Taruna Choudhary DhallMareMagnum
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Attempts to understand the relationship of school and parent-child interactions with regard to cognitive stimulation, achievement orientation, recreational orientation, home structure and language stimulation with school performance of children. A must buy to parents and those engaged in education. About The Author:- Taruna Choudhary Dhall, an expert on child education. Contents:- CONTENTS:- # List of Tables • Preface • Introduction • Review of Related Literature • Plan and Procedure • Analysis, Interpretation and Discussion of Results • Maing Findings Educational Implications and Suggestion for Further Research • Appendices • Bibliography • Index. The Title 'Family Environment and School Performance written/authored/edited by Taruna Choudhary Dhall', published in the year 2004. The ISBN 9788178350721 is assigned to the Hardcover version of this title. This book has total of pp. 300 (Pages). The publisher of this title is Kalpaz Publications. This Book is in English. The subject of this book is Children Studies / Education / Sociology. Size of the book is 14.34 x 22.59 cms Vol:-
Paris, Librairie Renouard, H. Laurens éditeur, 1893. In-4 relié demi-chagrin rouge, dos à nerfs très orné, fer doré de la ville de Paris au premier plat, toutes tranches dorées. vi + 340 pages. Ouvrage orné de 130 gravures de L. Libonis, etc. Bien relié, bon état. RELIE
Very Good English Paperback. Pbo. Roy. 8vo. (24 x 17 cm). In Turkish. 260 p. Türk Dilinin Ögretimi Toplantisi. 1.-3. Ekim 1986.
ISBN : 2717843531. Anthropos. 2001. In-8 Carré. Broché. Très bon état. Couv. fraîche. Dos impeccable. Intérieur frais. 274 pages. Enquête. Scruter l'environnement professionnel. Des motivations disparates...
The author was Superintendent of Schools, Chatham,Ontario. This book is "A Condensation of a Thesis Submitted in Conformity With the Requirements for the Degree of Doctor of Pedagogy in the University of Toronto". and includes and array of statistical charts and tables reflecting the reults of various reading and intelligence tests administered to White and Negro schoolchildren in the area during the 1930s. 'It is proposed in the following work to give some account of the history of the early settlement of Negroes in Kent County, Ontario, and to make a study of the mental capacity of Kent County coloured children.While there are many data available from the testing of American Negroes, very few attempts have been made to examine the mental capacity of any reasonably large group of Canadian Negroes. Kent County, Ontario, was among the few regions where Black people were found in comparatively large numbers". The book reflects some of the common racial perceptions of that period, but nevertheless the author was aware of some of the limitations of his data and notes in his concluding pages that "When considering the present investigation the question of the socio-economic environment of the Negroes should be given some thought. If socio-economic environment affects intelligence and school achievement, this factor. should be kept in mind when considering the results of this present investigation'' and also "In fairness to the Negroes it should be pointed out that the tests used in the present investigation have been standardized on White children; and in consequence there is the possibility that owing to a different cultural, social and general environmental background the Negro is unfairly handicapped when he attempts the white mans' tests" [The same problems which, even 70+ years on, still affect educational testing!] 187p. illus, maps, charts tables, bibliography, index. Clean tight copy, slight shelf wear. else fine. Book
in-16 (poche), 304 p., glossaire, broché, couv. il Très bel exemplaire. [PP-1] Les guide des parents et des enseignants avertis - Découvrez ses dons et développez sa crétaivité - Comprenez ses rêves et ses cauchemars.
SIGNED BY AUTHOR. IN HEBREW AND ENGLISH. 27X21.5 cm. 132 pages. Hardcover. Cover slightly chafed. Spine slightly chafed. Else in good condition.
A Paris, de l'Imprimerie Nationale, 1791. In-4 relié demi-basane brune, dos à filets et fleurons dorés et pièce de titre. 216 pages + 9 tableaux dépliants. Par M. de Talleyrand-Périgord, ancien Evêque d'Autun. Imprimé par ordre de l'Assemblée Nationale. La reliure est abimée, mors fragilisés, pièce de titre en partie manquante, les plats cartonnés sont très abimés ayant subit une atteinte d'humidité forte, les 8 premières pages présentes à la charnière une trace d'humidité, rousseurs éparses. Malgré les défauts importants signalés, cet exemplaire grand de marges, ici en édition originale très rare d'autant plus complet des tableaux, mériterait la restauration sinon très bon exemplaire de travail.
23 pages. With instructions in English and Japanese. 4 movements from a Bach suite in B minor, 2 Cimarosa concerto movements, Carnaval de Venice by P. A. Genin. Perfectly clean copy.
Paris, Petite Bibliothèque Payot, 1971. Un volume broché de format in 12 de 192 pp. Couverture légèrement passée, sinon bon état. Peu courant.
