Student absenteeism is a major problem in Indian schools. The study explored the causes of absenteeism among 5th standard students in Delhi government schools and Kendriya Vidyalayas. It found that the main causes were illness, household responsibilities, financial difficulties forcing students to work or take care of siblings, distance to school, and lack of interest in school. Absenteeism negatively impacted students' learning and social development. To reduce absenteeism, factors like teacher training, curriculum reform, community involvement, and support for disadvantaged families must be addressed. However, the study had a small sample size and was limited to 5th grade students in government schools.
This document discusses the causes and effects of absenteeism in schools. It identifies several common factors that can lead to absenteeism, such as physical and mental health issues, low socioeconomic status, lack of transportation, and bullying. Specific causes mentioned include lack of interest in school, teacher approach, diseases, lack of school facilities, and access to entertainment. Effects of absenteeism include lower grades, laziness, and negative impacts on academic performance. The document also notes that absenteeism affects students, teachers, and society. It concludes by distinguishing between different types of absenteeism and comparing truancy to chronic absence.
The document discusses the problem of absenteeism among students and teachers in colleges. It identifies various causes of student absenteeism, including lack of subject interest, family and social factors, entertainment opportunities, poor teaching skills, and lack of infrastructure and activities. It also discusses ways to ensure class attendance such as managing attendance records, encouraging attendance, preparing well-planned lessons, involving external speakers, building teacher-student relationships, and inspiring discipline. The document examines factors influencing teacher absenteeism and strategies to increase their motivation and supervision. "
This document discusses peer tutoring as an instructional method. It defines peer tutoring as a system where students teach other students who are at a similar age and skill level. There are several types of peer tutoring described, including instructional tutoring where older students coach younger ones, monitorial tutoring where students lead small groups, and pair tutoring where students of equal age help each other. The document also outlines characteristics and limitations of peer tutoring, and provides recommendations for effective implementation such as carefully selecting tutors and providing feedback.
This document summarizes Dr. Jay Smink's presentation on effective strategies for increasing graduation rates. The presentation covers understanding the problem of dropout rates through data on national, state, and background characteristics of dropouts. It also discusses categories of factors contributing to students dropping out, including individual, family, school, and community factors. Finally, it outlines 15 strategies that help prevent students from dropping out, including systemic renewal, school-community collaboration, creating safe learning environments, and monitoring student progress.
Co-curricular activities management in school slides contain the concept of both curricular and co-curricular activities and their management in school.
The document discusses School Management Committees (SMCs) in India as mandated by the Right to Free and Compulsory Education Act of 2009. It notes that SMCs have been formed in 88% of government schools to allow for parental involvement in school functioning through decentralized governance. SMCs are composed of parents, teachers, local leaders and students. Their roles include monitoring enrollment, attendance, infrastructure, grants, and developing school development plans. The formation of SMCs aims to give communities agency in improving school quality and outcomes.
This document discusses the causes and effects of absenteeism in schools. It identifies several common factors that can lead to absenteeism, such as physical and mental health issues, low socioeconomic status, lack of transportation, and bullying. Specific causes mentioned include lack of interest in school, teacher approach, diseases, lack of school facilities, and access to entertainment. Effects of absenteeism include lower grades, laziness, and negative impacts on academic performance. The document also notes that absenteeism affects students, teachers, and society. It concludes by distinguishing between different types of absenteeism and comparing truancy to chronic absence.
The document discusses the problem of absenteeism among students and teachers in colleges. It identifies various causes of student absenteeism, including lack of subject interest, family and social factors, entertainment opportunities, poor teaching skills, and lack of infrastructure and activities. It also discusses ways to ensure class attendance such as managing attendance records, encouraging attendance, preparing well-planned lessons, involving external speakers, building teacher-student relationships, and inspiring discipline. The document examines factors influencing teacher absenteeism and strategies to increase their motivation and supervision. "
This document discusses peer tutoring as an instructional method. It defines peer tutoring as a system where students teach other students who are at a similar age and skill level. There are several types of peer tutoring described, including instructional tutoring where older students coach younger ones, monitorial tutoring where students lead small groups, and pair tutoring where students of equal age help each other. The document also outlines characteristics and limitations of peer tutoring, and provides recommendations for effective implementation such as carefully selecting tutors and providing feedback.
This document summarizes Dr. Jay Smink's presentation on effective strategies for increasing graduation rates. The presentation covers understanding the problem of dropout rates through data on national, state, and background characteristics of dropouts. It also discusses categories of factors contributing to students dropping out, including individual, family, school, and community factors. Finally, it outlines 15 strategies that help prevent students from dropping out, including systemic renewal, school-community collaboration, creating safe learning environments, and monitoring student progress.
