Papers by Dr. Punam Bansal
International journal of advanced research, May 31, 2024
Education is significant determinant of social progress. It plays an important part in developing... more Education is significant determinant of social progress. It plays an important part in developing self-sustaining and self reliant society. A society can progress only if its members are skilled and able to think critically and process information in today’s complex world. To create such sustainable community should be aim of higher education. The MHRD’s RUSA (Rashtriya Uchchattar Shiksha Abhiyan) recommendations are designed to promote such responsive, diverse, and flexible learning opportunities for sustainable community. Business also has to share its social responsibility of making higher education attain its goals of sustainable development .Further Companies Act provides mandatory contribution towards CSR (Corporate Social Responsibility) with education being specified as an eligible activity. There is also growing realisation in global corporate world of social responsibility towards stakeholders, communities and environment. Of late, the corporate entities in India also have become cognizant of their social and environmental responsibilities while formulating their corporate objectives and formulating policies. There are many challenges also faced by the companies in discharging their responsibility towards higher education for sustainable development as discussed in this paper. These issues lead to the understanding that a broader sense of cooperation is needed among the higher education institutions, socially responsible companies, NGOs and policy makers. The author in this paper has also made various recommendations to establish strategic CSR framework involving all the stakeholders in Higher Education in India for addressing the socio-economic and environmental issues on the line of earlier initiatives undertaken by other countries. Key Words: higher education, RUSA(Rashtriya Uchchattar Shiksha Abhiyan) , CSR (Corporate Social Responsibility) ,sustainable community, sustainable development.
effects of experiential learning strategies on problem solving ability of adolescents from psychological hardiness perspective’, May 2014
The present study examined the effectiveness of Experiential Learning Strategies on Problem Solvi... more The present study examined the effectiveness of Experiential Learning Strategies on Problem Solving Ability from Psychological Hardiness perspective. The sample comprised of 260 (132 males and 128 females) adolescents studying in four Government Model Senior Secondary Schools of Chandigarh. Psychological Hardiness Scale by Nowack (1990) was administered and students were categorized in High psychological hardiness group and Low psychological hardiness group by using Kelley's Method. The Problem Solving Inventory (PSI) by Heppner (1988) was administered twice as pre-test and post-test measurement instrument to assess perceptions of problem solving ability of adolescents. Experimental group (N=130) was taught by adopting Experiential Learning Strategies and control group (N=130) was taught by Traditional Teaching Strategies. A 2x2 factorial design was used to study the main effects and interaction effects of the independent variables of Teaching strategies and Psychological Hardiness on the dependent variable of Problem Solving Ability. Significant main effects of Experiential Learning Strategies and High Psychological Hardiness were revealed on the appraisal of Problem solving ability of adolescents .Results also indicated statistically significant interaction between teaching strategies and psychological hardiness on Problem solving ability. High Hardy group taught through Experiential Learning Strategies developed significantly higher Problem Solving Ability than that of Low Hardy group taught through Traditional Teaching Strategies. The result of present study that High Hardy group (HH) performed significantly better on the variable of Problem Solving Ability than Low Hardy group (LH) group, has significance for both educators and school counsellors. Overall, these findings prove new insights about how Experiential Learning Strategies may contribute to the relationship between psychological hardiness and problem solving as an important coping skill for adolescents.
Resolving Ethical Dilemmas:A New Focus for Workplace Wellbeing ; pp253-262 , 2012
Fostering Creative Thinking through Experiential Learning in Environmental Education, Feb 2015
The purpose of this study was to examine the effects of experiential learning strategies on the c... more The purpose of this study was to examine the effects of experiential learning strategies on the creative thinking of class ninth students. The sample comprised of 100 students studying in class IX of Government Model Senior Secondary School, Sector-20-D, Chandigarh. Out of these, 50 students belonging to control group were taught with five lesson plans in Environmental Education by adopting conventional approach while other 50 students belonging to experimental group learnt the same lessons with the help of five learner centred lesson plans emphasising hands-on experiences in Environmental Education (EE) .The study was conducted for a period of 15 days. The students were administered Test of Creative Thinking (Verbal) by Baqer Mehdi (1989) for pre-test as well as post-test. Mean gain scores were used to compute t-values to determine the level of significance related to creative thinking and its dimensions fluency, flexibility and originality. The results from the present study indicated that experimental group performed significantly better than control group on the Creative thinking and its dimensions flexibility and originality while there were no significant differences reported between the two groups for fluency dimension of creative thinking.