FAYARD.. 1958. In-8 Carré. Cartonnage d'éditeurs. Etat d'usage. Couv. légèrement passée. Coiffe en pied abîmée. Intérieur acceptable. 155 pages. Nombreuses illustrations en noir et blanc et en couleurs dans le texte et hors texte. Conseils pratiques de JJ BYRS. Illustrations de PIERRE SIMON.
cm. 16,5 x 22, vi-372 pp. con 2 tavv. f.t. a col. Biblioteca storica toscana - Serie I Nel corso del Quattrocento crebbe a Firenze l?interesse delle autorit? civili e religiose per l?infanzia e la puerizia e, allo stesso tempo, si rafforz? la consapevolezza delle differenze di et? La creazione di confraternite specifiche per fanciulli, adolescenti e giovani si inserisce in questa duplice tendenza. Queste associazioni socialmente eterogenee non erano destinate solo all?istruzione religiosa, ma costituivano uno dei principali luoghi della formazione maschile. During the 15th century in Florence, civil and religious authorities started to give more attention to issues of infancy and childhood, and were showing a greater awareness to differences between age groups. In this social environment confraternities of children, adolescents and older youth came into being. These associations, heterogeneous in terms of social class, were not only set up to give religious instruction but became one of the principle forums for the development of male identity. 612 gr. vi-372 p.
Estimates randomly made within the Country reveal that almost 10-15 per cent of the School going Population experience difficulties in learning. This book is a pioneering attempt from a Research conducted among primary school Children with a focus on simplifying methods in Teaching arithmetic. Some of the areas focused include techniques in teaching maths and principles of remediation and intervention. In addition techniques in basic computation skills a re vividly illustrated for easy understanding. The whole content with the intervention package will serve as a valuable resource to research scholars, Teachers educators, and Parents of Young children with difficulties in maths. This publication has been attempted to meet the intervention needs of children with learning difficulties in Arithmetic who are ignored due to lack of skills among parents and teachers in the regular classrooms. The Title 'Primary School Teachers Skills to Help Dyscalculic Children written/authored/edited by T. Geetha, N Jaya', published in the year 2009. The ISBN 9788178356891 is assigned to the Hardcover version of this title. This book has total of pp. 240 (Pages). The publisher of this title is Kalpaz Publications. This Book is in English. The subject of this book is Education. Size of the book is 14.34 x 22.59 cms Vol:-
Estimates randomly made within the country reveal that almost 10-15 per cent of the school going population experience difficulties in learning. This book is a pioneering attempt from a research conducted among primary school children with a focus on simplifying methods in teaching arithmetic. Some of the areas focused include techniques in teaching maths and principles of remediation and intervention. In addition techniques in basic computation skills a re vividly illustrated for easy understanding. The whole content with the intervention package will serve as a valuable resource to research. The Title 'Primary School Teachers Skills to Help Dyscalculic Children written/authored/edited by T. Geetha, N Jaya', published in the year 2010. The ISBN 9788178358420 is assigned to the Paperback version of this title. This book has total of pp. 232 (Pages). The publisher of this title is Kalpaz Publications. This Book is in English. The subject of this book is Education Text Book. Size of the book is 13.34 x 21.59 cms Vol:-
32 page stapled booklet with 88 black and photos of different designs. Nice color back cover ad for Nun's Boilproof embroidery and crochet cottons. Prior owner's name atop front cover, otherwise unmarked with moderate wear and soiling. 5" opening to top of coverfold mended with clear archival tape. A nice vintage copy. Book
ABOUT THE BOOK:- Voices unheard: Methodologically Articulated will fill the gaps in the existing body of literature pertaining to Dalits issues. The book addresses the key issues of Dalits struggling for the right to life and survival with dignity. Though this right is constitutionally guaranteed as fundamental right, the realization of the same seems to be the most strenuous task. Dr. Ambedkar’s lifelong concern for the vulnerable took the Dalit issues at the centre-stage of national politics. Political parties took up the Dalit issues and came to power. The stakeholders, including the human rights bodies, remain vocal in condemning the atrocities and injustice inflicted on Dalits. However, efforts are on for the realization of constitutional rights, safeguarding the interests of Dalits, and creating an egalitarian society. The book in hand will definitely take such steps forward. This book will be of great help to all concerned with Dalits and human rights issues. ABOUT THE AUTHOR:- T. Brahmanandam obtained his post-graduation and M.Phil degree from JNU and Ph.D from University of Hyderabad. Before joining the Centre for Multi-Disciplinary Development Research (CMDR), Dharwad, he was with National Institute of Rural Development (NIRD), Hyderabad for nine years. At NIRD, he developed interest on Dalit studies and Panchayati Raj and conducted more than thirty training programmes for the rural development officers. In the last 14 years, he has been a principle investigator of several research projects, completed six major projects and was co-investigator in six major consultancy studies on Dalits and Dalit women. He has published several research papers in reputed journals such as Journal of Rural Development, Indian Journal of Public Administration and NEHU Journal. He has edited a book on 'Dalits' from Rawat Publishers. His current areas of interest are Dalit politics and communalism. T.Bosu Babu, got his Masters Degree, Law Degree and Ph.D from Andhra University. In the last 8 years he has been practicing law at Vishakhapatnam Bar Council, Andhra Pradesh. He has been active member in City based Dalit Organisations and actively involved in the Dalit Human Rights issues at Bar Council. CONTENTS:- Acknowledgment . 