Co-curricular activities management in school slides contain the concept of both curricular and co-curricular activities and their management in school.
The document discusses School Management Committees (SMCs) in India as mandated by the Right to Free and Compulsory Education Act of 2009. It notes that SMCs have been formed in 88% of government schools to allow for parental involvement in school functioning through decentralized governance. SMCs are composed of parents, teachers, local leaders and students. Their roles include monitoring enrollment, attendance, infrastructure, grants, and developing school development plans. The formation of SMCs aims to give communities agency in improving school quality and outcomes.
This document discusses the role of teachers in maintaining school records. It defines what school records are, describes the various types of records including general, financial, educational, correspondence, and account records. It explains that maintaining organized, up-to-date records is important for the proper functioning of the school. Cumulative records, which track a student's development over time, are especially important. Well-kept, accurate records are a key management tool for schools.
A school timetable coordinates students, teachers, rooms, and time slots to ensure an orderly schedule for classes, activities, and homework. The document discusses the types and importance of timetables, including how they allocate time for different subjects, develop regularity, and maintain discipline. An effective timetable considers principles like the type of school, regulations, fatigue, variety, and maximum utilization of resources.
This document discusses school failure and dropout. It defines a school dropout as a pupil who has left school before completing basic education or attending for at least 6 months. Theories of why students dropout include weak incentives to stay in school and strong incentives to leave. The document provides dropout rates for several countries including India, the US, China, and Canada. Areas influencing school failure are individual factors, family factors, school-related factors, and psychological factors. Suggested prevention strategies include mentoring/tutoring programs, alternative schooling, after school opportunities, early childhood education, family engagement, and early literacy development. Management of dropout involves both psychopharmacological drugs for conditions like ADHD and government policies to support education.
Gss seminar safety of girls and women at school home and workplacepraveenraj265
The document discusses the importance of safety and security in schools. It outlines the roles and responsibilities of various stakeholders in ensuring a safe school environment, including the school administrator, teachers, students, parents, and local emergency response agencies. Teachers are responsible for enforcing rules and modeling good behavior. Students should be engaged in safety campaigns and informed of their rights and responsibilities. Parents should be involved in developing and reviewing safety procedures. The ultimate goal is to allow students to learn in a safe, nurturing environment free from risks of harm.
The document discusses research-based classroom management strategies for promoting an inclusive classroom community. It identifies strategies for creating a sense of community, facilitating friendships, using positive behavioral supports, and addressing the problems with exclusionary discipline policies. The purpose is to move away from punitive approaches and toward inclusive, community-building practices that support all students.
This document discusses sexual harassment and abuse within families. It defines sexual harassment as unwanted verbal or physical conduct of a sexual nature. Sexual abuse of children can occur within the family by parents or relatives, and can take psychological and behavioral tolls on victims such as low self-esteem, feelings of worthlessness, and distorted views of sex. Parents can help prevent abuse by teaching children about body autonomy and respect, and encouraging prevention programs in schools. Victims benefit from immediate professional evaluation and treatment to help overcome trauma.
The document compares face-to-face and online learning. Face-to-face learning allows for immediate feedback and real-time human interaction, while online learning provides persistent access to materials and more flexibility. However, face-to-face can be rigidly scheduled and discussions may be forgotten, while online lacks immediacy and discussions may become chaotic. Blended learning combines the benefits of both approaches by retaining immediacy and dialogue from face-to-face, while allowing for the persistence, flexibility and rich media of online learning.
The role of teachers has changed from the past to the present. In the past, teachers were seen as the sole source of knowledge and authority figures, while now they take on facilitator, supporter, and advisor roles. As technology and information access has increased, teachers are expected to develop students' skills, understand individual needs, and continually expand their own knowledge base. The ideal 21st century teacher will be understanding, well-prepared in their subject and teaching methods, able to facilitate both classroom and online learning effectively, and open to students' needs in a changing digital world.
The document discusses the concepts of mainstream education, special education, integrated education, and inclusive education. It defines each concept and compares the differences between integrated education and inclusive education. Integrated education aims to educate some special needs children alongside regular students with some support, while inclusive education aims to educate all children who have been excluded from education by providing special infrastructure, curriculum, and trained staff to meet their diverse needs. The key difference is that inclusive education has a broader scope of including all excluded students, while integrated education may have its own criteria for which students to include.
The document discusses learning both in and out of school. It notes that learning inside school gives students pleasure and links learning to their lives, while using various teaching methods. Out of school learning involves experiences arranged outside the classroom, such as with community partners, and has benefits like fun, personal development and motivation. Observational learning, where students learn by watching others, is also important for out of school learning experiences and extending the curriculum into the local area. Approaches to out of school learning include field teaching and field research.
