SC Mothers towards their Pre-schoolChildren in Andhra Pardesh. Journal of Adult Education andExtension, New Delhi, Vol. 2, No. 2, July-December 2006. pp. 29-37.

Objectives: (i) To find out the personal profile of the scheduled castewoman respondents in the study areas; (ii) to find out health andnutritional practices of SC Woman towards their pre-school childrenin the study area. Method: Survey method was adopted for collectingprimary data for the study. The sample universe for the presentinvestigation was taken from the State of Andhra Pradesh. The samplehas been taken from Chubolu, Aggalur, Kothapalli, and KanalaRevenue villages of Nandyal block in Kurnool district of that State.The investigation is mainly concerned with health and nutritionalpractices of mothers towards their pre-school children. The samplingframe is taken from the woman respondents, those who are havingchildren 2 to 5 years old. In total 145 respondents were taken as thesample of the present investigation from the revenue villages ofKurnool district of Andhra Pradash by adopting simple randomsampling technique. The research tool used was interview scheduleand direct observations for the present investigation. Findings: Thepresent study reveals that the knowledge on health and nutritionalpractices among selected Scheduled Caste mothers towards theirpre-school children in the Kurnool district of Andhra Pardash is verylow. Since the children are the future leaders of the land, providingoptimum health to children in term of physical, social and intellectualdevelopment should be a priority concern of everybody.

[40] Sivakumar, K. and Venkatramanan, K. (2007). A Study ofPopulation Education Dimensions at Enathur andPunjairasanthangal villages, Kanenipuram District in Tamil Nadu.Indian Journal of Population Education, New Delhi, Vol. l8, No. 37,April-June .2007. pp.100-105.

33January 2008

Objectives: (i) To identify the areas where awareness is inadequatein order to plan for population education interventions; (ii) to obtainscientifically generated, reliable information to make the stakeholdersof the research acclimatised with the state of affairs existing in thedistrict; (iii) to aprise and assess the socio-economic and culturalconditions prevailing in the villages; (iv) to identify patterns of healthypractices adopted by the people during the course of pregnancy andparenthood; and (v) to make pertinent suggestions for the plannersof population education programmes for their interventions in theareas of the present study. Method: The sample for the present studyis 413 respondents of total numbers of people in Punjainara,Santhangal and Enathur villages of Tamil Nadu. Mostly belong toscheduled castes and scheduled tribes. Findings: After the studyresult, the authors made this type of findings, suggestions andrecommendations: (1) There are large number of nuclear families inthe village, who are in need of support systems offering child careservices. Care has to be taken to introduce and run these serviceson a long-term basis. (2) The problems of the Enathur and Punjaiarasand Anathangal villages would be requiring a multi-pronged effortand an integrated solution. Suggestions of the study would revolvearound the issues such as awareness, creation, promotion of smallfamily norm, popularisations of Arivoli lyakkam’s activities, curbingschool dropouts and other forms of support for the families.

[41] Kaur, Tarvinder Jeet and Andarwal, Taru. (2007). Impact ofNutrition Education of Nutrient Adequacy of Adolescent Girls.Studies on Home and Community Science, New Delhi, Vol. 1, No. 1,July 2007. pp. 51-55.

Objective: Keeping in view the importance of adolescent period inthe human life and nutritional problems of adolescent girls, thepresent study trid to see the impact of nutrition education on nutrientadequacy of adolescent girls. Method: The sample of this study aresixty adolescent girls between 13-19 years old studding in ClassesVII, IX and X. They were selected randomly from government schoolsof village Shousha district in Solan, Himachal Pradesh. Finding:The result of the investigation revealed that nutrition education waseffective in increasing the level of nutrition knowledge as well asnutrient intake. The diets consumed by the adolescent girls beforeas well as after imparting nutrition education were howeverinadequate in most of the nutrients when compared to ICMRrecommendations.


PRIMARY EDUCATION

[42] Nanda, Renu. (2006). Concerns about Primary Education inRural Areas: An in-depth Study of Rajoury district (J&K State).Indian Educational Review, New Delhi, Vol. 42, No. 2, July 2006.pp.1-7.

Objective: The basic objective of the present study has been to explorehow a typically traditional Muslim society been able to experiencesocio-economic transition because of education. The reason forselecting this district as the study area was essentially on accountof favourable educational profile of woman education in this regionin comparison to other regions of the state, which comprise mostlySunni Muslim dominated settlements. This paper has thereforeattempted to access the impact and the contributions of Muslimwoman who have had access to primary education and are at presentactively participating in the societal functioning. The paper has beenable to study the inspirational level of Muslim woman beyond theconfines of the four walls of their domestic chores and actively asserttheir role as an equal partner in seeking quality improvement intheir individual and community lives. Method: The present researchstudy is based on data collected both from primary and secondarysources. The data have been obtained from published reports of thestate government and personal interviews with the selectedrespondents by using a structured questionnaire. About 100respondents representing different stakeholders involved in primaryeducation were selected. They were parents, students, governmentofficials and other members of the civil society who responded to thequestionnaire. The question for interaction were essentially on issuesof quality of education and factors affecting it, since it is an acceptedfact that education and quality of life have a positive correlation.Findings: The study reveals that majority of Muslims favours moderneducation for their children in order to seek better income andemployments avenues. They also do not discourage girl-childeducation which is quite encouraging as in most of the similar ethnicgroups in Pakistan and Afghanistan the girl-child education is notfavoured.

[43] Yadav, Mrs. Padma. and Upadhayay, Dr. G.C. and Sony,Dr. Romila. and Maria, Dr. Shantha. (2007). To Study the Problemsand Issues in the Admission Process of Pre-schoolers in Delhi.NCERT. New Delhi.

35January 2008

Objectives: (i) To study the admission procedure in pre-schools;(ii) to study the issues relating to age of admission and admissioncriteria at pre-school stage; (iii) to study the opinion of teachers,parents and professionals about admission procedures; (iv) to identifythe parameters for admission at pre-school level. Method: Relatedliterature was studied, and a meeting with experts was held to finalisethe research design and tools of the study. Teachers, parents,educational psychologists and pediatricians were interviewed for theirperception on existing admission procedures and right age ofadmission. Findings: (1) Most of the parents, psychologists andeducationist were happy with the court’s intervention ruling thatthere should be no interview for the child and the parent for thepurpose of admission. (2) Chances of transparency in the admissionprocess are there but some changes are required. (3) Most of theparents were aware of Ganguly Committee Recommendation but theywere not very clear on points of criteria and on what ground they arerejected, etc. (4) Parents shared their views, there is little number ofchances of getting admission and surety is less. So, most of theparents had applied more than 5 schools, sometimes 12/13 schools.The investigators also met those parents whose children could notget admission in any of the school. (5) Some of the schools especiallysituated in small locality expressed their view that the court order ismainly for well-known “A” class schools but nothing will bringtransparency in admission procedure in these schools and taking ofdonation will continue by any means. (6) Some schools expressedtheir views by saying that they take fresh children, not those whohave done pre-nursery from any other pre-school, because freshchildren can be moulded in the way they want. Here the investigatorssuggested about varied use of nomenclature at pre-schools. (7) Theduration of pre-schools is not uniform in private unaided schools ofDelhi. (8) The nomenclature used for pre-school education is not thesame. (9) Entry age for pre-school education is not uniform in theschools. (10) Schools have not eliminated interview/interaction withchildren and parent totally. (11) Though admission guidelines wereclearly given by the court but schools had resisted so far to totallyimplement it.

[44] Maikhuri, Rama. (2005). Status of the Elementary Educationin Rural Areas of Chamoli District of Uttranchal. ThePrimary Teacher, New Delhi, Vol. 30, No. 1-2, January and April 2005.pp.74-84.


Objective: In the present study an attempt was made to assess thestatus of elementary education on diverse aspects in 30 schools,located in remote and far-flung inaccessible areas in three blocks ofChamoli district of Uttranchal. Method: An interview schedule wasprepared with the intention of studying the status of elementaryschool education in the rural context (mostly remote and isolatedareas) in 30 schools running in the villages of Chamoli district ofUttranchal. The headmasters of the schools were interviewedpersonally for data collection. Findings: From this field study theinvestigator found that: (1) in remote and rural areas there is adisparity in the school completion rate on account of heavy schooldropout, resulting from economic deprivation. (2) The school systemhas to allocate resources so that special support is provided to slowlearners, children with physical and emotional needs or childrenwho cannot attend school regularly due to some reason or the other.

[45] Yadav, Mrs. Padma. (2007). Early Childhood Care andEducation, A Community Owned Agenda: An Alternative Approachby MAYA. NCERT. New Delhi.