conservation behaviour as an outcome of experiential learning in relation to psychological hardiness, 2015
The present study examined the effectiveness of Experiential Learning Strategies on Conservation ... more The present study examined the effectiveness of Experiential Learning Strategies on Conservation Behaviour of Secondary School students from Psychological Hardiness perspective. The sample comprised of 260 (132 males and 128 females) adolescents studying in four Government Model Senior Secondary Schools of Chandigarh. Psychological Hardiness Scale by Nowack (1990) was administered and students were categorized in High psychological hardiness group and Low psychological hardiness group by using Kelley's Method. The Conservation Behaviour Scale containing nine items constructed and validated by researcher was administered twice as pre-test and post-test measurement instrument to assess Conservation Behaviour changes in Secondary School students. Experimental group (N=130) was taught by adopting Experiential Learning Strategies and control group (N=130) was taught by Traditional Teaching Strategies in Environmental Education. The number of cases in each cell was made equal by excluding extra cases using randomization for fulfilling the assumption of ANOVA. A 2x2 factorial design was used to study the main effects and interaction effects of the independent variables of Teaching strategies and Psychological Hardiness on the dependent variable of Conservation Behaviour. Significant main effects of Experiential Learning Strategies were revealed on the Conservation Behaviour of students at .01 level. However no significant main
Attitude of teachers towards continuous and comprehensive evaluation in relation to training in computers and co-scholastic aspects , Jan 2016
The main contention of the study is to find out attitude of teachers towards continuous and compr... more The main contention of the study is to find out attitude of teachers towards continuous and comprehensive evaluation in relation to training in computers and co-scholastic aspects. For this purpose the sample of 150 teachers was randomly selected. The teachers thus selected were administered a questionnaire (a set of four questions) to elicit information regarding training received by them in computers and co-scholastic aspects. Descriptive method was employed to conduct it. To study the main effects and interaction effects of independent variables on the dependent variable 2×2 analysis of variance (ANOVA) was employed. The overall results indicate that there is a significant difference between the attitude of trained and untrained teachers towards the co-scholastics aspects of Continuous and Comprehensive Evaluation scheme.
Battling Arthritis with Indian Herbs/ pp308-312, 2016
Arthritis is more prevalent in India than other known diseases such as diabetes, AIDS and cancer.... more Arthritis is more prevalent in India than other known diseases such as diabetes, AIDS and cancer. It affects more than180 million people in India. It is a form of joint disorder involving inflammation in one or more joints. The two most common types of arthritis are Osteoarthritis (OA) and Rheumatoid Arthritis (RA). Osteoarthritis is caused due to damage of cartilage between the bones while rheumatoid arthritis is an autoimmune disease where patient's own immune system becomes his enemy and attacks body tissues. It is an inflammatory form of arthritis in which synovial membrane is attacked causing swelling and pain. The symptoms of arthritis are pain and limited mobility due to impaired joints. It can be easily identified with swelling, stiffness, redness and warmth of joints. Inflammation is both a root cause and a symptom in arthritis. This paper discusses medicinal properties of certain Indian herbs which help in battling arthritis and reducing pain considerably due to being anti
Electronic portfolios: effective learning teaching and assessing with technology ;pp 344-348
There is paradigm shift in pedagogy and assessment practices due to change in the process of lear... more There is paradigm shift in pedagogy and assessment practices due to change in the process of learning in contemporary times. New paradigms in learning process focus on student-centred and constructivist learning, collaborative learning and multimodal learning. Learning has become an anywhere anytime activity, pervasive and enduring with the modern concept of mobility and time. ePortfolios are the most important and potent tools of online learning compatible to 21st century models of learning, teaching and assessment. They are planned and compiled by the owner (students) rather than by the educator thereby providing active, self-directed learning opportunities to students with added flexibility. The revolution of web 2.0 technologies has transformed the educational landscape making it easier to build, maintain, share and archive student learning in the form of digital or electronic portfolios. An ePortfolio is the product, created by the learner, a digital collection of student work that evidences mastery of a set of skills, applied knowledge, and attitudes. At the same time, process of creation of ePortfolio is interactive and reflective. It involves rich and complex processes of planning, synthesising, sharing, discussing, reflecting, giving, receiving and responding to feedback. Since the process of learning is as important as the end product, it is important to pay equal attention to both approaches in ePortfolio development for effective learning teaching and a balanced assessment system supporting the process. This paper discusses guidelines to create and use ePortfolios as effective learning teaching and assessment tools for students, teachers and policy makers as well as employers.
