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|1||Responsibilities and Future Challenges of the Teacher of the Subject of Social ScienceAbstract – The development of a nation depends on its education system, If we look in the context of India, the education is divided into three stages namely; primary, secondary and higher education. The primary education is further divided into two parts, Pre-primary and primary. In primary education, the children of the age of 3 to 9 years are given various types of knowledge. There are two divisions in secondary education; secondary and higher secondary which include the students of the age of 12 to 16 years. The higher education is divided into various disciplines in which students within age of more than 17 years conduct their studies. In this whole structure of education, secondary stage is the most important period which included students between the ages of 12 to 17 years. This period is known as “Adolescence period”. This period of human development carries more importance because it is this period in which physical, mental, emotional, social and all types of development take place. In this period of time whatever ideas or knowledge are acquired and whatever mental development takes place rarely get changed during life time. A child learns various subjects during this period and the subject of social science is one of the most important subjects in this period. No other subject has the strength to build an ideal and aware citizen. Social science is the most important subject with the help of which national integrity, nationalism, secularism, international understanding and such other aspects can be developed among the students. Besides, the information on factors likes casteism, communalism, regionalism and terrorism, etc. Which hinders the development of the nation can also be given through the subject of social science. Teacher of social science carries more important responsibilities. The situation of the social science teacher is found to be more critical. The defects found in social science teachers in most of the schools are critical. Social sciences teacher is the most responsible individual but is proving to be the weakest individual. So, it is essential to make the social science teacher more aware about social responsible and future challenges.||Dr. Dipak K. Chaudhari|
|2||Elementary Education in India: Besieged with many Issues of Serious ConcernAbstract – In a democratic welfare state like India, education is not only a means to an end but an end in itself. Among all levels and dimensions of education– elementary, secondary, higher, technical, vocational, professional, the elementary level of education happens to be the first step of education, the foundation stone or the real base of all attainments of a society. However, even after more than six decades of economic planning, the end of eleven Five Year Plans and experiments with a host of government sponsored elementary education schemes, the elementary education sector in India is still besieged with many quantitative and qualitative issues of serious nature. After a detailed analysis of the achievements and failures of India’s elementary education sector, it emerges that while the quantitative issues are being gradually taken care of , the qualitative concerns are of much more serious in nature and are ultimately reflected in the poor learning outcomes of elementary schooling system in India.||Dr. (Mrs.) Shweta Tripathi|
|3||Adjustment Problems and Effect of Parents’ Socio-Economic and Educational Status on Students’ AchievementAbstract – Education is an all important factor and we find several changes taking place in leaps and bounds. Students spare no pains in joining the rat race to face the competitive world. Several adjustments socially, mentally, physically, emotionally have to be made by them at large. It has been found that adjustment does have an effect on the achievement of a child. In a world of rapid change in science and technology, there is a need for students to achieve more within a limited time. So, a need was felt to make a comparative study of high and low achievers in their adjustment problems and the effect of the parental socio economic and educational status on their achievement.||Dr. Dipti N. Trivedi|
|4||Grading SystemAbstract – Grading in the realm of education is the process of applying standardized measurements of varying levels of comprehension within a subject area. Adoption of grading system in India, the grading system was introduced in 2008-09 from class I-VIII, reducing the exam stress. Extending the concept to class IX and X has further reduced the pressure, giving students an opportunity to explore other avenues. Following the US model, the implementation of the grading system is to bring in more practical education than the current theoretical method. This model prescribes a varied range of opportunities, providing children of all levels a platform to showcase their talent and pursue their interests traditionally; class XI students were given subjects as per marks scored in Class X. This system often disappointed students if they scored low. Moreover, if a student didn’t get the required percentage due to poor scoring in one subject, then the entire percentage gets affected. The grading system will give students relief. It will provide ample opportunities to students to excel in their choice filed. The Indian education system has taken a step forward towards reviving the education system with the introduction of grading system in session 2009-10. It will help in reducing the pressure on students during exams. In the last five years the meaning of education has changed for students from imbibing knowledge to merely scoring marks, resulting in myriad forms of education policies. The purpose of this paper is to show the clear concept of grading and justify the gradation system. One way to capture the complexity of possible ways in which