Objectives: (i) To study and document the elements of good practicesin Early Childhood Care and Education (ECCE); (ii) to assess thestand points of the innovations in ECCE; (iii) to assess thesustainability and replicability of the programme in the context ofSSA; and (iv) to find out the nature of difficulties faced in implementingthe programme and how they were overcome. Method: While visitingthe centres efforts were made to interact with the teachers, assistantteachers, children at the centre, community members and MAYAfacilitators. Discussions were recorded on the basis of interview.MAYA supports communities to articulate the need for addressingECCE and thereupon initiate the process, suited in the context inthe form of community run pre-schools. Till the year 2006 over 5,846children and their families were involved in 180 community-runECCE facilities. Findings: (1) It was found from the study that thesecentres were popular in the area. The local community wasenlightened about the needs and significance of ECCE. Strongbonding between the parents and local structures were seen at thecentre level and the cluster level. They organised and maintainedcentres, articulated and addressed their ECCE related concerns andidentified local area needs for other such facilities. (2) MAYA empowersthe community to make their decisions, plan with regard to localsupport and have financial powers to execute the betterment of these

37January 2008

centres. (3) The community was involved at every stage. Fromconception of the centre to running it at the micro level, thecommunity members undertake all the planning and management.Any other stakeholder apart from the local community plays the roleof a facilitator. (4) At a community-owned centre everything fromwhether the centre is needed or not, where it will be housed, whowould take care of the child’s needs, how it will run, where will thefunds be mobilised from – all these are decided by the community.Thus the community is the primary decision maker. (5) In all theMAYA centres there is a focus on to include children who aredifferently able into the centres and partake in all activities withother children. The teachers and assistant teachers are sensitive toinclude the differentially able children.

[46] Kumar, Naresh. (2008). Assessing the Social Parameters ofElementary Education – A Case Study in Jammu city. SocialChange, New Delhi, Vol. 38, No.2, June 2008. pp.204-225.

Objective: The main objective of Sarva Shikcha Abhiyan (SSA) is toachieve universal elementary education (UEE) for children in theage group of 6-14 years by the year 2010. This paper attempts toassess the functioning of the SSA, a government- initiated programmeof ‘Education for All.’ This paper focuses on the social parameters ofelementary education to understand to what extent SSA has beensuccessful in increasing the access of elementary education to out-of-school children maintaining their retention level, reducing drop-out rate and promoting equity. Method: This is done through a casestudy of locate in Janipur housing colony of Jammu city conductedin the year 2007. The locale situated in Janipur west zone of Jammudistrict consists of three Education Guarantee Scheme (EGS) centres,two primary schools and one middle school. A sample of 46respondents was taken from all the three government schools.Findings: From the analysis of the functioning of SSA in Jammu byassessing the social parameters of universal elementary education,that is, access of enrolment, retention and equity the followingconclusions are drawn, (1) Sarva Siksha Abhiyan (SSA) as a part ofproviding elementary education to all children (6-14 years) in J&K isimplemented by the state government and not through the NGO’s orsuch organisations as in many other States of India like Haryanaand Uttar Pradesh. (2) As a result, the enrolment rate got affected.The enrolment in EGS centres was lower than that of government orprivate schools and efforts to increase it were more primarily by the


teachers or EV. The enrolment of girls was less than those of theboys, but the gap was seen to be reducing.

[47] Gaiab, S. and Moesfue, H Anthony P. and Mecoy A. and Ravi,C. and Reddy, Prudhvikar P. (2008). Child Learning in AndhraPradesh, the Interplay between School and Home. Journal ofEducational Planning and Administration, New Delhi, Vol. 22, No. 1,January 2008, pp. 5-25.

Objectives: (i) To compare learning outcomes for children in privateand public schools in consideration to sex, wealth, and caste; (ii) toassess the influence of a caregiver’s own education on their children’slearning outcomes, in both private and public schools. Method: Thedata were collected as part of the baseline survey for the young livesproject. (www. young lives.org.uk) The respondents were 1,008mothers and children aged 7.5-8.5 years at the time of the surveyand sampled across the 3 district agro-climatic regions of AndhraPradesh (costal AP, Royalaseema and Telengana) from sentinel sites.Findings: There are four major findings: (1) Children in privateschools have better literacy and numeric skills regardless of wealthor caste than the children in public schools. (2) Children withuneducated parents (especially mothers) are at a disadvantage. (3)This disadvantage is greater in public schools than private schools.(4) Girls have lower learning scores than boys. Furthermore, there isa clear interplay between school and home in every aspect.

[48] Zaidi, S.M.I.A. Facilities in Primary and Upper PrimarySchools in India, An Analysis of DISE Data of Selected MajorStates. Journal of Educational Planning and Administration, New Delhi,Vol. 22, No. 1, January 2008. pp. 59-81.

Objective: The priority in the field of education in India at present ison universal elementary education, it is, therefore necessary to makeprovisions for primary and upper primary schooling facilities in everyhook and corner of the country. It may be kept in view that provisiondoes not mean opening schools everywhere but it also meansproviding all basic facilities in the schools. In this context, this paperexamines the position of basic facilities provided in the primary andupper primary schools in various states of India. Method: All thatdata on facilities in schools are collected through All India SchoolEducational Survey conducted by NCERT occasionally. Yet anothersource of data on this aspect is the district information system of

39January 2008

education (DISE) which provides data in its district and states reportcards annually. Findings: The analysis of data reveals that manyschools in the country are still not equipped with many of basicfacilities. So much that about 4 per cent primary schools and 12 percent upper primary schools does not have a building. Further only70 per cent primary schools and 63 per cent upper primary schoolshave pucca building. There are 17.5 per cent primary schools and7.7 per cent upper primary schools in the country that have onlyone teacher. It is a matter of serious concern that about 9 to 10 percent primary schools and upper primary schools do not have evenblackboards. One fourth primary schools and one fifth upper primaryschools do not have the provision of drinking water. Playground andboundary walls are not available in more than half of the primaryschools and more than one fourth of the upper primary schools inthe country. Common toilets and girls toilets are missing in morethan 63 per cent primary schools and 75 per cent upper primaryschools. These data show the position of availability of basic facilitiesin primary and upper primary schools in the country. Moreover, thereare lots of inter-state variations in the provision of these facilities.

[49] Champa, P. (2005). School Effectiveness and Teachers Profile:A Study of Elementary Schools; Ph.D., Education, Delhi University.New Delhi. Guide: Dr. Alka Behari and Prof. Najma Siddiqui.

Objective: The present study is aimed at identifying the effectivenessof schools on the basis of perceptions of stakeholders of education atvarious levels of educational administration as well as teachers andparents. The effectiveness of these schools was measured throughthe criteria developed on the basis of input-process, output-framework. Method: The review of related literature reveals that thereare various factors, which influence the schools effectiveness. In thestudy both quantitative and qualitative methods, along with casestudy approach were used. The sample of this study has been selectedfrom among the primary classes students in Delhi. Findings: (1) Inan effective school the teachers are punctual, the HM has effectiveleadership, discipline is well maintained, basic infrastructure andfacilities are available, all the students are treated equal, examinationresults are good and students achieve high levels of learning anddevelop good habits and manners. (2) The criteria for measuringschool effectiveness are the various aspects of input process andoutput of the schools. (3) The teachers profile in the effective schoolincludes high qualification, rich experience, high economic status,


favorable attitude towards teaching professional, high job satisfaction,high motivation at their work place and high professionalcommitment.

[50] Sinha, Dr. Sabnam. (2005). Quality Improvement Programme(QIP): District Primary Education Programme (DPEP), AndhraPradesh: Case Study. NCERT. New Delhi.

Objectives: The objectives of the documentation were: (i) To capturethe elements and essence of the innovation, its usability, efficacyand how it has helped in quality improvement. The document wouldbe learning tool for others to read and replicate/adapt it; (ii) to prepareand share the highlights of the programme in a national meet.Method: The strategy used for the study was to field visits of thestate, districts, mandal and schools. It also included the observationof classrooms, students’ notebooks and TLMs and SLMs used inclassrooms. The State Report on QIP-2004-05 was also taken intoaccount. Findings: (1) QIP is a programme that shows promise forsuccessful replication and adaptation by other states, within theirlocal specific context and compulsions. A major lesson that it providesis that programmatic efforts need to have a historicity and a frame ofreference to judge its model against. (2) QIP had interventions thatwere comprehensive and holistic for quality improvement from a verywide perspective. (3) The capacity building plan for educationalfunctionaries was very well-designed and based on fieldrequirements. (4) The strong monitoring system and the personalisedcommunity involvement efforts also paid rich dividends. QIP alsoaddressed the problem of multi-level and multi-grade classroomsituation through its overall approach that was multi-pronged.(5) There was meticulous planning taken up at the state level yet theinterventions were taken up by the district and sup-district levelinstitutions. This set up a very effective chain of command, withsystematic implementation mechanism generated at the state levelthat had local ownership. (6) QIP has been an intervention that willremain the scaffolding factor for all other efforts that the state willtake up henceforth. The Andhra Pradesh experience of testing aninnovative idea on a pilot basis and the upscaling it to the state levelhas been found to be immensely successful. The innovative andcreative ideas taken up by QIP are being taken forward by the CLIP.

[51] Upadhyay, G.C. (2003). A Study of Processes and Effectivenessof Linkages between ECCE and Primary Education. NCERT.New Delhi.