9 Preface . 11 List of Contributors .15 1. Discrimination and Social Exclusion against Scheduled Caste Students in the Institutions of Higher Learning . 17 — R.D. Maurya • Undergraduate students • Special programmes-Absence of such programmes in AIIMS • Assessment and Examination and Teachers Support to SC/ST students • Problem in the Hostel • Inter-personal relation in hostel, Mess and Dinning • Social segregation in cultural, games and sports events • Ragging and Caste Overtone • Problems of SC/ST Senior and Junior Residents • Circumstances of the SC/ST Faculty • Anti-quota Agitation • Discrimination in Teaching • Evaluation of Theory paper • Discrimination in practical and viva-voice • Conclusion • References. 2. Problems and Prospects of Dalit Women: An Emerging Reality . 37 — T. Brahmanandam &T. Bosu Babu • Brief Review of Literature • Socio-religious practices • Purity and Pollution • Feminism and Dalit Women • Educational Impact on Dalit Women • Conclusion • References. 3. The Dilemma and Dialectics of the Empowerment of Women: A Sociological Deliberation .55 — Srikakolli Eliah, Subhankar Basu, and Srikakolli Jayapradha Eliah • Introduction • Constitutional Provisions • Legal Provisions • Crimes identified under the Special Laws (SL) • Special Initiatives for Women • Welfare Schemes for Women • Some Grim Realities of Women Empowerment • Some Glossy Pictures of Women Empowerment • Dilemma and Dialectics in Empowerment • Phenomenological Empowerment: Some Observations • What makes empowerment possible? • An Observation • References. 4. Using Reading as a Resource to Help Dalit Students Learn English and Achieve their Desired Socio-Economic Status . 77 — Govindaiah Godavarthi • Introduction • Facts and figures regarding Dalits • Socio-economic enablement of the Dalits for Education • The role of Lord Macaulay in Empowering the Dalits • Importance of English in India • The context of the study • Reading as a tool to improve English • Conclusion. 5. Access to Education and Health Among Social Groups: A Case Study of Migrant Slum Households of Gadag- Betageri City in Karnataka State . 83 — B.H. Nagoor • Introduction • Methodology of the study • Access to Education and Health among migrant slum households • Education among migrant slum households • Education level of migrants’ children belongs to age group 6-14 years • Access to Educational Benefits • Scholarship to (SC/ST) child, Balika Samrudhi Yojana and Mid-day meal, Uniforms and Books • Health status of migrated households•Access to health benefits of migrated households • Conclusion and Suggestions • References. 6. Status of Rural Dalit Women in India: A Case Study of Koge Village in Kolhapur District . 101 — P.B. Desai • Introduction • Objectives of the Study • Study Area • Methodology • Source of Data • Data Analysis and Interpretation Case Study-1, • Case Study-2, • Case Study-3, • Case Study-4, • Major Findings • Conclusion • References. 7. Access to Land and Livelihoods of Rural Dalits in Dakshina Kannada District, Karnataka .109 — G. Srikantha Nayaka, Ramakrishnappa, V and Vishwanatha • Introduction • Objectives of the Study • Economic Status of Dalits in India • Land ownership patterns in Karnataka • A Demographic Features of Scheduled Castes, Dakshina Kannada district in Karnataka • Status of Landless Households in Dakshina Kannda • Occupational Pattern and Livelihood Opportunities • References. 8. “Democratic Decentralisation and Nature of Political Exclusion of Dalits in Panchayati Raj” . 119 — Avinash G. Bhale • Introduction • Research Methodology • Objectives of the Study • 73rd Amendment in India • Gram Sabha • Political Exclusion of Dalits:Influences on the election process and politics in village • Caste and Respondent’s participation or attendance in Gram sabha • Reasons for Dalit Exclusion from Local Self-Governance • Participation process of upper caste women and dalit women in Panchayati Raj • Conclusion • References. 9. Violation of Dalit Human Rights: A Study in Andhra Pradesh . 131 — Akepogu Jammanna and Pasala Sudhakar • The Missing links • Roots Cause for violence in Andhra Pradesh • Violations of Dalits rights • Caste Discrimination • Violations of the rights of women • SC man beaten to death • References. 10. Ambedkar Views on Castes in India . 145 — M. Thangaraj • Definition of Caste • Nature of caste • Creation of caste • Mechanism (of the creation and preservation of Caste) • Growth and spread of caste system • Imitation and the Basis for Formation of Caste • Mechanistic Process of the Formation of Caste • References 11. Understanding the Origins of Inequality: People and their Access to Means of Development . 155 — C. Jerome Samraj • Introduction • Village, Caste and People’s Access to Development • People and their access to Education • Employment • Conclusion • References • Notes. 12. A Revisit into B. R. Ambedkar’s Perception on Caste. 171 — Kanak Kanti Bagchi • Introduction • Review of Literature • Methodology • Re-look into Ambedkar’s Outlook on Caste and its Relevance • Criticizing the Socialists Position • Caste as Division of Labour – Refutation of the Argument • Biological Reason of Caste – Refutation of the Argument • Caste System and Elements of Ambedkar’s Ideal Society • Abolition of Caste • Conclusion • References. Index . 187 The Title 'Voices Unheard: Methodologically Articulated written/authored/edited by T. Brahmanandam, T. Bosu Babu', published in the year 2018. The ISBN 9789351282853 is assigned to the Hardcover version of this title. This book has total of pp. 192 (Pages). The publisher of this title is Kalpaz Publications. This Book is in English. The subject of this book is Dalits / Rural Development / Education. Size of the book is 14.34 x 22.59 cms Vol:-
Fine English Original bdg. HC. Large roy. 8vo. (25 x 17 cm). In Turkish and abstract in German. [xiii], 533 p., b/w ills. Istanbul Alman Lisesi. [= Deutsche schule Istanbul]. Corporate history of German School in Istanbul.