The document discusses the concept of hidden curriculum, which refers to the unstated lessons, values, and perspectives that students learn in school. It is defined as the informal and often unintended lessons learned from factors like social structures, teacher behavior, rules, and cultural expectations in the school environment. Some key aspects that contribute to the hidden curriculum are peer pressure, cultural values promoted by the school, curricular topics, teaching strategies, and institutional rules. The hidden curriculum can positively or negatively influence students' development depending on the messages communicated.
This document discusses gender bias in school curriculum and practices. It notes that while boys and girls may receive different educations, the differences observed between them could be a result of social experiences rather than inherent qualities. Gender bias operates in many facets of schooling, including curriculum content and materials, classroom interactions, examinations, and school organization. For example, some subjects are considered more masculine or feminine. Language can present derogatory or stereotypical representations of gender. Pictures and illustrations also frequently depict gender biases. To reduce gender bias, it is important to change mindsets about gender roles, encourage women in top positions, make curriculum and materials more balanced, and increase awareness among educators. Schools should aim to eliminate divisions between boys and girls
The National Curriculum Framework (NCF) provides guidelines for developing teaching and learning experiences in schools. NCF 2005 was based on constructivist psychology and focused on the overall development of students through a child-centered approach. It aimed to reduce curriculum burden and ensure quality education for all through systemic reforms like more flexible exams integrated with classroom learning. The National Council for Teacher Education then developed the National Curriculum Framework for Teacher Education in 2009, drawing from NCF 2005, to improve teacher education in India and prepare teachers to uphold constitutional values through an inspiring vision.
The assessment process emphasizes data collection of student performance to diagnose learning problems, monitor progress, and give feedback for improvements.
It discuss about ROLE OF SCHOOLS IN GIRLS SAFETY. It also discuss on role played by the school, BENEFITS OF GENDER FAIR CURRICULUM, PRESENT CONDITION OF SCHOOLS IN INDIA & what can be done also in detail with the paper cuttings.
Children with special needs face several obstacles in receiving an education. They experience physical problems related to unsuitable seating, inability to hear or speak, and difficulty writing or with mobility. Emotionally, they feel insecure and disturbed by negative experiences, and unwanted attention can lead to emotional trauma. Cognitive issues also impact their academic achievement, independence, and social skills. Overall, these children have difficulties with physical access, emotional well-being, cognitive performance, and social interaction in school environments.
Factors affecting student’s attendance in school.oralpptxBok Pinto-Toledo
This study aimed to identify factors affecting student attendance at public elementary schools in Banga, Philippines. 340 students from grades 2-6 were surveyed. The most common positive factor for attendance was the desire to learn basic skills like reading and writing. The most common negative factors were sickness, poverty preventing supplies like food, and domestic responsibilities interfering with school. 13 factors in total affected attendance, both positively and negatively. Identifying these factors could help create an academic development program to improve student attendance.
This document discusses the role of teachers in maintaining school records. It defines what school records are, describes the various types of records including general, financial, educational, correspondence, and account records. It explains that maintaining organized, up-to-date records is important for the proper functioning of the school. Cumulative records, which track a student's development over time, are especially important. Well-kept, accurate records are a key management tool for schools.
A school timetable coordinates students, teachers, rooms, and time slots to ensure an orderly schedule for classes, activities, and homework. The document discusses the types and importance of timetables, including how they allocate time for different subjects, develop regularity, and maintain discipline. An effective timetable considers principles like the type of school, regulations, fatigue, variety, and maximum utilization of resources.
This document discusses school failure and dropout. It defines a school dropout as a pupil who has left school before completing basic education or attending for at least 6 months. Theories of why students dropout include weak incentives to stay in school and strong incentives to leave. The document provides dropout rates for several countries including India, the US, China, and Canada. Areas influencing school failure are individual factors, family factors, school-related factors, and psychological factors. Suggested prevention strategies include mentoring/tutoring programs, alternative schooling, after school opportunities, early childhood education, family engagement, and early literacy development. Management of dropout involves both psychopharmacological drugs for conditions like ADHD and government policies to support education.
Gss seminar safety of girls and women at school home and workplacepraveenraj265
The document discusses the importance of safety and security in schools. It outlines the roles and responsibilities of various stakeholders in ensuring a safe school environment, including the school administrator, teachers, students, parents, and local emergency response agencies. Teachers are responsible for enforcing rules and modeling good behavior. Students should be engaged in safety campaigns and informed of their rights and responsibilities. Parents should be involved in developing and reviewing safety procedures. The ultimate goal is to allow students to learn in a safe, nurturing environment free from risks of harm.