41January 2008

Objectives: (i) To study the measures taken so far for establishinglinkages between ECCE and primary education; (ii) to study theeffectiveness of linkage initiatives in terms of gains in enrolment,retention and learning achievement of children; (iii) to study theperceptions of parents and teachers/ anganwadi workers about thelinkage initiative and their advantages. Method: Purposive samplewas considered in the study. However, for administering achievementtest children were selected randomly. Every second child was selectedwhere there were about 30 children in a Class. All children weretaken in sample if class size was about 15 children. Tools for thestudy were drafted involving experts in the area and the same weretried out in five primary schools and five anganwadis in MehrauliBlock of Delhi. For achievement test of Class V children the testdeveloped by Prof. Jacob Ankara of Tata Institute of Social Sciences,Mumbai were administered after translating it in Hindi. Total 963children of Class V constituted the sample for achievement test.Percentage analysis was carried out with qualitative data on variousdimensions of the study. Findings: (1) Locating anganwadi in aprimary school was found very effective. (2) Admission proceduresfor Class I need attention for the importance of admission at theright age. (3) There is a felt need to maximize the use of play materialin anganwadis. (4) There was a felt need to organise school readinessactivities at the beginning of Class I. (5) Enrolment and retention ofchildren in primary classes got a boost with linkage between ECCEand primary. (6) Linkages were related to learning achievement butteachers’ teaching hours and regularity of staff and staff in positionwere found more decisive for better achievement.

[52] Sangai, Sandhya. (2004). A Study of Role of EGS and AIECentres in Universalising Elementary Education and inMainstreaming the Children to Formal Schools. NCERT.New Delhi.

Objectives: (i) To find out the extent of access and retention asprovided by EGS/ AIE centres to the out of school children belongingto various target groups; (ii) to find out the achievement levels ofenrolled children; (iii) to find out the teacher development practicesboth for pre-service and in-service teachers as provided in the EGSand AIE scheme; (iv) to find out the support available at local centresfor mainstreaming their children to formal schools/vocationalinstitutions; (v) to understand the scope and process ofmainstreaming the children to formal schools; (vi) to identify the


factors affecting mainstreaming the children of EGS/AIE centres;(vii) to study the perceptions of teachers of EGS/ AIE centres towardsvarious aspects of the scheme including its implementation; (viii) tosuggest ways and means for effective implementation of EGS andAIE Scheme. Method: Seven tools of the research for the study weredeveloped: (a) Achievement Test in Language, (b) Achievement Testin Mathematics, (c) Schedule for the Centre, (d) Questionnaire forthe Instructor, (e) Semi-structured Interview Schedule for Parents/Guardians, (f) Interview Schedule for Officials of Village EducationCommittee (VEC) and Parents Teacher Association (PTA), (g) InterviewSchedule for CRC Coordinator. The data for the study was collectedthrough two achievement tests for Class III in language andmathematics; and five questionnaire-cum-interview schedules wereadministered on the heads of the centres (total 16), instructors (20),parents (25), members of PTA/VEC (18) and cluster Resource CentreCoordinators (5). The EGS and AIE centres are predominantly runby the government with the help of people to obtain informationregarding the attitude of the educational bureaucracy towards thefunctioning of RSSSK programme in Schools. In addition, focus-groupdiscussions were organised with the community members residingaround the schools to assess their general level of awareness aboutthe functioning and impact of the Karyakram in the schools.Secondary data was obtained from a number of state records, reportsof Zilla parishad, research studies, etc. The collected data wascarefully examined and analysed manually. Findings: The majorstrengths of the programme, which led to the successfuloperationalisation, were as fallows; (1) The long and rich educationaland social tradition of the district has been an outstanding factor,which contributed a lot in motivating the society towards acceptingthe programme with open arms. (2) Higher rural female literacy rate,i.e. 53.45% had been the influential factor in the whole exercise ofenhancing the educational standards in the district. (3) Active roleof Panchayati Raj Institutions, particularly Gram Panchayats inplanning, management and monitoring of school level activities.(4) Specifically the VEO and MTA participation in a positive mannerin school activities ensured that the school delivers quality learningand at the same time compels teachers for a serious approach intheir teaching. (5) Massive financial contributions came from thelocal community across the district for school improvement such asinfrastructural facilities, procurement of computers, TLM, sportequipment, beautification of schools, maintenance of school gardens,plantation, cultural activities, improvement of school building, water

43January 2008

facility, playgrounds and toilets in school, etc. (6) Active involvementand phenomenal support extended by Mata Palak Sangh (MPS) infacilitating successful execution of the developmental activities inschools in general, and those related to the education of the needygirl child in particular. (7) Collective display of seriousness by thepolitical leaders of the area such as M.Ps, M.L.As and members ofthe elected bodies lent the necessary impetus to the programme.The support extended by them generated pressure on theadministration to overall school environment and professionaldevelopment of teachers. (8) Regular teaching developed amongchildren curiosity, interest and consciousness towards learning.(9) The weaker children benefitted a lot from the programme. Thepractices of identification of weak students, forming their groupsand assigning the task of improving their learning levels to a specificteacher and help and guidance provided at night study camps bythe community member and teachers helped them a lot in improvingtheir performance from lower to higher levels of learning.

PSYCHOLOGY OF EDUCATION

[53] Chauhan, R.S. (2004). A Study of Learning-styles of HighSchool Students in the Context of their Adjustment andExtroversion-Introversion. D. Phil., Education, H.N.B. GarhwalUniversity, Sri Nagar. Guide: Prof. R.K. Srivastava.

Objectives: (i) To know the various learning style preferences of highschool pupils; (ii) to compare the learning style preferences of maleand female pupils; (iii) to analyse the learning style preferences ofurban and rural male/female pupils; (iv) to compare the learningstyle preferences of extrovert and introvert pupils; (v) to compare thelearning style preferences of better adjusted extrovert and introvertpupils. Method: A randomly selected sample comprised 900 pupils(300 urban boys, 200 rural boys, 250 urban girls and 150 rural girls)in the age group of 14-15 years, of Class 10th studying in Governmentcolleges of Uttarkashi district, Uttaranchal. The Normative – SurveyResearch Method was adopted in carrying out this study to collectdata. The collected data was analysed using percentage analysis.Findings: (1) There appears a mild positive linkage of the subjects‘sex’ with there preferences making on various learning styles, but itcannot be stated up to a significant level. (2) A positive linkagebetween locality and degree of preferences to various learning styleis observed. (3) A positive linkage is held between the extroversion


and introversion personality type of poor adjusted pupils with theirdegree of learning style preferences.

[54] Basant, Elizabeth (2000). Parental Beliefs about Educationand Child’s Development and its Relationship with SchoolPerformance: A Cross-Cultural Study. Ph.D., Education. Universityof Calcutta, Calcutta. Guide: Dr P.K. Chakraborty.

Objectives: (i) To study the difference in academic performances ofstudents in relation to sex, intelligence, culture and in subjects ofstudy in their course; (ii) to study difference in parallel beliefs aboutchildren’s development and aims of education due to sex and culture;(iii) to identify the interrelation between academic performance,parental beliefs and cultural variations; (iv) to identify how farparental beliefs about development and aims of education can predictacademic performance in factorial design. Method: The samplecomprised of 200 students from Class VI-X and their parents, totaling400, from Calcutta. Instruments and tools used in the study wereQuestionnaire regarding beliefs about development by Johnson andMartin, Questionnaire regarding beliefs about aims of education byElizabeth Basant and P. K. Chakraborty and Cattell’s Culture-FairIntelligence Test Scale-2. Research design was quasi-experimentalwith statistical techniques Tetrachoric correlation, two-way ANNOVAand four way ANNOVA. Findings: (1) There is a difference in thetotal academic performance of the students as well as in their scoresin language, science and social science with respect to culture butnot sex, with the Indian students showing superior performance overtheir Chinese counterparts; (2) Parents’ beliefs about developmentdue to learning as well as cognitive processes are related positivelyto students’ IQ as well as to their academic performance, though nottheir beliefs about development due to maturation; (3) Parents fromthe two cultures differ widely in their beliefs about child’s development,as well as about aims of education. The study cited 46 referencesunder bibliography.

[55] Srivastava, Ashok. K. What Makes School Students Happy?An Exploratory Analysis. Psychological Studies, New Delhi. Vol.53,No.2. April 2008. pp. 164-169.

Objective: The present study attempted to explore the conception ofhappiness in the Indian context. In particular, it empiricallyexamined the perception and determinants of happiness among

45January 2008

school students coming from diverse economic-cultural settings(namely rural, urban, and metropolitan). Method: The participants(a total of 135 students studying in Classes XI and XII (both boysand girls) from Delhi (total 40), Gorakhpur city (total 60) and Gorakhpururban (total 35) were interviewed with regard to whether theyconsidered themselves happy, their description of happy life andcausal factors for happiness. Findings: Results revealed that a largemajority of students reported themselves to be happy. They felt ‘good’and ‘elated’ when they were happy. ‘Being in the company of familyand friends’, ‘successful completion of the task and studies’ werereported as some of the important sources of happiness. They alsodescribed their happiness in terms of happiness of the family,fulfillment of desires, and the company of friends. Results haveimplications for conceptualising happiness and reorienting educationto make it more meaningful.