Strategic CSR Framework-Key to Sustainability in Higher Educatiuon;pp 58-68, Jan 2016
Education is significant determinant of social progress. It plays an important part in developing... more Education is significant determinant of social progress. It plays an important part in developing self-sustaining and self reliant society. A society can progress only if its members are skilled and able to think critically and process information in today’s complex world. To create such sustainable community should be aim of higher education. The MHRD’s RUSA (Rashtriya Uchchattar Shiksha Abhiyan) recommendations are designed to promote such responsive, diverse, and flexible learning opportunities for sustainable community. Business also has to share its social responsibility of making higher education attain its goals of sustainable development .Further Companies Act provides mandatory contribution towards CSR (Corporate Social Responsibility) with education being specified as an eligible activity. There is also growing realisation in global corporate world of social responsibility towards stakeholders, communities and environment. Of late, the corporate entities in India also have become cognizant of their social and environmental responsibilities while formulating their corporate objectives and formulating policies. There are many challenges also faced by the companies in discharging their responsibility towards higher education for sustainable development as discussed in this paper. These issues lead to the understanding that a broader sense of cooperation is needed among the higher education institutions, socially responsible companies, NGOs and policy makers. The author in this paper has also made various recommendations to establish strategic CSR framework involving all the stakeholders in Higher Education in India for addressing the socio-economic and environmental issues on the line of earlier initiatives undertaken by other countries.
Key Words: higher education, RUSA(Rashtriya Uchchattar Shiksha Abhiyan) , CSR (Corporate Social Responsibility) ,sustainable community, sustainable development.
ABSTRACT
Superiority in Athletic Performance is most admired in the world of sports. There are ma... more ABSTRACT
Superiority in Athletic Performance is most admired in the world of sports. There are many ways to augment athletic performance like better diet, effective training and better equipment. The use of performance enhancing equipment is now an accepted part of the sport and used by virtually everyone in competitive and professional athletics. Yet not all the equipment is welcome in sport .Some equipment are considered unacceptable legally. Active training brings bodily changes in athletes but these changes might also be produced by direct biotechnological intervention into the body of the athletes by altering their underlying genetic or biochemical make-up. The present bio technologies in competitive athletics include the uses of various drugs to enhance performance: stimulants like amphetamine to increase attention ; erythropoietin (EPO) to overproduce red blood cells ; human growth hormone to increase height and vigour; and anabolic steroids to increase overall muscle mass. The future techniques are based on genetic engineering and provide a new way of inserting genes for erythropoietin or more specific growth factors into muscles.
One of the central concerns about the use of biotechnical agents in sports is the risk and reality of adverse and undesirable "side effects" on body health and safety. Besides this non-therapeutic biotechnical intervention will be an ethical issue of concern in the times to come.
Key Words: athletic, performance, biotechnological intervention, erythropoietin, anabolic steroids, genetic engineering, ethical
Elixir Psychology 78 (2015) 29751-29754 , Jan 2015
The present study was undertaken to examine the influence of School related Hardiness
and Achiev... more The present study was undertaken to examine the influence of School related Hardiness
and Achievement Motivation on Academic Achievement of Secondary School students.
Descriptive survey method was employed to conduct it. Statistical techniques of product
moment method of correlation and analysis of variance were employed to analyse data.
There was no significant relationship found between Academic Achievement and school
related Hardiness but a significant relationship was found between Academic Achievement
and Achievement Motivation. Significant main effect of Achievement Motivation was
revealed on the Academic Achievement of students at .05 level but there was no significant
main effect of school related Hardiness on Academic Achievement. Results also indicated
statistically significant interaction at .05 level between school related Hardiness and
Achievement Motivation with regard to Academic Achievement. Overall, these findings
provide new insights about a comprehensive understanding of School related Hardiness
and Achievement Motivation as correlates of Academic Achievement.