Fine English Paperback. Pbo. Roy. 8vo. (23 x 16 cm). In Turkish. [xiv], 282 p. Istanbul Ermeni okullari. Armenian schools in Istanbul (Constantinople).
Fine English Paperback., Fine., 22 x 15 cm, 345 p. "Din ögretimlerinde kavram ögretimi, (dogruluk kavrami örenegi), SÜLEYMAN AKYÜREK, DEM - Degerler Egitimi Merkezi Yayinlari, Istanbul, 2004"
1 vol. in-4br., Bulletin du Syndicat National de l'Enseignement Supérieur, n° 102, Mars 1965, 175 pp. avec plusieurs grands tableaux dépliants Bon exemplaire Français
Book has very light shelfwear. Minor foxing to top of textblock. DJ spine browned with light edgewear (a couple of tiny chips). ; Sir Ronald Syme gives us a highly entertaining characterization of the author and his work, together with a sketch of the literary, social and religious context. By comparing it with the Historiae of Ammianus Marcellinus he puts the probable publication date between 392 and 395. For Sir Ronald Syme, it is a historical fiction about gods and bad emperors. The author chose to pass himself off as six biographers. He invented a whole school of precursors as rivals to cite, to confute, to mock and to expose. ; 313 pages
Scholar's bookplate to inner cover (G. P. Goold). Foxing/dustsoiling to top of textblock. DJ spine browned. Minor shelfwear. ; Sir Ronald Syme gives us a highly entertaining characterization of the author and his work, together with a sketch of the literary, social and religious context. By comparing it with the Historiae of Ammianus Marcellinus he puts the probable publication date between 392 and 395. For Sir Ronald Syme, it is a historical fiction about gods and bad emperors. The author chose to pass himself off as six biographers. He invented a whole school of precursors as rivals to cite, to confute, to mock and to expose. ; 313 pages
pp. viii, 334, (2) [Publisher's catalogue] + Five color maps. Numerous text drawings and maps. Slightly age stained. Anna Herdon's copy. Front fly leaf torn with loss. 12mo. Original leather spine over cloth covered boards. Spine lettered in gold and embossed with figure of Phoenix raising. Front board portrait of Washington. Cloth boards faded, stained and worn. Extremities worn with some loss. Hardbound. PA71 FRONT
About the Book:-, Education : Perspectives and Issues provides an in-depth discussion of Education in rights based context, in terms of content, relevance, changing paradigms etc. The key features of this book are to give an overview of education and its impact on the societies. The book emphasises the need of systematic interventions to address the illiteracy at the nook end corners. This book elucidated and evaluated issues and perspectives of Indian education and global context. In this book the findings of the study in the light of Right to Education have been clearly noted, the need of community based interventions. The readers can explore current and emerging research, concepts, debates, and teaching strategies for teachers and students to enhance the quality at the primary and middle schools. The book accentuated the need of the government quality interventions and strategies for education development. About The Author:- Swapan Kumar Kolay is Associate Professor and Head, Department of Anthropology and Tribal Studies; Ex-Dean of Student Welfare, Acting Deputy Registrar (Academic), Bastar University, Chhattisgarh. He obtained M.Sc. in Anthropology (1992) and Ph.D (1999) from the University of Sagar, M.P. He has done Post Graduate Diploma in Rural Development. He has worked with Cultural Research Institute, Kolkata; A. N. Sinha Institute of Social Studies, Patna; Department of Anthropology, University of Delhi and Indian Institute of Forest Management, Bhopal. He has rich research experience in Tribal development and he has published more than 60 research based articles in different National, International journals and books. Mrs. Mousumi Kolay, M.Sc., M.Ed., is presently working as Assistant Teacher in Vidya Jyoti School, Jagdalpur, Chhattisgarh. She is a life member of Purna Chandra Memorial Institute of Social Research and Development, Kolkata. She has published research based articles in many repute journals and books. Contents:- Foreword Preface Acknowledgements Acronyms 1. Introduction 1.1 Indian Education 1.2 Importance