[56] Banerjee, Debasri. (2003). Self-concept and Cognitive StyleCreation and Non-creative Students in Calcutta University. Ph.D.,Education. University of Calcutta, Calcutta. Guide: Dr P.K.Chakraborty.

Objectives: (i) The objectives of the study are to explore the nature ofrelationship between Self-concept and Creativity; (ii) also to explorethe relationship between Cognitive Style and Creativity, and betweenSelf-concept and Cognitive Style. Method: The sample was made of567 students of Class VII and VIII of secondary schools in Calcuttaunder the West Bengal Board of Secondary Education. Tools used inthis study were Test of Creative Words and Test of Creative Figuresdeveloped by Baqer Mehdi (1989) for measuring verbal and non-verbal creativity, Children’s Self-concept Scale by Ahluwalia (1986)for measuring self-concept and Group Embedded Figures Test byOltman, Raskin and Witkin (1971) to measure cognitive style. Factorialdesign was used as the research design in this study. Mean, StandardDeviation, Correlation and Discriminant Analysis were used astatistical techniques. Findings: (1) Gradewise comparison showedstudents of Class VII to be relatively higher than Class VIII students.Cognitive style and self-concept revealed no difference due to grades.(2) Observations based on intercorrelational tables revealed positiveand significant correlation between creativity and cognitive style andcreativity and self-concept. (3) The factors discriminating betweenhigh creative, moderate and low creative are fluency, both verbaland non-verbal elaboration and originality. Cognitive style did not


significantly discriminate between creativity groups. The study cited190 references under bibliography.

[57] Masomeh, Khosravi (2005). A Comparative Study ofRelationship between Self-concept and Anxiety amongAdolescence Students. Ph.D., Education, Pune University, Pune.Guide: Dr S. Tawade.

Objectives: (i) To find out the correlation between self-concept andschool anxiety among Iranian and Indian students; (ii) to comparethe levels of self-concept and school anxiety across gender andculture. Method: The study had selected survey method. Aspopulation all 8th standard students in the English medium schoolsin Pune and Varamin city in Iran were taken. The sample comprised600 Indian and the same number of Iranian students selected byrandom sampling method. Tools used in this study were Self-conceptscale – 80 items and six scales BEH, INT, ANT, PCP, PHY and HAP.For analysis ‘t’ test and ANOVA tools. Findings: (1) There was nosignificant difference between girls and boys on self-concept in Indianstudents. (2) Among Iranian students there was no significantdifference between girls and boys on self-concept. (3) Overall resulton school anxiety showed that Iranian students were higher on testanxiety and lack of confidence than the Indian students. A total of216 citations are given in the study.

[58] Singh, Kirandeep and Rathee, Kirtika. (2007). GenderDifferences and Anxiety in the Career Decision-making ofAdolescents. Journal of Teacher Education and Research,NOIDA,Vol. 2, No.2, December 2007, pp. 75-82.

Objectives: (i) The influence of sex difference and anxiety on careerdecision-making of adolescents; (ii) whether any difference existsbetween humanities and science students with regard to their career-decision making and anxiety; (iii) the influence of anxiety on careerdecision-making of adolescents; (iv) to explore the relationshipbetween career decision-making and anxiety of the adolescents.Method: The participants of this study were 200 students (100 boysand 100 girls), plus one student each from two co-educational CBSEschool of the district Sonipat in Haryana, namely Hindu Vidyapeethand Shiva Shiksha Sadan. Subjects were administered career-decision-making Inventory (CDMI, Singh 1999) and State-TraitAnxiety Inventory (STAI Speilberger et. al.1983) and Career-Decision

47January 2008

making Inventory (CDMI, Singh) Findings: The result indicates thatthe sample did not exhibit any anxiety, although girls were found tobe significantly high on trait anxiety. Significantly differencesfavouring science students were found in case of the variables ofcareer decidedness and indecision with the state and trait of anxiety.

[59] Sharma, Lata. Hemant. and Sharma, Savita.(2008). Effect ofLearning Cooperative on Interpersonal Relationship ofElementary School Students. EduTracks, Hyderabad, Vol.7, No.9,May 2008. pp.41-43.

Objectives: To find out weather the approach of Student-TeamsAchievement Division (STAD) with reward is more effective than thetraditional approach in enhancing interpersonal relationship amongelementary school students. Method: In the present study, pre-test,post-test, control group quasi-experimental design was used withpurposive sample in the form of intact sections of class VII of thesame school. The intact sections were equated on intelligence andsocio-economic status. The sample of the study comprised of 80students of class VII (40 as control group and 40 as experimentalgroup) studying in S.R.S. Senior Secondary School, Rohtak.Findings: According to the authors the study proves the greateffectiveness of STAD approach in enhancing interpersonalrelationship of teachers. As relationship become more positive therewill be corresponding increase in productivity responsibility to dothe assigned work, willingness to take on and persist in completingdifficult tasks and commitment to peers success and growth.

[60] Saravankumar, A.R. and Mohan, S. (2008). EnhancingPerceptive Skills through Attention Activation Strategies inLearning Natural Sciences, EduTracks, Hyderabad, Vol.7, No.8, April2008. pp.32-33.

Objective: (i) To identify the effect of perceptive skills in learningnatural sciences; (ii) to identify the effect of attention activation ofperceptive skills in learning natural sciences; (iii) to identify the effectof attention activation by partial effect of perceptive skills in learningnatural sciences; (iv) to identify the combined effect of the variablesattention activation and perceptive skills in learning naturalsciences; and (v) to find out the effectiveness of perceptive skills inlearning natural sciences. Method: An experimental study wasconducted on 40 Class XII science group students. In the investigation


the investigator has employed the single group pre-test treatment,post-test design as an appropriate design, since the investigation isfocused on assessing the effect of actuation activation strategies inenhancing perceptive skills in learning natural sciences. Finding:(1) There is significant mean difference between pre-progressive andpost-test on perceptive skill due to the practice of attention strategies.(2) There is a significant mean difference between pre/progressiveand post-test on perceptive skills due to the practice of attentionstrategies. (3) There is significant mean difference between pre-progressive and post-test on achievement in natural science due tothe enhancement of perceptive skills. (5) There is significantcorrelation between attention activation and perceptive skill,perceptive skills and achievement in natural sciences.

[61] Uniyal, Narayan. Prashad. Co-relation Study of Level ofAspiration and Schools Achievement in relation to Sex and Caste.Journal of Teacher Education and Research, NOIDA. Vol.2, No.2.December 2007. pp. 67-74.

Objectives: (i) To verify how far the level of aspiration determined thescholastic achievement of students; (ii) to compare the level ofaspiration of high and low achiever students in respect to gender.(male/female); (iii) to explore the level of aspiration of high and lowachiever students, in relation to caste (General/OBC/SC/ST).Method: The study was conducted to investigate the impact of levelof aspiration on the scholastic achievement of male and femalestudents, studying in Higher education institution’s under thejurisdiction of HNB Garhwal University, Srinagar (Garhwal). By usingmultistage stratified random sampling technique a sample of 514male and female, high and low achiever students, were selected from10 higher education institutions, Educational Aspiration Scaledeveloped and standardised by Saxena (1984) was used to collectinformation regarding the level of aspiration. The data were analysedby using mean, median and S.D. and “t” test technique. Findings:(1) The sex and achievement of students do have interactive effectson level of aspiration. (2) Boys and girls did not differ in theireducational aspiration. (3)The high achiever students had a higheraspiration level in comparison to their counterpart low achieverstudents. (4) High achiever students from all caste categories werefound to have significantly higher mean scores on educationalaspiration in comparison to their counterpart low achiever students.

49January 2008

SCIENCE EDUCATION

[62] Patel, Kinnary (2008). Computer Assisted Instruction inPhysics for the Students of Class XI: An Experimental Study.Ph.D., Education, V.N.S.G. University, Surat. Guide: Dr Vinobhai G.Patel.

Objectives (i) To develop Computer Assisted Instruction package ontwo units in the subject of Physics for XI science students studyingGSTB syllabus; (ii) to study the effectiveness of the CAI package interms of achievement of students of experimental group; (iii) to studythe relative effectiveness of teaching Physics in terms of two methodsof teaching Physics, i.e. conventional method of instruction and CAIpackage for students of traditional group and experimental group;(iv) to study the relative effectiveness of CAI with reference to the sexof the students of the experimental group; (v) to know the opinions ofthe students of the experimental group regarding the effectivenessof used CAI in Physics; (vi) to know the opinions of the teachers ofthe experimental group regarding the effectiveness of used CAI inPhysics. Method: Multi-staged sampling technique was used by theresearcher in this study. The pre-test post-test control group designwas employed. Two schools, one in rural and another in urban areaswas selected to conduct the experiment. The sample for the experimentconsisted 30 students each in traditional and experiment groups.Time duration was 28 days for both groups with two chapters of theClass XI Physics textbook for the experiment of study. The tools usedwere an opinionnaire for students of both groups. Opinions of theexperts and subject teachers were invited by an evaluation sheet.For the analysis and interpretation of data the statistical techniquessuch as mean, S.D., ‘t’-test and chi-square test was employed.Findings: (1) The study has resulted in the development of a CAIprogramme on ‘Motion in One and Two Dimensions’ and ‘Laws ofMotion’ for teaching Physics to the students of Class XI. (2) Thepackage was found significantly effective for the students of Class XIof both the groups. (3) Comparative effectiveness of the CAI methodand the traditional method was measured by the experiment andCAI method was found more effective in terms of achievement scores.(3) In relative effectiveness the package was equally effective inteaching boys and girls. [4] Students and teachers both revealed afavourable opinion towards CAI programme. The study cites 74references.