International Journal of Applied Research and Studies (iJARS) ISSN: 2278-9480 Volume 3, Issue 2 (Feb - 2014), Feb 2014
Higher education in India is facing the greatest challenge of expanding intake capacity substanti... more Higher education in India is facing the greatest challenge of expanding intake capacity substantially from 13 percent to 20 percent as envisaged in 11th Five Year Plan(2007-2012).The other challenges that knowledge based societies are likely to face are learners from diverse backgrounds and their needs ,time availability, flexibility in course content and innovative use of Information and Communication technology. Blended Learning is a mixed educational paradigm and offers promise for addressing these challenges. It offers great flexibility and great effectiveness as it can choose the best medium for every objective. It will expand access to an institution’s educational offerings and increase enrolments and reduce operating costs.
Blended learning is shifting information transfer paradigm from teaching to learning. It requires learners to be responsible for discovering, constructing, practising and validating the acquired knowledge in social collaboration with peer group and teachers. As a result, the focus of the classroom shifts from a presentational format (i.e., lecturing and information dissemination) to one of active learning (i.e., discussion and debate). Since blended approach combines face-to-face and computer based learning opportunities, teachers are able to use variety of instructional techniques. Computer-based technologies can be used to selectively present case studies, tutorials, self-testing exercises, simulations, or other online work in place of some lecture or lab material. The traditional Indian education is undergoing slow transformation. Hence new educational models based on constructivism may be used in parallel with traditional learning by introducing a blended learning approach in higher education. However, the challenge is to make the blend not only effective but also efficient. The present paper is an attempt to look into challenges posed by technology and corresponding strategies to make blended learning effective in higher education institutions in India.
Key Words: Higher education, Blended Learning, constructivism, simulations.
‘Bio spectrum’ , March 2011,vol.10-11(1-4) pp 57-62 ISSN 0972-8023.
This paper presents steps adopted for the development and validation of Pro-Environmental Behavio... more This paper presents steps adopted for the development and validation of Pro-Environmental Behavior Scale. (PEBS). This scale is a forty six item instrument to measure the specific pro environmental behaviours of secondary school students/adolescent population of India. The PEBS measures the students' actions in response to environmental concerns. This scale is developed by using a dimension procedure. The items are positively as well as negatively keyed and are grouped into five factors (dimensions) namely Green consumer behaviour ,waste reduction behaviour, Recycling and reuse behaviour, Conservation behaviour and Lobbying litigation and administrative intervention. An attempt was made to cover almost all types of environmental friendly behaviors. It shows excellent psychometric properties including item to total score coefficient of correlation ranging to .56 and item to dimension score coefficient of correlation ranging to .59. Based on’t’ values only those items which showed a significant difference between high and low groups at least at .05 levels were included in the final form of the scale. Reliability has been established by test- retest method and Split-Half method.
Diviner, referred research journal of DAV College,sector-10, Chd,.vol.8,Number2.July-Dec.2011,ISSN 0973-8320.
The present research study examined the effectiveness of environment based Experiential Learning ... more The present research study examined the effectiveness of environment based Experiential Learning on secondary school students’ Critical Thinking Skills. For this purpose 130 class IX students studying in four Government Model Senior Secondary Schools of Chandigarh were selected. Students were taught with the help of forty experiential learning plans on environmental education for fifty days for an hour on an average. Instructional material for experiential learning programme on environmental education was developed by investigator herself. To measure critical thinking skills, students were given an article on environment and asked to analyse it critically and reflect on their thinking process to write essays. The same article was used in both pre- and post tests. Students’ essays were graded to find the evidence of critical thinking skills as identified by Delphi study with the help of Critical Thinking Skill rubric devised by Hofreiter et al. (2007). Students' scores were compared using paired sample t-test. Results indicated significant gains in interpretation, inference, analysis, evaluation, self regulation and total critical thinking as a result of Experiential Learning programme. This finding offers manifold implications for educators/teachers, teacher educators, NGOs, researchers working in area of Environmental Education and curriculum framers to facilitate experiential learning to lay the foundation for developing life skills for bringing desirable change as responsible citizenry.
