Notes on critically reviewing journal

1. Journal Study
Introduction:
Research is the systematic investigation into and study of materials and sources in order to establish
facts and reach new conclusions.
 Research involves inductive and deductive methods.
 Inductive research methods are used to analyze an observed event.
 Deductive methods are used to verify the observed event.
 Inductive approaches are generally associated with qualitative research.
Analysis of the Journal:
Title: Learning And Instructional Strategies: Policies and Ground Realities on Innovations in
Classrooms
Author: Vinod Kumar Kanvaria ( Asst. Prof of dept of education, University of Delhi)
MeenuSharma
Resource Material: Journal of All India Association for Educational Research
(Edition Jun & Dec 2018 Vol:30)
Abstract of the Study:
Learning strategies are the thoughts and behaviors in which a learner is engaged and which influence the
learners encoding process.
Innovative instructional and learning strategies are a proactive approach to integrate new teaching strategies
that promote learner’s engagement and improve learner’s ability to apply what they learn (NCFTC 2009)
Educational Innovation is defined as new policy, syllabus, method or organizational changes which is
intended to improve teaching and learning – Nisbet (1974)
Purpose of the Study:
The significance of this study is to give the
 Comprehensive idea of innovative education
 Identifies the gaps and provides certain implication which helps in bridging those gaps.
 Importance of teacher’s education is the key for success of innovation in education
Objectives of the Study:
1) To find out the reason why Classroom instructional and learning realities are different from the
policies
2) To find out what are the problems that learning facilitators face while trying out innovative strategies
within the existing facilities in the classroom.

2. 3) To investigates the gaps that exist below the surface level which policymakers are unaware of.
4) The research study tries to answer some of the research questions:
a) What is teacher’s perception about the realities of Innovative instructional strategies in
classroom?
b) What are the problems that primary and elementary teachers face while trying out the
innovative strategies in the existing Indian education system?
c) What are the gaps that exist between policy recommendations and classroom realities?
d) What can be the possible solutions to these gaps as explained by the teachers?
Hypotheses:
1) There is significant issue to be found by the teachers in the policy recommendations and classroom
scenarios
2) There is significant reason to be found for prevailing gaps in implication of policy recommendation
3) There is significant gap is found below the surface level which policymakers are unaware of.
Methodology:
Qualitative approach is applied in this study to understand the perception of the teachers and the learning
facilitator according to their perception the realities may varies.
Population of the Study:
Sample Size: 17 teachers from Primary level and elementary level in Urban Delhi school
Sample is Heterogeneous (Include both primary and elementary grades Teachers)
Variables are Dependent variable: Teachers and Independent variable: Innovative instructional strategies
Technique: Convenient non random sampling (easy to reach or contact)
Tooland Data:
Semi structured interview were considered to be appropriate tool for data collection it give participants the
freedom to express themselves and their struggles in their own words and help researcher to collect the pure
data.
Two categories of questions: a) What issues or gaps are there? b) Why are these gaps existing and why
policymakers are unaware of these realities?
Teachers Primary level Elementary level Approximate %
Male 1 5 67 %
Female 10 2 33 %

3. Gaps that exist in the policy recommendations and classroom scenarios:
Reasons Prevailing gaps
S. no Reasons No. of teachers, who found
the reason to be significant
1 Lack of teachers say in policy making 16
2 Researches and survey data are not used 13
3 Faulty recruitment process 4
4 Ignorance towards education sector 8
5 Policy makers are not directly related and
bureaucratic system of decision making
7
Analysis and Discussion:The data collected is discussed and analyzed by the researcher to understand
the various conclusion areas has emerges from the responses to existing gaps and reasons.
Conclusion emerges from the responses to existing gaps are:
1) Unavailability of resources
2) Classroom infrastructure
3) Teacher pupil ratio
4) Syllabus completion pressure
5) Fear of competitive environment in high classes
6) Knowledge in higher classes
7) Lack of in service training and workshops for teachers
8) Lack of parental / community help
9) The problematic concept of innovation
S.no Issue and Gap No. of Teachers, who found the
issue to be significant
1 Lack of recourses and teaching learning materials 17
2 Limited classroom structure and space 17
3 Problems of seating arrangement 14
4 No. of students admitted in classroom 15
5 Overburdened teachers in terms of syllabus 13
6 Non Alignment of parents and guardians from the
pedagogy
16
7 Lack of help from the parents /community 12
8 Fixed timeline for syllabus 7
9 Pervious knowledge algorithm 4
10 No/ lack support or in service training by
administration for the teachers
10
11 Faulty concept of innovation 9