of Primary Education in India 1.3 Education System in India and its Stages, Today 1.3.1 Pre-primary 1.3.2 Primary 1.3.3 Middle 1.3.4 Secondary 1.3.5 Higher Secondary 1.3.6 Undergraduate 1.3.7 Postgraduate 1.4 Education Governing Bodies 1.4.1 The Central Board of Secondary Education (CBSE) 1.4.2 The Council of Indian School Certificate Examination (CISCE) 1.4.3 The State Government Boards 1.4.4 The National Open School 1.4.5 The International School 1.5 Elementary Education 1.6 Sarva Siksha Abhiyan (SSA) 1.7 District Primary Education Programme (DPEP) 21 23 25 27 29 6 Education: Perspectives and Issues 1.8 Operation Blackboard 1.9 National Bal Bhavan 1.10 Secondary Education 1.11 Role of Government 1. 12 Journey of India Education 1.13 UK School Curriculum 1.13.1 Primary Curriculum Subjects 1.13.2 Secondary Curriculum Subjects 1.14 School Curriculum of Ireland As per the Education Act, 1998 the American Government Adopt in g Following Curriculum. 1. 14 .1 Curriculum 1.14.2 Content of Curriculum 1. 14.3 Aims of Curriculum 1.15 Importance of Inclusive Education 1.15.1 Inclusive Education: Defining Principles 1.15.2 The Benefits of Inclusive Education 1.15.3 Recommended Practices in Inclusive Schools 1.16 Importance of Creativity in Education 2. The Right to Children to Free and Compulsory Education Act, 200 9 59 2. 1 Preliminary 2.1.1 Extent and Commencement 2 .1.2 Definition 2.2 Right to Free and Compulsory Education 2.2.1 Right of Child to Free and Compulsory Education 2 .2.2 Special Provisions for Children not Admitted to or have not Completed Elementary Education 2.2.3 Right to Transfer to other School 2.3 Duties of Appropriate Government, Local Authority and Parents CONTENTS:- 7 2.3.1 Duty of Appropriate Government and Local Authority to Establish School 2.3.2 Sharing of Financial and other Responsibilities 2.3.3 Duties of Appropriate Government 2.3.4 Duties of Local Authority 2.3.5 Duties of Parents and Guardian 2.3.6 Appropriate Government to Provide for Pre - school Education 2.4 Responsibilities of Schools and Teachers 2.4.1 Extent of Schools Responsibility for Free and Compulsory Education 2.4.2 No Capitation Fee and Screening Procedure for Admission 2.4.3 Proof of Age for Admission 2.4.4 No Denial of Admission 2.4.5 Prohibition of Holding Back and Expulsion 2.4.6 Prohibition of Physical Punishment and Harassment to Child 2.4 .7 No School to be Established without Obtaining Certificate of Recognition 2.4.8 Norms and Standards for School 2.4.9 Power to Amend Schedule 2.4.10 School Management Committee 2.4.11 School Development Plan 2.4.12 Qualifications for Appointment and Terms and Conditions of Service of Teachers 2.4.13 Duties of Teachers and Redressal of Grievances 2.4.14 Pupil-Teacher-Ratio 2.4.15 Filling up of Vacancies of Teachers 2.4.16 Prohibition of Deployment of Teachers for Non-educational Purposes 2.4.17 Prohibition of Private Tuition by Teacher 8 Education: Perspectives and Issues 2.5 Curriculum and Completion of Elementary Education 2 .5.1 Curriculum and Evaluation Procedure 2 .5 .2 Examination and Completion Certificate 2.6 Protection of Right of Children 2 .6.1 Monitoring of Child Right to Education 2.6.2 Redressal of Grievances 2 .6.3 Construction of National Advisory Council 2.6.4 Construction of State Advisory Council 2.7 Miscellaneous 2.7.1 Power to Issue Directions 2 .7.2 Previous Sanction for Prosecution 2.7.3 Protection of Action Taken in Good Faith 2 .7.4 Power of Appropriate Government to Make Rules 2.8 Norms and Standards for School 3. Methodology and Study Setting 81 3.1 Importance of Research 3 .2 Steps in the Research Process 3.2.1 Identifying and Design the Problem! Opportunity 3.2.2 Exploratory Research 3.2.3 Preparing the Statement Research Objectives 3.2.4 Developing the Hypothesis 3 .2.5 Planning the Research Design 3 .3 Need for the Study 3.4 Aims and Objectives of the Study 3 .5 Study Setting 3 .5 .1 Bastar District Socio, economic and Demographic Profile 3.5.2 Dhamtari District Socio, economic and Demographic Profile 3 .6 Sampling Frame CONTENTS:- 9 3.7 Research Tools 3.7 1 Schedule 3 .7.2 Focussed Group Discussions 3.7.3 Observation 3 .8 Data Collection 3.9 Evaluating the Data 3. 