book titled ‘Psychological Perspectives of empowering youth’ (collection of papers presented at Chandigarh college of education,Landran on 14.4.2012)with ISBN:978-93-80144-51-0, pp193-198, Twenty First Century Publications,Patiala. , 2012
Science and technology education devoid of morality will spell only destruction .It is high time ... more Science and technology education devoid of morality will spell only destruction .It is high time when the co-operation between science and spirituality is desperately needed in the best interest and service of mankind. Teachers also need guidance in dealing more adequately with sensitive issues including bias and conflict arising out of advent of scientific and technological advancements. The role of science teacher will inevitably have to change in view of shift in philosophical paradigm of education. In such a scenario, science educators have an important role to play in the society as transformational leaders impacting future nation builders. This paper is an inquiry in to the dimension of spiritual wellbeing in relation to science and technology education. It is an attempt to emphasise fruitful integration of science as a constellation of methodologies that offer knowledge about the external domain of things and spirituality practices that offer us grasp on the internal domain of things.
Panjab University sponsored National Seminar on Spiritual Intelligence/ Dev Samaj College of Education ,Sec 36, Chandigarh on February 8,2012., 2012
Abstract
Scientific progress has increased our understanding about outer world, yet barely scrat... more Abstract
Scientific progress has increased our understanding about outer world, yet barely scratching man’s inner world. A fundamental shift is taking place in philosophical paradigm of education - from seeing the world in a mechanical way to a new paradigm mediating our understanding of the world by language, beliefs, values and ways of being. The role of teacher will inevitably have to change in view of this paradigm shift. Teachers also need guidance in dealing more adequately with sensitive issues including bias and conflict. In such a scenario, Teacher educators have an important role to play in the society as transformational leaders impacting future educational leaders. This paper is an inquiry in to the dimension of spiritual well being in relation to teacher education. It focuses on innovative practices in realms of teacher education useful in developing spiritual intelligence in educational leaders of tomorrow.
Key words: Paradigm shift, Teacher educators, transformational leaders, future educational leaders, spiritual intelligence
Book titled 'Marching to Different Drummers:Inclusive Education through Teacher Education' ;ISBN:978-93-8014-530-3, Mar 28, 2014
ABSTRACT
Education as right should be available to all rather than privilege of few. We, in Indi... more ABSTRACT
Education as right should be available to all rather than privilege of few. We, in India are depriving children of their right of availing equal opportunities as their peer group is enjoying in the garb of special education and privatised education. This is continuing and process has resulted in marginalisation and exclusion of children on the basis of caste, class, gender and physical disability. Differential access to education has exacerbated differences rather than bridging gaps. The 86th amendment to the constitution of India, 2002 however took the historical step by adopting the right based approach towards universalization of education. It makes mandatory for the government to facilitate free and compulsory education to every child of the age of six to fourteen years till completion of elementary education. Despite its recent right based approach, inclusive education is yet to be mainstreamed because of lack of right attitudes and training of teachers. As general teachers’ roles are changing to teach diversity, so is the need of change in teacher education to prepare best teachers able to perform their roles in inclusive class rooms of future schools. The training of general teachers at pre-service and in-service levels should address the issues relevant to inclusive education, so that teachers are better equipped to celebrate differences in an inclusive environment. This paper discusses policy frameworks, issues and development of good practices relevant to teacher education for joyful inclusion.
book titled 'Quality Assurance in Higher Education vis-a-vis Human Resource Development , Mar 1, 2014
Abstract
The widespread adoption and availability of digital learning technologies particularly ... more Abstract
The widespread adoption and availability of digital learning technologies particularly the use of the Internet and web-based communication, has led to increased levels of integration of computer-mediated instructional elements into the traditional face to face learning experience. Blended learning combines online with face-to-face learning. The goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities. The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, Electronic performance support systems (EPSS), and knowledge management practices. Blended learning also is used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning and self-paced instruction. This paper focuses on how based on pervasive computing technologies and Smart Spaces, blended learning in higher education can be made more powerful strategy to provide better features than ever before.