[63] Ahuja, Amit (2006). Effectiveness of Concept Mapping inLearning of Science, Ph.D., Education. Delhi University. New Delhi.Guide: Dr. Nirupma Jamini.

Objective: The broad objectives of the study are to study theeffectiveness of concept mapping in learning and retention of conceptsin science under problem-solving situation. Method: Three intactsections that is A, B and C of ninth standard from a governmentboys senior secondary schools were chosen as the sample of thestudy. The quasi-experimental design was supplemented withinterviews and observation of group dynamics. Findings: Conceptmapping as an instruction tool is significantly more effective thanthe conventional method in fostering concept learning and retentionin chemistry through problem-solving skills namely, logic, inductiveand deductive reasoning, analysis and analogy.

[64] Mete, Jayanta (2006). Attitude of Secondary School Studentstowards the Study of Geography and their Achievement,EduTracks, Hyderabad, Vol. 6, No. 4, December 2006. pp. 38-40.

Objectives: (i) To estimate the achievement of boys and girls studyingin urban and rural secondary schools (Class IX) in Geography; (ii) tofind out the attitude of boys and girls studying in rural and urbanschools (Class IX) towards studying Geography; (iii) to determine therelationship between the attitude of boys and girls studying in urbanand rural schools (Class IX) toward their study of Geography andtheir achievement in it. Method: Random and cluster samplingtechniques were used in this study for selection of samples. All thestudents of Class IX of four schools, two from urban and two fromrural areas were included in the sample. The sample consisted of 50boys and 54 girls of two urban schools and 52 boys and 54 girls oftwo rural schools. Thus, 210 students of Class IX, those who arestudying Geography as a compulsory subject were included in thesample and the samples are respondent on these two tools: (1) Anachievement test in Geography for Class IX on the basis of thecurriculum of West Bengal board of secondary Education, (2) A Likerttype Attitude scale to measure the attitude of the Class IX studentstowords the study of Geography. Finding: (1) The achievement of urbanand rural students in Geography differ significantly and the gain isin favour of urban students. (2) The girls studying in rural and urbansecondary schools show significantly better performance inGeography than that of boys. (3) The boys studying in urban

51January 2008

secondary schools show significantly better performance inGeography than the girls studying in rural secondary schools.(4) The boys and girls studying in urban secondary schools do notdiffer in their attitude towards the study of Geography.

SPECIAL EDUCATION

[65] Ragoonundum, Calawtee. (2006). An Evaluative Study ofDistance Education in Mauritius, Ph.D., Education, Delhi University.New Delhi. Guide: Prof. V.S. Sharma.

Objectives: (i) To review the historical development of distanceeducation in Mauritius; (ii) to evaluate the implementation of distanceeducation in Mauritius with respect to its management andmethodology adopted by concerned institutions; (iii) to study theinfrastructure of the institutions handling distance education inMauritius; (iv) to study the educational aspects of distance educationin Mauritius; (v) the examine the social impact of distance educationin Mauritius; (vi) to suggest measures for an effective implementationof distance education in Mauritius. Method: The researcher used acombination of case study method and descriptive survey method,and the sample of institutions included: (1) University of Mauritius(UoM) (2) Mauritius College of the Air (MCA), (3) Mahatma GandhiInstitute (MGI),(4) Mauritius Institute of Education (MIE). Theresearcher selected government funded distance educationinstitutions because they are the most recognised institutions inthe country. Findings: (1) The finding revealed that the need wasfelt in 1980 to cope up with the crisis of under development createddue to various reasons. Distance education become popular and wasadopted by a majority of population. (2) The findings of the studyrevealed that distance education institution of Mauritius run coursesoffered by their own institution as well as those offers by foreignuniversities (Brighten University, UK, etc.) This means that UOM,MGI, MCI, and MIE have multiple affiliations. (3) The findings revealedthat 80% students felt that university provided adequate physicalamenities and learning environment. (4) The findings revealed that90% students are new to the system and were not familiar to theself-instructional material. (5) Findings revealed that 55% studentswho did the course through distance education achieved financialgains and social status.


[66] Satyanaryana, Rampalli. (2003). Perceptions of AcademicCounsellors and Learners on Academic Counselling: IGNOUExperiences. Journal of Distance Education, New Delhi, Vol.10, No.1,2003. pp.130-143.

Objectives: (i) To identify the background of the learner and counsellorwith special reference to distance learning; (ii) to understand therelevance of concept in practice of counselling; (iii) to identify thecultural gaps in teaching-learning process in the distance modethrough counseling; (iv) explore the viable, feasible suggestions tomodify theory, practice and praxis of distance education. Method:This paper relies mainly on 12 odd years of experience at thetransactional level by this author. This has further been expandedthrough a study among learners’ counselors. Although the studieswere conducted with the main objective of ascertaining the level ofstudent support services, inputs from these sources have been pooledto arrive at conclusions/ suggestions formed in this paper. Findings:(1) Majority of the counsellors expressed that the face-to-face teachingis relevant in the counselling session. (2) From learners point of viewmajority of the learners feel that the DE is the best alternative andbecoming aware to the concepts of distance education.(3) The studyalso explain that independent learning has to be guided by a formedteacher and institutional support.(4) The study also felt the need ofcloser scouting of practices in the DE and of training for desiredperspective to practice distance education.(5) The orientation sessionhave theory followed by demonstration, where an ideal academiccounselling videotape or a mock counselling is used.

[67] Soni, R.B.L. (2008). Special Provisions for Education of SCChildren under SSA. NCERT. New Delhi.

Objectives: (i) To study the status of implementation of variousprovisions for education of SC children under SSA in Punjab state;(ii) to study the participation of SC families in school activities; (iii) tostudy various educational provisions for SC girls, including thoseout of school; (iv) to find out if the funds allocated for this purposeare being utilized optimally; (v) to suggest steps for effectiveimplementation of various provisions for education of SC children.Method: Normative survey design was used in the study. Four toolswere developed for the study. These were: The Interview Schedulefor SSA Functionaries; The Interview Schedule for Headmasters/Teachers; The Interview Schedule for SC Students and the Interview

53January 2008

Schedule for SC Parents. The districts were selected throughpurposive sampling. However, the schools, teachers, SC students,and SC parents were selected randomly. Findings: (1) Free textbooksare provided by the state government to SC students at primary andupper primary stages, but the workbook is provided by the SSA.(2) The teachers informed that textbooks are not supplied on time tothe students. (3) The state governments do not provide free uniformto students, including the SC students; however, few SC childrenhave received uniform from some other donors. (4) SC girls at primarystage (up to Class V) receive the scholarship amount Rs. 50 per month,but SC boys do not receive scholarship at primary stage. However,the scholarship amounts of Rs. 40 to SC girls and Rs. 30 to SC boysper month are given at upper primary stages (from Classes VI toVIII). (5) In the many cases, SC children did not receive full amountof scholarship and they received the amount ranging from Rs. 90 toRs. 500 for ten months due to administrative lapses. (6) The stategovernment had sanctioned Rs.15,00,000 under the scheme ofinnovative activities and Rs. 5,00,000 under vocational educationfor purchase of bicycles for girls. Fifty per cent of the purchasedbicycles were provided to SC girls and fifty per cent to general girlsat upper primary stage to motivate them for education. The criteriafor distribution of bicycles were the distance of the school from homeand the examination results of a candidate. (7) Although SSAfunctionaries and headmasters/teachers claimed that they organisedspecial coaching classes for all weak students in the month ofNovember, December and January, no such classes were found inLudhiana and Amritsar in the month of November 2007. (8) SCparents participate in various school activities, such asdevelopment/maintenance of school, supervisions of mid-day meal,distribution of textbooks and scholarship. (9) Separate budget is notallocated to the schools. (10) SC students participate along with otherstudents in different activities including games, drawing, singingand writing competitions.

[68] Dutt, Gargi (2001). Social Acceptance and ProblemsAssociated with Mental Retardation. Minor project, B.J.R. College,Jadavpur. Mimeograph, UGC, New Delhi.

Objectives: (i) To study how social support helps mentally retardedchildren to better adjust in life; (ii) to study parental love as animportant determinant of achieving social adaptability by mentallyretarded children; (iii) to study parental aggression as an important


determinant of poor academic performance by mentally retardedchildren. Method: Research design was in survey form. A purposivesample comprised fifty mild mentally retarded pre-adolescentchildren collected from different special schools in and aroundCalcutta. Information schedule developed by the researcher, reportcards from teachers of the institutions, Inventory of father’s loveand father’s aggression and that of mother’s love and mother’saggression were used as tools. The collected data was analysed usingMean, Standard Deviation and t-test. Findings: (1) It showed thatthere is marked difference in the level of achievement or performanceamongst the mild mentally retarded pre-adolescent individuals iflots of parental love and affection are given to them. (2) There wouldbe a decline in the performance level of the same individuals ifparental aggression is shown to them. (3) Early intervention is neededfor such children as mentally retarded are those whose normalintellectual growth is arrested before birth. The study cited 30references under bibliography.