10 Analysis 3.11 Preparing and Presenting the Research Book 3.12 Limitations of the Study 4. Results and Discussion 99 4 .1 Primary Schools in Bastar District 4 .1 .1 Social Characteristics of the Respondents 4.1.2 Distance 4 .1 .3 Facilities in the School 4.1.4 Staffing 4.1.5 Prayer Timing 4 .1.6 Teaching Hours 4 .1. 7 Timing for Mid-day Meal 4 .1.8 Timing for Preparation of Action Plans 4.1.9 Student Portfolio 4.1.10 Time Allocated for Discussion with Parents 4 .1.11 Time Spared for Staff Meeting 4.1.12 Special Needs to Help the Children 4.1.13 Tools/Format Fixed for Evaluation 4. 1.14 Teachers and Students Attendance during Prayer 4. 1.15 Prayer Procedure 4.1.16 Teaching Model 4.1.17 Attendance after Assembly 4 .1.18 Teaching: Cognitive Teaching 4.1.19 Whole Class Approach 4 .1.20 Group Based Activity 10 4.1.21 4.1.22 4 .1.23 4.1.24 4.1.25 4.1.26 4 .1.27 4 .1.28 4.1.29 4.1.30 4 .1.31 4.1.32 4.1.33 4 .1.34 4.1.35 4.1.36 4.1.37 4.1.38 4.1.39 4.1.40 4 .1.41 4.1.42 4.1.43 4.1.44 4.1.45 Education: Perspectives and Issues Mode of Continuous Evaluation Co-Cognitive Teaching Art Work Experience Physical Education and Health Social/Personal Attitudes and Values Mid-day Meal Distribution Preparation of Action Plan for Teaching and Evaluation Preparation of Activities for Class Room Teaching Preparation of Teaching and Learning Material Application of Techniques Plan for Group Work of the Children Action Plan for Teaching and Learning Learned/Followed Teaching Learning Material Plan for the Uses of Library New Information and New Technique for the Class Room Preparation of Portfolio for Individual Children General Information of Children Areas of Interest of Children Measuring of Learning Improvement Collection of Information Regarding Special Work Assessing the Past and Present Status Discussion with Parents to Solve the Problems Contact with the Parents and Parent Teacher Association Discussion with Parents and PTAs CONTENTS:- 4.1.46 Discussion about Dropout and Un-enrolled Children 4.1.47 Discussion about the Regular Attendance 4.1.48 Discussion Regarding School Plan and Unit Plan 4.1.49 Discussion about Particular Activity in the Classroom 4.1.50 Discussion about Writing and Reading Material 4.1.51 Evaluation of the Children and Student Profile 4.1.52 Discussion on Co-conscious Activity 4. 1.53 Discussion on Participation of Parent Teacher Association 4.1.54 Discussion on Time Table of the School 4.1.55 Discussion on Expectation of Every Children 4.1.56 Discussion about the Book 4.1.57 Discussion on the Good Work which is done 4.1.58 Solving of Problem Regarding the Teaching and Learning Method 4.1.59 Regarding Professional Experiences 4.1.60 Following of Guidelines Regarding RTE 4.1.61 Special Essential Help and Co-operation to Children on Teaching 4.1.62 Evaluation of Ability of Every Children 4.1.63 Identification of Problems and Solutions of Children 4.1.64 Special Help to Every Children As Per Their Demand 4.1.65 Maximum Evaluation and Construction of Material: Preparation of Evaluation Format 4.1 .66 Conduct of Survey for Utilisation 4.1.67 Implementation of Good Things which was Evaluated by Other School 11 12 Education: Perspectives and Issues 4 .1.67.1 Bastar District Primary Schools Responses on Statements Regarding RTE Impact 4.1.67.2 Implementation Status of Primary Schools in Bastar District 4.1.67.3 Major Findings from Primary Schools in Bastar District 4 .2 Middle Schools in Bastar District 4.2.1 Social Characteristics 4 .2 .2 Residence and Distance 4.2.3 Facilities in the School 4.2.4 Staffing 4 .2.5 Prayer and Teaching Time 4 .2.6 Mid-day Meal 4.2.7 Preparation of Action Plans 4 .2.8 Student Portfolio 4.2.9 Discussion with Parent 4 .2 .10 Staff Meeting 4.2 .11 Special Need to Help the Children 4 .2.12 Tools/format Fixed for Evaluation 4 .2 .13 Attendance of Teachers and Students during Prayer 4.2 .14 Teaching: Cognitive Teaching (Class VI-VIII) 4.2.15 Whole Class Approach and Group Based Activity 4 .2.16 Mode of Continuous Evaluation and Co-cognitive Teaching 4.2.17 Art 4.2 .18 Work Experience 4.2.19 Physical Education and Health 4.2.20 Social/Personal Attitudes and Values 4.2.21 M d day Meal Distribution 4.2 .22 Preparation of Action Plan for Teaching and CONTENTS:- 13 Evaluation 4.2.23 Preparation of TLM and Application of Techniques for Active Participation 4.2 .24 Plan for Group Work of the Children 