ABSTRACT
In today’s complex world, where human beings need to solve problems, make decisions, or... more ABSTRACT
In today’s complex world, where human beings need to solve problems, make decisions, or decide in a reasonable and reflective way what to believe or what to do, critical thinking is found to be useful. Critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. It entails effective communication and problem solving abilities that can help citizens make sense of their world and participate in a democratic dialogue. To prepare such citizens with higher order thinking skills should be foremost priority of any education system. Therefore ,it is the responsibility of teachers to foster critical thinking skills of their students and switch over to constructivist methods so that students can construct their knowledge and apply it to solve real life problems. This paper is a modest attempt by author to suggest some useful practices in classroom to develop critical thinking skills.
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Papers by Dr. Punam Bansal
Key Words: higher education, RUSA(Rashtriya Uchchattar Shiksha Abhiyan) , CSR (Corporate Social Responsibility) ,sustainable community, sustainable development.
Superiority in Athletic Performance is most admired in the world of sports. There are many ways to augment athletic performance like better diet, effective training and better equipment. The use of performance enhancing equipment is now an accepted part of the sport and used by virtually everyone in competitive and professional athletics. Yet not all the equipment is welcome in sport .Some equipment are considered unacceptable legally. Active training brings bodily changes in athletes but these changes might also be produced by direct biotechnological intervention into the body of the athletes by altering their underlying genetic or biochemical make-up. The present bio technologies in competitive athletics include the uses of various drugs to enhance performance: stimulants like amphetamine to increase attention ; erythropoietin (EPO) to overproduce red blood cells ; human growth hormone to increase height and vigour; and anabolic steroids to increase overall muscle mass. The future techniques are based on genetic engineering and provide a new way of inserting genes for erythropoietin or more specific growth factors into muscles.
One of the central concerns about the use of biotechnical agents in sports is the risk and reality of adverse and undesirable "side effects" on body health and safety. Besides this non-therapeutic biotechnical intervention will be an ethical issue of concern in the times to come.
Key Words: athletic, performance, biotechnological intervention, erythropoietin, anabolic steroids, genetic engineering, ethical
and Achievement Motivation on Academic Achievement of Secondary School students.
Descriptive survey method was employed to conduct it. Statistical techniques of product
moment method of correlation and analysis of variance were employed to analyse data.
There was no significant relationship found between Academic Achievement and school
related Hardiness but a significant relationship was found between Academic Achievement
and Achievement Motivation. Significant main effect of Achievement Motivation was
revealed on the Academic Achievement of students at .05 level but there was no significant
main effect of school related Hardiness on Academic Achievement. Results also indicated
statistically significant interaction at .05 level between school related Hardiness and
Achievement Motivation with regard to Academic Achievement. Overall, these findings
provide new insights about a comprehensive understanding of School related Hardiness
and Achievement Motivation as correlates of Academic Achievement.
Blended learning is shifting information transfer paradigm from teaching to learning. It requires learners to be responsible for discovering, constructing, practising and validating the acquired knowledge in social collaboration with peer group and teachers. As a result, the focus of the classroom shifts from a presentational format (i.e., lecturing and information dissemination) to one of active learning (i.e., discussion and debate). Since blended approach combines face-to-face and computer based learning opportunities, teachers are able to use variety of instructional techniques. Computer-based technologies can be used to selectively present case studies, tutorials, self-testing exercises, simulations, or other online work in place of some lecture or lab material. The traditional Indian education is undergoing slow transformation. Hence new educational models based on constructivism may be used in parallel with traditional learning by introducing a blended learning approach in higher education. However, the challenge is to make the blend not only effective but also efficient. The present paper is an attempt to look into challenges posed by technology and corresponding strategies to make blended learning effective in higher education institutions in India.
Key Words: Higher education, Blended Learning, constructivism, simulations.
Scientific progress has increased our understanding about outer world, yet barely scratching man’s inner world. A fundamental shift is taking place in philosophical paradigm of education - from seeing the world in a mechanical way to a new paradigm mediating our understanding of the world by language, beliefs, values and ways of being. The role of teacher will inevitably have to change in view of this paradigm shift. Teachers also need guidance in dealing more adequately with sensitive issues including bias and conflict. In such a scenario, Teacher educators have an important role to play in the society as transformational leaders impacting future educational leaders. This paper is an inquiry in to the dimension of spiritual well being in relation to teacher education. It focuses on innovative practices in realms of teacher education useful in developing spiritual intelligence in educational leaders of tomorrow.