4. Conclusion emerges from reasons:
1) In consideration towards education sector.
2) Inappropriate recruitment of teachers
3) Survey data not used for improvement
4) Following western practices.
The above discussed issues reveal that there is a wide gap between the policy recommendations and the
classroom realities and also give us insight that what problems teachers face even if they want to try out
Innovative ILS.
Now, it is also important to know why policymakers are unaware of these realities.
The Conclusion emerges from teacher’s responses for why these problems are not taken into consideration
while formulating the policies has been discussed:
DISE and ASER report pointing out certain loopholes prevailing in the education system. Those have been
not rectifying completely till now. Through the analysis it can be concluded that teachers are not the only
one who are responsible but whole education system is responsible the innovations in ILS.
The Above stated issues are the actual gaps which are holding the innovations to happen in the
classroom. For bridging these gaps, teachers voice need to be heard out as they are the one who is
struggling with this issue on day to day basis in the classroom.
Conclusionof the Study:
This study delves into the gaps which are there in the policy recommendation regarding innovative ILS and
the classroom realities. The Study focuses on the teacher’s perception as teachers are considered to be
responsible for the transactions that are taking place in the classroom. Through the data collection and
analysis of teacher’s views and opinion, this can be said for the innovations to take place in the classroom
there is a number of factors that need to be considered. NCFTE 2009 focuses on the teacher education and
preparation so that better teacher can be prepared, but teacher alone cannot bring innovation in the classroom.
So the teacher’s opinions have to be considering while making the policies. The Efforts should be made in
order to brig innovation in the ideas and in the motives of educational ideology which promotes creativity
rather than following the established ways and methods. This can be done by making the in service teacher
education and workshops compulsory.
Finding of the Study:
The outcome of this paper is useful in providing possible solutions that can help in bridging these gaps on
innovation Instructional strategies in classroom. Policymakers has to consider the teacher’s opinion while
policy recommendation. There should be a regular provision for the In service programs for the teachers. The
survey data collected for policy making has to be used to prevailing gaps.

5. Education Implication:
Innovative learning strategies change in approach has important implications for teachers.- Teachers 'enter
the classroom with two distinctly different kinds of goals:
(1) goals concerning the products of learning, which 'focus on what, students should know or be able to do as
a result of learning-that is, goals ,that focus on teaching what to learn
(2) goals concerning the processes of learning, which focus on techniques and strategies students can use to
accomplish learning- -that is, goals thast focus on teaching how to learn.
Successful teaching requires sensitivity to both types of instructional goals and skill in-teaching both 'types
of instructional objectives. Learning is an active process that occurs within the learner and that can, be
influenced by the learner.
Self Reflection:
1) In my opinion the title of my journal study is properly aligned with the methodology used in the research
as the title give insight of the finding the ground realities of the policy and strategies recommendation on
innovation in classroom. The realities may varies for each facilitator so the researcher cannot impose his
perception in the study by choosing quantitative method rather he has chosen qualitative approach where he
can understand the perception of each facilitators because reality for each learning – facilitator is different.
2) The major step in the Indian educational reforms is carried by the NCF 2005 which provides guidelines
for teaching and learning but doesn’t talk about its reality of Indian classroom and educational system which
is one of the drawbacks on the Innovation strategies in the classroom.
3) The study strongly recommends the regular and compulsory In- service education and workshop for the
teachers.
4) The policymaker has to consider the teacher’s suggestions while framing the policies because the teachers
are the ultimate fieldworker to implement those policies into the classroom.
5) The innovation strategies or policy recommendation should be evaluated time to time to see whether they
are working or not.
6) The study is delimited as it is conducted in the urban city of Delhi school. The result or the finding may
varies if its carry out in the rural schools.