4.2.25 Preparation for Action Plan for Teaching and Learning 4.2.26 Learn and Follow Teaching and Learning Material 4.2 .27 Collect New Information and Portfolio for Individual Children 4.2 .28 General Information of Children 4.2.29 Identification of Interests and Measuring Improvement 4.2.30 Collection of Information Regarding Special Work 4.2.31 Assessment of Past and Present Status 4.2.32 Solving the Problems and Contact Parent Teacher Association 4.2 .33 Discuss with Parents and PTAs 4.2.34 Discussion about Dropout, Un-enrolled and Regular Attendance 4.2.35 Discussion on Practical Activity, Writing and Reading Material 4.2.36 Evaluation for the Children and Student .Profile Co-conscious Activity 4•.2.37 Participation of Parent Teacher Association and Time Table 4 .2.38 Expectation of Every Children and Discuss on Book 4.2.39 Discussion on Regarding the Good Work and Problem Solving 4.2.40 Professional Experience of Teachers and Guideline of RTE 4.2.41 Teaching and Ability of Every Children 4.2.42 Identify of Problems and Solutions and R 14 Education: Perspectives and Issues Special Help 4.2.43 Format for Evaluation, Survey for the Utilisation and Implemented Good Things 4.2.43.1 Bastar District Middle Schools Responses on Statements Regarding RTE Impact 4.2.43 .2 Implementation Status of Middle Schools in Bastar District 4 .2 .43.3 Major Findings from Middle Schools in Bastar : District 4.3 Primary Schools in Dhamtari District 4 .3. 1 Social Characteristics 4 .3.2 Educational Qualification 4 .3 .3 Residence and Distance 4.3.4 Facilities in the School 4.3 .5 Staffing 4 .3 .6 Prayer and Teaching Time 4 .3.7 Midday Meal 4 .3.8 Preparation of Action Plans 4 .3 .9 Student Portfolio 4 .3 .10 Discussion with Parent 4 .3.11 Staff Meeting 4 .3 .12 Special Need to Help the Children. 4.3 .13 Tools/Format Fixed for Evaluation 4.3.14 Attendance of Teachers and Students during Prayer 4 .3. 15 Teaching 4.3.16 Whole Class Approach and Group Based Activity 4.3.17 Mode of Continuous Evaluation and Co-cognitive Teaching 4.3.18 Art 4 .3 .19 Work Experience 4 .3 .20 Physical Education and Health CONTENTS:- 15 4 .3 .21 Social/Personal Attitudes and Values 4.3.22 Mid-day Meal Distribution 4.3.23 Preparation of Action Plan for Tea chin g and Evaluation 4.3.24 Preparation of Activities for Class Room Teaching 4.3.25 Preparation of Teaching and Learning Material 4.3.26 Application of Techniques 4.3.27 Plan for Group Work of the Children 4 .3 .28 Action Plan for Teaching and Learning 4.3.29 Learned/Followed Teaching Learning Material 4.3.30 Plan for the Uses of Library 4.3.31 New Information and New Technique for the Class Room 4.3.32 Preparation of Portfolio for Individual Children 4.3.33 General Information of Children 4.3.34 Areas of Interest of Children 4.3 .35 Measuring of Learning Improvement 4 .3 .36 Collection of Information Regarding Special Work 4 .3.37 Assessing the Past and Present Status 4.3.38 Discussion with Parents to Solve the Problems 4.3.39 Contact with the Parents and Parent Teacher Association 4 .3.40 Discussion with Parents and PTAs 4 .3.41 Discussion about Dropout and Un-enrolled Children 4.3.42 Discussion about the Regular Attendance 4 .3.43 Discussion Regarding School Plan and Unit Plan 4 .3.44 Discussion about Particular Activity in the 16 Education: Perspectives and Issues - Classroom 4 .3.45 Discussion about Writing and Reading Material 4 .3.46 Evaluation of the Children and Student Profile 4 .3.47 Discussion on Co-conscious Activity 4.3.48 Discussion on Participation of Parent Teacher Association 4. 3 .49 Discussion on Time Table of the School 4.3.50 Discussion on Expectation of Every Children 4 .3 .51 Discussion about the Book 4 .3 .52 Discuss on Regarding the Good Work which is done 4.3.53 Solving of Problem Regarding the Teaching and Learning Method 4.3.54 Regarding Professional Experiences 4.3.55 Following of Guidelines Regarding RTE 4.3.56 Special Essential Help and Co-operation to Children Teaching 4.3 .57 Evaluation of Ability of Every Children 4 .3.58 Identification of Problems and Solutions of Children 4 .3 .59 Special Help to Every Child as per his/her Demand 4 .3 .60 Maximum Evaluation and Construction of Material: Preparation of Evaluation Format 4 .3.61 Conduct of Survey for Utilisation 4 .3 .62 Implementation of Good Things which was Evaluated by Other School 4.3.62.1 Dhamtari District Primary Schools Responses on Statements Regarding RTE Impact 4 .3.62.2 Implementation Status of Primary Schools in Dhamtari District 4.3 .62.3 Major Findings from Primary Schools in Dhamtari District CONTENTS:- 17 4.4 Middle Schools in Dhamtari District 4.4.1 Social Characteristics 4.4.2 Residence and Distance 4.4.3 Facilities in the School 4.4.4 Staffing 4.4.5 Prayer and Teaching Time 4.4.6 Mid-day Meal 4 .4. 