grades are produced is to consider the set of implicit choices that lie behind an instructor’s use of a specific testing and/or grading procedure. Included here are such questions as: What evaluation procedure should I use? Term papers, classroom discussions or in-class tests? If I choose tests, what kind(s)? Essay, true/false, fill in the blank, matching or multiple-choice? If I choose multiple-choice, what grading model should I use? Normal curve, percent-correct, improvement over preceding tests? If I choose percent-correct, how many tests should I give? Final only, two in-class tests and a final, one midterm and one final? How should I weight each test if I choose the midterm-final pattern? Midterm equals final, midterm is equivalent to twice the final exam grade, and final equals twice the midterm grade? What grade report system should I use? A, B, C, D, F; or A+, A, A–, B+ … F? An examination of this collection of possible choices suggests that instructors have a large number of options as to how to go about testing and grading their students.||Prof. Jinal P. Patel|
|5||Counterfeit ProductsAbstract – Have you come across ‘KitKit’ or ‘Fair & Shiny’? These are the counterfeits of ‘KitKat’ and ‘Fair & Lovely’ respectively. The word counterfeit is derived from two Latin words: contra and facere. Contra means ‘in opposition’ and facere means ‘make’. Thus, counterfeits mean exact imitation of something to deceive or defraud. But why counterfeits are at all produced? They are often produced to gain from the superior value and reputation of the original product. What are other possible reasons behind their production? What could be the demerits associated with the increasing trend of counterfeits in market? This paper attempts to answer these questions.||Shasta Gupta|
|6||A Study of Performance Management of Teacher Trainees of B. Ed. CollegeAbstract – The objectives of the present research study were: (i)To study the level of effectiveness of ‘Performance Management’ of teacher trainees; (ii)To study the Performance Management of teacher trainees in relation to following background variables: (a) Gender; (b) Academic Qualifications and (iii) Geographical Locations. Hypotheses of the present investigation were: Ho1: The teacher trainees have higher mean score of Performance Management on Teacher Performance Scale; Ho2: There is no significant difference between Male Teacher Trainees and Female Teacher Trainees on the Performance Management Scale Total Mean Scores on Performance Management Scale; Ho3: There is no significant difference between Graduate Teacher Trainees and Post Graduate Teacher Trainees on the Performance Management Total Mean Scores on Performance Management Scale; Ho4: There is no significant difference between Teacher Trainees of Rural Area and Teacher Trainees of Urban Area on the Performance Management Total Mean Scores on Performance Management Scale. Variables of the study were: (i) Dependent Variable: Performance Management; (ii) Independent Variable: Teacher Educators’ Perception; and (iii) Moderate Variables: (a) Gender; (b) Academic Qualifications; and Geographical Location. Research Area: The present research study was conducted taking sample from Grant-in-aid college of Mehsana City of North Gujarat. Research Design: The present research was Descriptive Survey by its nature. Population and Sample of the Study: The population of the study was the Teacher Trainees of Grantin-aid college of Mehsana City. The sample for the study was selected by using purposive sampling method from Swami Vivekananda Sarvodaya Bank Education College (Grant-in-aid) of Mehsana City. Research Method: In the present investigation survey method was employed. Tools of the Study: To collect the data for the present investigation the investigator had constructed the Performance Management Scale using seven scale measurements. Data Collection: Data for the present research was collected by the investigator herself. Statistical Treatment: For the calculation of the data, the researcher had employed the formulas of Mean, Standard Deviation, and t-value. Findings: (i) The Performance Management of Teacher Trainees was found to be higher than the average scores on Performance Management Scale; (ii) No significant difference was found between the mean scores of Male Teacher Trainees and Female Teacher Trainees on Total Scores of the Performance Management Scale; (iii) The mean scores of Post Graduate Teacher Trainees were found to be significantly higher than the Graduate Teacher Trainees on Performance Management Scale. (iv) No significant difference was found between the mean scores of Rural Teacher Trainees and Urban Teacher Trainees on Total Scores of the Performance Management Scale.||Dr. Prafullaben N. Patel|
|7||Effect of Computer Aided Instruction (CAI) on Language Skills in the Subject of Hindi at Class-VIIIAbstract – Educational systems around the world are increasing under pressure to use innovative methodologies and integrate new information and communication technologies (ICIS) in the teaching and learning process, to teach students the knowledge and skills they need in the 21st Century. Clements (2002) has shown that children working in pairs at the computer engaged more than when working on puzzles on the floor. Yelland (2002) explored the use of computers in the home to develop mathematical ideas and reported that there was considerable potential for computer games to support such learning. Similarly, working at computers has been found to create opportunities for the development of social skills (Lau, 2000). Studies have found that open-ended, child-directed software made a more significant difference in children’s developmental gains than did ‘drill and practice’ software (Haugland, 1997). Via this study the researcher concluded that CAI is highly effective learning method in language teaching.||Prof. Kamleshkumar N. Gohel|
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