Key words: Paradigm shift, Teacher educators, transformational leaders, future educational leaders, spiritual intelligence
Education as right should be available to all rather than privilege of few. We, in India are depriving children of their right of availing equal opportunities as their peer group is enjoying in the garb of special education and privatised education. This is continuing and process has resulted in marginalisation and exclusion of children on the basis of caste, class, gender and physical disability. Differential access to education has exacerbated differences rather than bridging gaps. The 86th amendment to the constitution of India, 2002 however took the historical step by adopting the right based approach towards universalization of education. It makes mandatory for the government to facilitate free and compulsory education to every child of the age of six to fourteen years till completion of elementary education. Despite its recent right based approach, inclusive education is yet to be mainstreamed because of lack of right attitudes and training of teachers. As general teachers’ roles are changing to teach diversity, so is the need of change in teacher education to prepare best teachers able to perform their roles in inclusive class rooms of future schools. The training of general teachers at pre-service and in-service levels should address the issues relevant to inclusive education, so that teachers are better equipped to celebrate differences in an inclusive environment. This paper discusses policy frameworks, issues and development of good practices relevant to teacher education for joyful inclusion.
The widespread adoption and availability of digital learning technologies particularly the use of the Internet and web-based communication, has led to increased levels of integration of computer-mediated instructional elements into the traditional face to face learning experience. Blended learning combines online with face-to-face learning. The goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities. The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, Electronic performance support systems (EPSS), and knowledge management practices. Blended learning also is used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning and self-paced instruction. This paper focuses on how based on pervasive computing technologies and Smart Spaces, blended learning in higher education can be made more powerful strategy to provide better features than ever before.
In today’s complex world, where human beings need to solve problems, make decisions, or decide in a reasonable and reflective way what to believe or what to do, critical thinking is found to be useful. Critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. It entails effective communication and problem solving abilities that can help citizens make sense of their world and participate in a democratic dialogue. To prepare such citizens with higher order thinking skills should be foremost priority of any education system. Therefore ,it is the responsibility of teachers to foster critical thinking skills of their students and switch over to constructivist methods so that students can construct their knowledge and apply it to solve real life problems. This paper is a modest attempt by author to suggest some useful practices in classroom to develop critical thinking skills.
Key Words: higher education, RUSA(Rashtriya Uchchattar Shiksha Abhiyan) , CSR (Corporate Social Responsibility) ,sustainable community, sustainable development.
Superiority in Athletic Performance is most admired in the world of sports. There are many ways to augment athletic performance like better diet, effective training and better equipment. The use of performance enhancing equipment is now an accepted part of the sport and used by virtually everyone in competitive and professional athletics. Yet not all the equipment is welcome in sport .Some equipment are considered unacceptable legally. Active training brings bodily changes in athletes but these changes might also be produced by direct biotechnological intervention into the body of the athletes by altering their underlying genetic or biochemical make-up. The present bio technologies in competitive athletics include the uses of various drugs to enhance performance: stimulants like amphetamine to increase attention ; erythropoietin (EPO) to overproduce red blood cells ; human growth hormone to increase height and vigour; and anabolic steroids to increase overall muscle mass. The future techniques are based on genetic engineering and provide a new way of inserting genes for erythropoietin or more specific growth factors into muscles.
One of the central concerns about the use of biotechnical agents in sports is the risk and reality of adverse and undesirable "side effects" on body health and safety. Besides this non-therapeutic biotechnical intervention will be an ethical issue of concern in the times to come.
Key Words: athletic, performance, biotechnological intervention, erythropoietin, anabolic steroids, genetic engineering, ethical
and Achievement Motivation on Academic Achievement of Secondary School students.
Descriptive survey method was employed to conduct it. Statistical techniques of product
moment method of correlation and analysis of variance were employed to analyse data.