7 Preparation of Action Plans 4.4.8 Student Portfolio 4.4.9 Discussion with Parents 4.4.10 Staff Meeting 4.4.11 Special Need to Help the Children 4.4.12 Tools/Format Fixed for Evaluation 4.4.13 Attendance of Teachers and Students During Prayer 4.4.14 Training: Cognitive Teaching (Class VI-VIII) 4.4.15 Whole Class Approach and Group Based Activity 4.4.16 Mode of Continuous Evaluation and Co-cognitive Teaching 4.4.17 Art 4.4.18 Work Experience 4.4.19 Physical Education and Health 4.4.20 Social/Personal Attitudes and Values 4.4.21 Midday Meal Distribution 4.4.22 Preparation of Action Plan for Teaching and Evaluation 4.4.23 Preparation of TLM and Application of Techniques for Active Participation 4.4.24 Plan for Group Work of the Children 4.4.25 Preparation for Action Plan for Teaching and Learning 4.4.26 Learn and Follow Teaching and Learning 18 Education: Perspectives and Issues Material 4.4.27 Collect New Information and Portfolio for Individual Children 4.4.28 General Information of Children 4.4.29 Identification of Interests and Measuring Improvement 4.4.30 Collection of Information Regarding Special Work 4.4.31 Assessment of Past and Present Status 4.4.32 Solving the Problems and Contact Parent Teacher Association 4.4.33 Discussion with Parents and PTAs Regarding Quality of Education 4.4.34 Discussion about Dropout, Uri-enrolled and Regular Attendance 4.4.35 Discussion on Practical Activity, Writing and Reading Material 4.4.36 Evaluation for the Children and Student Profile Co-conscious Activity 4.4.37 Participation of Parent Teacher Association and Time Table 4.4.38 Expectation of Every Children and Discuss on Book 4.4.39 Discussion on Regarding the Good Work and Problem Solving 4.4.40 Professional Experience of Teachers and Guideline of RTE 4.4.41 Teaching and Ability of Every Children 4.4.42 Identification of Problems and Solutions and Special Help 4.4.43 Format for Evaluation, Survey for the Utilisation and Implemented Good Things 4.4.43 .1 Dhamtari District Middle Schools Responses on Statements Regarding RTE Impact 4.4.43 .2 Implementation Status of Middle Schools in - CONTENTS:- 19 Dhamtari District 4.4.43. 3 Major Findings from Middle Schools in Dhamtari District 4.5 Comparative Analysis of Bastar and Dhamtari Primary Schools 4.6 Comparative Analysis of Bastar and Dhamtari Middle Schools 5. Findings and Recommendations for Policy Making 287 5.1 Identified Problems 5.1 .1 Physical Location of Tribal Village 5.1.2 Economic Condition 5.1 .3 Parents Attitude 5.1.4 Parents Education Committee (PE C) 5.1.5 Teachers Problem 5.1 .6 Concerns of the Students 5.1 .7 Teaching Learning Materials (TLM) 5.1.8 Condition of Schools 5.1 .9 Technical Education 5.1 .10 Lack of In spection 5.1.11 Social and Cultural Problems 5.1.12 Quality of Teachers 5.1.13 Duties Handling by Outsiders 5.1.14 Apathy in Duties 5.1 .15 Bad Environment Conditions 5.1.16 Poor Management 5.1 .17 Concerned towards Students 5.1.18 Un utilisation of Resources 5.1.19 Poor Sensitisation 5.1 .20 No Participation in Parent Teachers Meeting 5.2 Common Suggestion and Recommendation 5.3 Specific Suggestion and Recommendation 20 Education: Perspectives and Issues 5.3.1 Policy Interventions 5.3.2 Awareness Campaign 5.3.3 Community Mobilisation 5.3.4 Community Partnership 5.4 Conclusion Bibliography 299, The Title 'Education Prespectives and Issues written/authored/edited by Swapan Kumar Kolay', published in the year 2014. The ISBN 9788121212496 is assigned to the Hardcover version of this title. This book has total of pp. 312 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education. Size of the book is 14.34 x 22.59 cms Vol:-
xv + 245pp., softcover, 22cm., in the series "Cambridge Studies in medieval life and thought. 3rd series" vol.12, ISBN 0-521-52226-9, R78313