[69] Soni R.B.L. (2004). Intervention for Education of Childrenwith Disabilities under SSA – A Status Study. NCERT. New Delhi.

Objectives: (i) To study education and other facilities being providedto children with disabilities; (ii) to find out the availability of specialaids and appliances for the education with different categories ofdisabled children; (iii) to find out the availability of reading materialin accordance with the needs of the disabled; (iv) to study classroomstrategies in inclusive classrooms; (v) to find out the availability ofspecial teachers; (vi) to find out teachers training/sensitisation indealing with children with disabilities; (vii) to verify removal ofarchitectural barriers in school buildings; (viii) to find out how thesanctioned amount Rs.1200 per disabled child under SSA is beingutilized; (ix) to find out if every child with disability, irrespective ofthe category and degree of disability, has been covered under SSA.Method: The normative survey design was used in the study. Thetools used in the study included: 1. The interview schedule for thestate/district/BRC/CRC functionaries. 2. The interview schedulefor the headmasters/teachers. 3. The observation schedule. Thepurposive sampling was used to select the district, schools, andrespondents from these states, i.e. Himanchal Pradesh, MadhyaPradesh, Meghalaya and Mizoram. Findings: (1) The facilities foreducation of children with disabilities are in the initial stage in HPand MP and non-existent in Meghalya and Mizoram. (2) Aids and

55January 2008

appliance for education of different categories of disabled childrenwere not found in the schools. Only two schools each in HP, MP andMizoram had some appliances for the disabled. (3) Reading materialsfor visually handicapped children were not available in schools ofthe four states. (4) In all the four states, the teaching-learningstrategies being used in the classroom did not meet the specific needsof different categories of disabled children due to inadequate trainingof teachers in the areas of inclusive education. Further, teachersneed intensive training for attitude change for successfulimplementation of inclusive education. (5) No special teachers tohelp children with disabilities were appointed in any of the states.(6) In all the four states some general teachers have been givenorientation in the area of the inclusive education, but they needmore training in this area. (7) No steps have been taken for removalof architectural barriers in the states where this study wasconducted. (8) The grant of Rs.1200.00 per disabled child is notreaching the beneficiaries, although the authorities claimed so. Theexpenditure shown against purchase of aids and appliances andteacher training should have the separate budget.

[70] Kaushik, Seema. (2006). A Study on the Effect of ConditioningProgramme on Selected Morphological and Static BalanceRelated Variables. Ph.D., Education. Delhi University. New Delhi.Guide: Dr U.S. Sharma and Dr. Dhananjoy Shaw.

Objectives: (i) The present study makes an attempt to evolve aconditioning programme for male and female students of Universityof Delhi; (ii) the research also aims at studying the effect of developedconditioning programme on selected morphological and staticbalance related variables as these factors are directly related to betterhuman life (in terms of good posture and balance) as well as sportsperformance. Method: The study was delimited to one hundred sixtyeight (including 90 male and 78 female) students in the age group of17 to 25 years from different colleges of University of Delhi. Theconditioning programme was delimited to the duration of four andhalf months with three meso-cycles. Findings: The findings of thestudy featured various factors such as the development ofconditioning programme, description of selected morphological andstatic balance related variables of male and female students ofuniversity of Delhi and the effect of developed conditioning programme(exercise schedules) on selected morphological and static balancerelated variables.


[71] Soni, R.B.L. (2007). Flexi Schools in Bangalore City: A CaseStudy. NCERT. New Delhi.

Objectives: (i) To study the rationale for establishing Flexi schools inBangalore; (ii) to study the functioning of Flexi schools after theirestablishment; (iii) to study the perceptions of parents and childrenabout functioning of Flexi schools; (iv) to study the perceptions ofofficials and NGOs about functioning of Flexi schools; (v) to studyclassroom processes including strategies being used in Flexi schools;(vi) to make appropriate recommendations based on the functioningof Flexi schools. Methods: The case study method was used to collectrequired information. The tools developed for the study were: aninterview schedule for officials; an interview schedule for headmaster/teachers; the interview schedule for parents; and an observationschedule. The sample for the study was selected using purposivesampling. However, children were selected randomly. The sampleincluded: SSA Programme Coordinator, SSA Assistant ProgrammeCoordinator, Head Teachers of the Flexi schools, children, parents,workshop owner and NGO officials. Findings: (1) The Flexi schoolswere established in 2004 under the AIE scheme of SSA to provideeducation to working children below 14 years of age in Bangalorecity in fulfillment of the objective of universal elementary education.These schools succeeded in mainstreaming 700 children into regularschools. (2) Flexi schools use the same curriculum and the sametextbooks prescribed by the Karnataka State government for regularschools. (3) Montessori teaching-learning methods are used in theclassrooms of the Flexi schools to allow each individual child to learnat his own pace. (4) Working children could attend the classes inFlexi schools according to their convenience between 8:00 a.m. to8:00 p.m. and they could take the examinations as and when theyare ready for it. (5) The teachers of Flexi schools were drawn from theexcess teachers of government aided schools. They possess the samequalification and receive the same salary prescribed by the stategovernment. However, they are concerned about their jobs afterclosure of the Flexi schools. (6) After implementation of the ChildLabour Act, 2006 banning employment of children below 14 years ofage, continuation of the Flexi schools in the same form may not bepossible. (7) The SSA officials acknowledged that Flexi schools haverendered a valuable service to working children, but these schoolscannot exist in the same form in the light of Child Labour Act, 2006.Nevertheless, working children, their parents and teachers wereagainst the closure of Flexi schools.

57January 2008

[72] Soni, R.B.L. (2003). Perception of Parents, Teachers andStudents about Education of Disabled Children. NCERT. New Delhi.

Objectives: (i) To study perceptions of disabled boys and girls abouttheir education in Devas (DPEP District) and Ujjain (non-DPEPDistrict); (ii) to compare disabled students perceptions about theireducation in Devas (DPEP) and Ujjain (non-DPEP) Districts; (iii) tostudy perceptions of males and females in the parent group abouteducation of disabled children in Devas and Ujjain District; (iv) tocompare perceptions of parents about education of disabled childrenin Devas and Ujjain Districts; (v) to find out the perceptions of malesand females in the teacher/administrator group about education ofdisabled children in Devas and Ujjain District; (vi) to compare theperceptions of Teachers/administrators about education of disabledchildren in Devas and Ujjain District. Method: Survey design wasused for the study. The tools were: (a) The interview schedule fordisabled students. (b) The interview schedule for the parents of thedisabled children. (c) The interview schedule for teachers/administrators. (d) The observation schedule. Purposive samplingwas used in the selection of district, disabled students and teachers/administrators. District wise samples were – in Devas (DPEP) 19 maleand 16 female disabled students, 29 male and 8 female parents and17 male and 12 female teachers/administrators and in Ujjain (non-DPEP) 21 male and 14 female disabled students, 25 male and 12female parents and 16 male and 13 female teachers/administratorsparticipants respectively. Findings: (1) There was no significantdifference between the perceptions of male and female respondentsin all three groups and there was no significant difference betweenDevas and Ujjain districts either. (2) Special facilities for disabledchildren were non-existent in schools of both the districts. (3) Allthree groups (parents, disabled students and teachers/administrators) were not aware of the provisions for facilities fordisabled children under SSA. (4) Village Education Committees inboth the districts have not taken any step for the education of disabledstudents. (5) There is an urgent need of organising awarenessprogrammes for the community to promote education of disabledchildren.

TEACHER EDUCATION

[73] Soni, R.B.L. (2007). Perceptions of Scheduled Caste Teacherstowards In-service Training Programmes and its Relationshipwith Classroom Processes at Primary Stage. NCERT. New Delhi.


Objectives: (i) To study the perception of SC teachers towards in-service training programme being provided in MP and Rajasthan;(ii) to find out its relationship with classroom processes at primarystage; (iii) to suggest steps to ensure quality education to the learner.Method: Normative survey design was used for the study. The toolsdeveloped for data collection were: an. interview schedule for teachersand the observation schedule. Purposive sampling was used in theselection of districts, schools and teachers. The sample of two stateshave been selected from two districts (Pali and Nagaur districts inRajasthan, and Bhopal and Ujjain districts in MP) in each state.Findings: (1) Classroom furniture or tat-patti for seating the studentswas not found in 75.86% of the schools of Rajasthan. (2) Three-dimensional models were not available in 76.19% of the sampleschools of MP and in 48.28% sample schools of Rajasthan. (3) Thecassette recorders and audio-cassettes were not available in 40.48%schools of MP and in 86.20% schools of Rajasthan. (4) Audio-visualteaching-learning materials were not found in 83.33% schools of MPand in 86.20% schools of Rajasthan. (5) Computers were not availablein 95.24% schools of MP and in 82.75% schools of Rajasthan.(6) Separate toilets for boys and girls were not made in 47.14% schoolsof MP and in 48.28% schools of Rajasthan. (7) Drinking water wasnot available in 38.09% schools of MP and in 24.14% schools ofRajasthan. (8) Electricity connections were not found in 80.95%schools of MP and in 58.62% schools of Rajasthan. (9) The majorityof SC teachers in MP felt that the in-service training programmecontributed partially to the improvement of their skills, whereas theSC teachers in Rajasthan expressed diverse opinion. In Pali district,69.23% teachers said that they were partially benefitted from thein-service training. While 76.47% teachers in Nagaur districtmaintained that they were fully benefited from the training.(10) Approximately 75% of the SC teachers in both the states did notknow about the teaching-learning strategies except question-answermethod and play-way method. (11) The SC teachers of MP andRajasthan could not explain the striking features of in-servicetraining programmes. (12) Teachers in both the states were of theopinion that the experts should be invited to deliver the contentsduring the in-service training.

