Suchergebnisse

Education is a nation building task and the process of education is largely lies in the hands of teacher. In the formal education system, infrastructure, finance and community support was provided by Government and stakeholders of education. But the process of molding the future citizens of India depends upon the quality of teacher. Effective teaching is a par excellence attribute of quality education. An effective teacher may be understood as one who helps in the development of basic skills, understanding, proper work habits, desirable attitude and value judgment. Teacher effectiveness concerns with these outcomes and the objectives of education. This study has the focus on the gap between the teacher effectiveness and quality education at secondary level. A sample of 300 higher secondary teachers from Vellore district has been selected for this study. Teacher Effectiveness Scale by Umme Dixit (1993).It is a five point scale and the reliability value of the tool was found as 0.89, and the validity was found to be 0.94. The data were analyzed for (i) gender (ii) type of management (iii) nature of school (iv) location of school and (v) marital status. The findings are the teacher effectiveness of higher secondary teacher's shows that there is no significant difference with respect to the gender, type of management, nature of school, location of school and marital status.

Given the prominence of cognitive and affective factors in teacher effectiveness, this study intends to look at the issue from a different perspective and examine the roles of contextualization and emotionalization in teacher success. In so doing, 305 English as a Foreign Language (EFL) learners rated their English teachers to determine the extent to which they contextualize and emotionalize their instructions. During the first phase of the study, a pair of scales were constructed and substantiated via Confirmatory Factor Analysis (CFA) to serve the abovementioned purpose. As for the second phase, Structural Equation Modeling (SEM) was utilized to shed light on any probable relationships among the independent variables and teacher success. The results indicated that, teachers who contextualize and emotionalize their instructional practices, enjoy an enhanced level of success. Moreover, it was revealed that, in the close competition between contextualization and emotionalization, contextualization was identified as a slightly better predictor of teacher success. Building upon the rather strong links between the sub-construct of contextualization and emotionalization, it was further inferred that, mutual juxtaposition of the two concepts contribute to teacher success. In the end, the results were discussed in the realm of English language education.

ARE STUDENTS EVALUATIONS OF THIER COURSES AND INSTRUCTORS SIGNIFICANTLY BIASED BY FACTORS EXTERNAL TO THE QUALITY OF THIER ACTUAL CLASSROOM EXPERIENCE? THE EVIDENCE FROM THIS QUASI-EXPERIMENTAL PATH ANALYTIC ST OF 400 INTRODUCTORY AMERICAN GOVERNMENT STUDENTS IS STRONGLY IN THE AFFIRMATIVE. A RELATIVELY SMALL NUMBER OF BACKGROUND CHARACTERISTICS, F IMPRESSION, AND OTHER FACTORS EXTERNAL TO LATER INTRA-COUR INSTRUCTIONAL EVENTS ACCOUNTED FOR OVER HALF OF THE VARIANCE IN OVERALL LIKING FO COURSES. STUDENT EVALUATIONS ARE CLEARLY NOT APPROPRIATE FOR MAKING ANY SORT OF DETAILED OR DEFINITIVE JUDGEMENTS ABOUT THE QUALITY OF CLASSROOM EXPERIENCES, THOUGH THEY MIGHT WELL SERVE AS USEFUL SIGNALS FOR CALLING ATTENTION TO PERSISTENT AND/OR SUBSTANTIAL DEVIATIONS FROM DEPARTMENTAL NORMS.

In this study the effectiveness of deaf and hearing teachers of deaf students was compared using both an observational instrument and student ratings. The results of the study indicate that based on hearing status there is no difference in teaching effectiveness when measured on an observational instrument. Student ratings indicated that deaf teachers were better than their hearing colleagues. These results represent an initial effort in this area of study. The results are contrasted against two trends in the area of deaf education. The first trend is the failure rate of deaf teaching candidates on teacher examinations. The second trend is the difference in the deaf teacher hire rate of day and residential programs.

An integrated fiduciary assessment has been carried out to evaluate the arrangementsrelevant to the Bihar Teachers Education Program to determine whether they provide reasonableassurance that the Program funds will be used for their intended purpose. Based on theassessment and agreement on actions required to strengthen the system, which are reflected inthe DLIs and PAP the overall fiduciary framework for program are considered adequate tosupport program management and to reach the desired results. Similar to other states in India, the GoB has a well-developed budgetary framework that ensures allocation of adequate resources to departments and programs. GoB has not faced significant fund constraint and there is sufficient predictability in availability of resources, albeit fund releases tend to be significantly higher in the last quarter of the financial year; As per standard practice and in order to maintain transparency in GoBs financing, two exclusive budget lines have been allocated to this program segregating between revenue and capital expenditures; a significant proportion of the activities i.e. civil works, ICT procurement and key consultancies, under the program will be undertaken by BSEIDC which operates outside the treasury system and uses commercial banking channels for financial flows and payments. Fiduciary framework in the state and consequently the Program, are guided by several rules and legislation including the Bihar Financial Rules, Treasury Code and Budget Manual, PWD Manual and the Companies Act (2013) in case of BSEIDC.