There was no significant relationship found between Academic Achievement and school
related Hardiness but a significant relationship was found between Academic Achievement
and Achievement Motivation. Significant main effect of Achievement Motivation was
revealed on the Academic Achievement of students at .05 level but there was no significant
main effect of school related Hardiness on Academic Achievement. Results also indicated
statistically significant interaction at .05 level between school related Hardiness and
Achievement Motivation with regard to Academic Achievement. Overall, these findings
provide new insights about a comprehensive understanding of School related Hardiness
and Achievement Motivation as correlates of Academic Achievement.
Blended learning is shifting information transfer paradigm from teaching to learning. It requires learners to be responsible for discovering, constructing, practising and validating the acquired knowledge in social collaboration with peer group and teachers. As a result, the focus of the classroom shifts from a presentational format (i.e., lecturing and information dissemination) to one of active learning (i.e., discussion and debate). Since blended approach combines face-to-face and computer based learning opportunities, teachers are able to use variety of instructional techniques. Computer-based technologies can be used to selectively present case studies, tutorials, self-testing exercises, simulations, or other online work in place of some lecture or lab material. The traditional Indian education is undergoing slow transformation. Hence new educational models based on constructivism may be used in parallel with traditional learning by introducing a blended learning approach in higher education. However, the challenge is to make the blend not only effective but also efficient. The present paper is an attempt to look into challenges posed by technology and corresponding strategies to make blended learning effective in higher education institutions in India.
Key Words: Higher education, Blended Learning, constructivism, simulations.
Scientific progress has increased our understanding about outer world, yet barely scratching man’s inner world. A fundamental shift is taking place in philosophical paradigm of education - from seeing the world in a mechanical way to a new paradigm mediating our understanding of the world by language, beliefs, values and ways of being. The role of teacher will inevitably have to change in view of this paradigm shift. Teachers also need guidance in dealing more adequately with sensitive issues including bias and conflict. In such a scenario, Teacher educators have an important role to play in the society as transformational leaders impacting future educational leaders. This paper is an inquiry in to the dimension of spiritual well being in relation to teacher education. It focuses on innovative practices in realms of teacher education useful in developing spiritual intelligence in educational leaders of tomorrow.
Key words: Paradigm shift, Teacher educators, transformational leaders, future educational leaders, spiritual intelligence
Education as right should be available to all rather than privilege of few. We, in India are depriving children of their right of availing equal opportunities as their peer group is enjoying in the garb of special education and privatised education. This is continuing and process has resulted in marginalisation and exclusion of children on the basis of caste, class, gender and physical disability. Differential access to education has exacerbated differences rather than bridging gaps. The 86th amendment to the constitution of India, 2002 however took the historical step by adopting the right based approach towards universalization of education. It makes mandatory for the government to facilitate free and compulsory education to every child of the age of six to fourteen years till completion of elementary education. Despite its recent right based approach, inclusive education is yet to be mainstreamed because of lack of right attitudes and training of teachers. As general teachers’ roles are changing to teach diversity, so is the need of change in teacher education to prepare best teachers able to perform their roles in inclusive class rooms of future schools. The training of general teachers at pre-service and in-service levels should address the issues relevant to inclusive education, so that teachers are better equipped to celebrate differences in an inclusive environment. This paper discusses policy frameworks, issues and development of good practices relevant to teacher education for joyful inclusion.
The widespread adoption and availability of digital learning technologies particularly the use of the Internet and web-based communication, has led to increased levels of integration of computer-mediated instructional elements into the traditional face to face learning experience. Blended learning combines online with face-to-face learning. The goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities. The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, Electronic performance support systems (EPSS), and knowledge management practices. Blended learning also is used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning and self-paced instruction. This paper focuses on how based on pervasive computing technologies and Smart Spaces, blended learning in higher education can be made more powerful strategy to provide better features than ever before.
In today’s complex world, where human beings need to solve problems, make decisions, or decide in a reasonable and reflective way what to believe or what to do, critical thinking is found to be useful. Critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. It entails effective communication and problem solving abilities that can help citizens make sense of their world and participate in a democratic dialogue. To prepare such citizens with higher order thinking skills should be foremost priority of any education system. Therefore ,it is the responsibility of teachers to foster critical thinking skills of their students and switch over to constructivist methods so that students can construct their knowledge and apply it to solve real life problems. This paper is a modest attempt by author to suggest some useful practices in classroom to develop critical thinking skills.