[74] Dorai, M. Thambi. and Muthuchamy, I. Impact of TeachingPractice Programme upon the Self-concept of B.Ed. Students.Journal of Educational Research and Extension. Coimbatore. Vol.45,No.3. July-September 2008. pp.1-10.

59January 2008

Objectives: (i) To develop values, attitudes and awareness consistentwith sustainable development in education; (ii) to develop knowledgeand skills in teaching practice of B.Ed. trainees; (iii) to appreciatethe commonality of needs, rights, values and psychology that bindthe B.Ed. trainee with teaching practice programme; (iv) to increasethe self-concept of the teachers; (v) to link the personality developmentto educational reforms. Method: In the present study, explorativeresearch method was employed. The investigator used the MohsinSelf-concept Inventory questionnaire. The tool was administered tothe sample selected before and after the teaching practice periodand collected data from the respondent. The group sampling wasused for this study. A total of 200 women B.Ed. students were selectedfrom 3 self-financing B.Ed. colleges for women in Tiruchendod andNamakkal districts of Tamilnadu. Findings: The findings from thisresearch reveal that the level of self-concept of women B.Ed. traineesincreases significantly after the teaching practice programmecompared to the self-concept level of pre-teaching programme.

[75] Singh, Gurmit. (2007). Job Satisfaction of Teacher ofEducators in Relation to their Attitude towards Teaching. Journalof All India Association of Educational Research, Vol. 19, No. 3&4, Sep.-Dec. 2007, pp.34-37.

Objectives: (i) to compare the job satisfaction of teacher educatorswith their attitude toward teaching; (ii) to compare the job satisfactionof male teacher educators with their attitude towards teaching;(iii) to compare the job satisfaction of female teacher educator withtheir attitude toward teaching. Method: The study was descriptivetype. The sample comprised of 250 teacher educators with 100 maleand 150 female educators. Teacher educators from 20 collages ofeducation affiliated to Punjab University, Chandigrah, Guru NanakDev University Amritsar and Punjab University Patiala. The studyused these the tools (i) Job Satisfaction Scale (JSS) by Amar singhand T.R. Sharma (1999) revised version. (ii) Teacher AttitudeInventory by S.P. Ahluwalia (1998) revised version. Findings: Thejob satisfactions of teacher educators was positively but notsignificantly related to their attitude towards teaching. The job-satisfaction of male and female teacher educators was also positivelybut not significantly related to their attitude towards teaching.


[76] Behari, Alka. R. (2008). Envisioning Teacher EducationProgramme from the Perspective of Beginning Teachers.EduTracks, Hyderabad, Vol.7, No.2, April 2008, pp. 97-104.

Objective: The broad aim of the study was to find out the concernsand the problems faced by beginning teachers and the extent towhich the teacher education programme undergone by them enablesthem to tackle their problems. Method: A follow-up of studentteachers, who had undergone the teacher education programme,was undertaken into schools where they joined as beginning teachers.The total population of B.Ed. students of the batch who were enrolledat the Central Institute of Education (CIE), University of Delhi madethe sample who has not yet joined teaching. Thus, the sample ofbeginning teachers that could be traced was 100 out of the totalpopulation of 187 students teachers. Findings: On analysis thefinding revealed that the teacher education programme does notadequately prepare the beginning teachers to tackle the problemsthey face.

[77] Ramnatham, Susmita. (2004). Science Teaching in Classroomsand its Implications for the Teacher Education Programme. Ph.D.,Education. Delhi University. New Delhi. Guide: Prof. Najma Siddiqiand Prof. Bharati Baveja.

Objectives: (i) To explore how science is taught in a cross-section ofschools in Delhi, (ii) to analyse various aspects of science teachingobserved; (iii) to investigate the relationship between views of theteachers and their modes of transaction of science in the classroom;(iv) to study various dimensions of the science education programmesin schools. Method: A combination of qualitative and quantitativeresearch methods has been used by the researcher to draw the mainconclusions and recommendations coming out of the study. Thesample comprised 62 science teachers drawn from three categoriesof schools. Accordingly the schools were classified into low fee,medium fee and high fee schools. The data from over 500 scienceclassrooms at the upper primary level across 20 schools (which weredivided into three categories) were collected. Findings: The datahighlighted certain critical aspects of science teaching, which includethe portrayal of science in the classroom, the method used to teachscience, the development of scientific concepts, the interrelation ofscience with the life of a child and the inaccuracies in the teacher’sknowledge base.

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TEACHER EVALUATION

[78] Khan, Neelofar (2008). Impact of Creative Talent on thePerformance of Teachers Trainees of Distance Mode. IndianJournal of Open Learning, New Delhi. Vol.17, No.1, January 2008. pp.95-100.

Objectives: (i) The main objective of the study was to find out theimpact of training on the creativity of the teacher trainees beingtrained through the distance mode; (ii) the other objective of thestudy was to analyse the differences in the achievement motivationamong high, moderate and low creative groups of B.Ed. teachertrainees of the distance mode. Method: The survey method wasadopted to ascertain about the degree of creativity in the form offluency, flexibility and originality being possessed by the teachertrainees and as such to know the impact of total creative ability onthe N-achievement of the trainees being trained through the distancemode. The sample consisted of randomly selected 150 teacher traineesenrolled with the Centre of Distance Education (CDE), University ofKashmir. Findings: (1) The results gathered here show that thecreative teacher tries to perform well in relation to a standard ofexcellence or in comparison with others who are competitors andtheir achievement also suggest a high level curiosity. (2) The resultsalso reveal that the teacher with strong need for achievement wantsto be successful at some challenging task, only for the sake of doingwell.

[79] Anistha, K.S. (2008). Evaluation of Transfer of Teaching Skillsfrom Teacher Education Centre to School Campus. Journal ofEducational Research and Extension. Coimbatore. Vol.45, No.3. July-September 2008. pp. 11-24.

Objectives: (i) To examine to what extent the basic teaching skillsare demonstrated in the actual teaching situation; (ii) to find out theextent of the transfer of teaching skills developed during the trainingto the actual classroom situation; (iii) to compare the difference inthe transfer of teaching skill of beginning teachers and theperformance as the student teachers. Method: The data were takenfrom two sources: teacher education centres and schools. They weregathered by employing survey method, Observation was the techniqueadopted to assess the teaching skills of the beginning teachers. Thesample of the study constituted the beginning teachers who took


B.Ed. degree from Kerala University not before 5 years for the teachingskills observation schedule. There were 140 beginning teachers.Findings: (1) The beginning teachers do not demonstrate the basicteaching skills to the maximum extent in the actual classroomsituation. (2) A low transfer of the teaching skills developed duringthe training period to the actual classroom situation was observed.

[80] Tiwari, S. K. and Cheddars, M.K. and Bhowmick, A. (2008).Effectiveness of the Orientation Programmes, EduTracks,Hyderabad, Vol.7, No.8, April 2008. pp. 36-38.

Objectives: (i) To study various facilities in Academic Staff Colleges(ASC) (ii) to identify problems adversely affecting the quality oforientation programmes; (iii) to assess the participants perceptionsabout the academic value (course lectures and resource persons) ofthe course; (iv) to suggest some innovative measures for improvementof the orientation programme; (v) to study if the programme purposeis served; (vi) to study the participants perception regardingvoluntary/compulsory participation; and (vii) to study the suitabilityof the course. Method: The present study covers the participants ofthe orientation courses (40th to 44th) in 2005-2006 and 2006-2007at the Academic Staff College, BHU, Varanasi. The total number ofparticipants was 208, which constitutes the population of the presentstudy. The participants were from 14 different states. Findings:Through this investigation the investigator found that most of theparticipants are satisfied with the existing infrastructure and qualityof the programmes.

[81] Saheel, Khan and Srivastva, Bina. (2008). Teacher- burnoutin relation to Mental Health. EduTracks, Hyderabad, Vol.7, No.9,May 2008, pp.31-33.

Objective: The purpose of this study is to know the impact of mentalhealth on the level of burnout of the teachers teaching at differenteducation levels. Method: In order to achieve the objectives of thepresent investigation, the survey method was adopted. The samplefor this study comprised 640 school and college teachers of fourdistricts of the eastren Uttar Pradesh namely–Azamgarh, Gazipur,Mau and Varansi. They were drawn through random samplingtechnique. Findings: After the investigation it was found thatteachers with low mental health are more prone to burnout than theteachers of average and high mental health. Teachers with poor

63January 2008

mental health are likely to be less sympathetic towards others. Theseteachers will not guide, motivate and inspire the students. Theseteachers must be identified and given proper treatment andsuggestion.

[82] Agharuwhe, A. Afire and Nkechi, M. Vgborugbo. (2008). AnExamination of Gender’s Influence on Teacher’s Productivity inSecondary Schools. Journal of Social Sciences, Delhi, Vol.17, No.3,November 2008. pp.185-191.

Objective: The main purpose of the study was to determine whetherthe productivity of teachers in secondary schools is influenced bygender. The study also determined the influence of school location,teacher’s age, academic achievement and experience on theproductivity of female and male teachers in secondary schools,Method: The study was a descriptive survey that employed an ex-post facto design. The study involved 979 teachers made up of 460male and 519 females. Findings: From the result of the study it wasconclude that gender has some influence on the productivity ofsecondary school teachers. Besides, the location of work affects femaleteacher’s productivity. Male teachers are more productive in the firstfive years of the service while female teachers are most productivebetween 6 and 15 years of service after acquiring some experienceon the job.

VALUE EDUCATION

[83] Anilkumar, P.M. and Ayishabi, T. (2008). Students’ Awarenessof Values in the Content of Secondary Level English. EduTracks,Hyderabad, Vol.7, No.8, April 2008, pp.30-31.

Objective: To critically analyse the level of students’ awareness ofthe values inherent in the content of the secondary school Englishcurriculum. Method: The subjects selected for the present studywere 1,864 secondary school students of English. Among them 536were students of Class VIII, 965 were Class IX and 363 were Class X.They were drawn by simple random technique from Kannur andKasaragod districts of Kerala. The majority being from the farminghousehold background. The study was carried out by using the surveymethod on the sample. Finding: (1) The content of secondary schoolsEnglish curriculum is a rich source of values containing all the valuesprescribed for the age group of students. (2) The secondary school


English students’ awareness of values in the course content was36%. The boys were not significantly different from girls as far astheir awareness of values in the content of secondary school Englishcurriculum is concerned.

[84] Dull, Indrawn and Suman. (2007). Values of the SchoolStudents’ in Relation to Gender and Socio-economic Status.EduTracks, Hyderabad, Vol.6, No.12, August 2007, pp.36-39.

Objectives: The following objectives were set fourth in the presentstudy: (1) to compare the values of male and female adolescents;(2) to compare the values of male adolescents belonging to high andlow SES; (3) to compare the values of female adolescents belongingto high and low SES. Method: For this purpose a random sample of200 adolescents (male and female) studying in Class X in Govt. BoysSenior Secondary School, Sampla, Rohtak and Apex Public School,Rohtak was selected. They were administered the measures ofpersonal values questionnaire by Sherry and Verma, socio-economicstatus scale questionnaire by Jalota, Kapoor and Singh. “t” test wasapplied to study the significance of difference between means.Findings: After the investigation, it was found that male studentsgive highest value to power and lowest less to family prestige values,whereas girls accord highest value to economic indicators but lowestto hedonistic values. High socio-economic status group male studentshave highest power value and lowest religious value, whereas femalestudents have highest aesthetic value and lowest hedonistic value.The male and female students belonging to low socio-economic statusgive highest value to knowledge and economic value and less to familyprestige and religious value respectively.

WOMEN EDUCATION

[85] Paul, Adam. P. (2008). Awareness of Legal Rights amongWoman Teachers. EduTracks, Hyderabad, Vol.7, No.9, May 2008,pp.38-40.

Objectives: (i) To identify the awareness of woman teachers regardingwoman’s legal rights; (ii) to study the awareness of the womanteachers regarding the legal rights related to discrimination, violence,atrocities and domestic violence, complaints against husbands,dowry, divorce, right to property, legal marriage age, equal wages,employers/employee problems, suicide, protection of woman under

65January 2008

constitution; (iii) to study the relation between variables of religion,caste, family, marital status and educational qualifications of womenteachers and their degree of awareness of legal rights. Method: Thesample of the study is women teachers; simple random samplingtechnique was used to select the sample. Teachers working inHyderabad and Rangareddy districts of Andhra Pradesh wereidentified as population of the study. 162 teachers were selected forthe study and normative study method was applied. Findings:(1) on the basis of findings it is noticed that only a negligible proportionof the sample exhibited high legal awareness. Not even 12% of thesample exhibited high legal awareness. (2) Nearly one fourth of thesample has knowledge about the special provisions under theconstitution and the special protection provided to the woman inconstitution. (3) Women teachers have shown high awareness of legalrights with respect to the dimensions like divorce, suicide anddiscrimination. Nearly half of them are aware of the legal aspectsrelated to divorce, suicide and discrimination. (4) Their knowledgeabout legal rights related to complaining against husbands atrocitiesand domestic violence is average. With respect to the knowledge aboutlegal rights in relation to violence towards women and dowry relatedharassment they possess average awareness.

[86] Banerjee, Ranjana (2004). A Study of Gender-bias in theBengali Textbooks of West Bengal Board of Secondary Education–Class IX and X. Ph.D., Education. University of Calcutta, Calcutta.Guide: Dr Mita Banerjee.

Objectives: (i) To find out the difference between the attitude of boysand girls towards women related issues; (ii) to analyse the differencesin attitude of male and female teachers towards women related issues;(iii) to suggest ways of removing sex-role stereotyping and genderbias from school textbooks. Method: The sample comprised of 100students, half boys and the rest half girls from Class IX and X, andsimilar number of male and female teachers from secondary schoolsof Calcutta. Instruments and tools used in the study were AttitudeScale, Questionnaire and Content Analysis of the textbooks. Researchdesign was survey method with explorative descriptive design.Statistical techniques were mean, Standard Deviation, Chi SquareTests and Graphical representations to study the correlations of thetext with the questionnaire data. Findings: (1) The study andperception developed in the students from the textbooks regardingwomen’s status in society indicates the bias attitude in them.


(2) The response of teachers indicate nurturing of more negativethan positive values towards women. (3) A correlation betweeninstructional material and structured questionnaire establishes thepresence of bias towards women. The study cited 101 referencesunder bibliography.

[87] Chakrabarti, P. K. and Banerjee, Debasri. (2005). A Study ofGender Difference in Self-concept among School Students inKolkata. The Primary Teacher, New Delhi, Vol. 30, No. 1-2, Januaryand April 2005. pp. 85-90.

Objectives: (i) The objective of the study was to assess whether girlsand boys differed in their self-concept and if they did, who had ahigher self-concept; (ii) whether there was any difference betweenboys and girls in the dimensions of self-concept like behaviour,intellectual and school status, physical appearance and attributes,anxiety, popularity, happiness and satisfaction. Method: The studywas confined to 567 students comprising of 300 boys and 267 girls ofClasses VII and VIII in the age group of 12 to 14 of the12 Englishmedium schools of Kolkata, and they were assessed by theadministering tools prepared for them. The tools were: (a) Informationschedule, (b) Children’s self-concept scale (SCS) by Ahulwalia (1986)for measuring self-concept. Findings: (1) Boy and girls do differsignificantly in their total self-concept score. Boys have a higherself-concept than girls. This may be the result of the gender biasthat exists in our society where boys are often given a more positivefeedback on their acts than girls, thus raising their self-concept.(2) There is a significant difference in the self-concept of behaviour,intellectual and school status, physical appearance and attributes,anxiety and happiness, satisfaction among boys and girls. However,there is no significant difference noted regarding their concept ofpopularity. Though boys showed a higher score in behaviour,intellectual and school status. In physical appearance and attributesand anxiety girls showed that they were more happy and satisfiedthan boys.

[88] Samangala, V. and Vshadevi, V.K. (2008). Woman Teacher’sAttitude towards Teaching Profession and Success in Teaching.Indian Journal of Teacher Education, New Delhi, Vol.1, No.1. June2008. pp. 20-24.

Objectives: The objectives of the study were: (i) To estimate thepercentage of secondary school woman teachers with high, average

67January 2008

and low attitude towards teaching profession; (ii) to test whetherattitude towards teaching profession can significantly differentiatebetween successful and less successful secondary school womenteachers; (iii) to test whether there is any significant relationshipbetween attitude towards teaching profession and success in teachingprofession among secondary school women teachers. Method: Datafor the study was collected by means of a sample consisting of threehundred (300) secondary school women teachers belonging to 10districts of Kerala State drawn by proportionate stratified samplingtechnique. The tools used were scale of attitude towards teachingprofession (Poozhikath 1989) and teaching success rating scale(Mathai 1991). Findings: (1) Attitude towards teaching profession isa variable that affects success in teaching. (2) Successful andless successful women teachers differ significantly in the meanscores of attitude towards teaching profession. (3) Attitude towardsteaching profession is significantly related with success in the workof teaching.

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