The document discusses research-based classroom management strategies for promoting an inclusive classroom community. It identifies strategies for creating a sense of community, facilitating friendships, using positive behavioral supports, and addressing the problems with exclusionary discipline policies. The purpose is to move away from punitive approaches and toward inclusive, community-building practices that support all students.
This document discusses sexual harassment and abuse within families. It defines sexual harassment as unwanted verbal or physical conduct of a sexual nature. Sexual abuse of children can occur within the family by parents or relatives, and can take psychological and behavioral tolls on victims such as low self-esteem, feelings of worthlessness, and distorted views of sex. Parents can help prevent abuse by teaching children about body autonomy and respect, and encouraging prevention programs in schools. Victims benefit from immediate professional evaluation and treatment to help overcome trauma.
The document compares face-to-face and online learning. Face-to-face learning allows for immediate feedback and real-time human interaction, while online learning provides persistent access to materials and more flexibility. However, face-to-face can be rigidly scheduled and discussions may be forgotten, while online lacks immediacy and discussions may become chaotic. Blended learning combines the benefits of both approaches by retaining immediacy and dialogue from face-to-face, while allowing for the persistence, flexibility and rich media of online learning.
The role of teachers has changed from the past to the present. In the past, teachers were seen as the sole source of knowledge and authority figures, while now they take on facilitator, supporter, and advisor roles. As technology and information access has increased, teachers are expected to develop students' skills, understand individual needs, and continually expand their own knowledge base. The ideal 21st century teacher will be understanding, well-prepared in their subject and teaching methods, able to facilitate both classroom and online learning effectively, and open to students' needs in a changing digital world.
The document discusses the concepts of mainstream education, special education, integrated education, and inclusive education. It defines each concept and compares the differences between integrated education and inclusive education. Integrated education aims to educate some special needs children alongside regular students with some support, while inclusive education aims to educate all children who have been excluded from education by providing special infrastructure, curriculum, and trained staff to meet their diverse needs. The key difference is that inclusive education has a broader scope of including all excluded students, while integrated education may have its own criteria for which students to include.
The document discusses learning both in and out of school. It notes that learning inside school gives students pleasure and links learning to their lives, while using various teaching methods. Out of school learning involves experiences arranged outside the classroom, such as with community partners, and has benefits like fun, personal development and motivation. Observational learning, where students learn by watching others, is also important for out of school learning experiences and extending the curriculum into the local area. Approaches to out of school learning include field teaching and field research.
The document discusses the concept of hidden curriculum, which refers to the unstated lessons, values, and perspectives that students learn in school. It is defined as the informal and often unintended lessons learned from factors like social structures, teacher behavior, rules, and cultural expectations in the school environment. Some key aspects that contribute to the hidden curriculum are peer pressure, cultural values promoted by the school, curricular topics, teaching strategies, and institutional rules. The hidden curriculum can positively or negatively influence students' development depending on the messages communicated.
This document discusses gender bias in school curriculum and practices. It notes that while boys and girls may receive different educations, the differences observed between them could be a result of social experiences rather than inherent qualities. Gender bias operates in many facets of schooling, including curriculum content and materials, classroom interactions, examinations, and school organization. For example, some subjects are considered more masculine or feminine. Language can present derogatory or stereotypical representations of gender. Pictures and illustrations also frequently depict gender biases. To reduce gender bias, it is important to change mindsets about gender roles, encourage women in top positions, make curriculum and materials more balanced, and increase awareness among educators. Schools should aim to eliminate divisions between boys and girls
The National Curriculum Framework (NCF) provides guidelines for developing teaching and learning experiences in schools. NCF 2005 was based on constructivist psychology and focused on the overall development of students through a child-centered approach. It aimed to reduce curriculum burden and ensure quality education for all through systemic reforms like more flexible exams integrated with classroom learning. The National Council for Teacher Education then developed the National Curriculum Framework for Teacher Education in 2009, drawing from NCF 2005, to improve teacher education in India and prepare teachers to uphold constitutional values through an inspiring vision.
The assessment process emphasizes data collection of student performance to diagnose learning problems, monitor progress, and give feedback for improvements.
It discuss about ROLE OF SCHOOLS IN GIRLS SAFETY. It also discuss on role played by the school, BENEFITS OF GENDER FAIR CURRICULUM, PRESENT CONDITION OF SCHOOLS IN INDIA & what can be done also in detail with the paper cuttings.
Children with special needs face several obstacles in receiving an education. They experience physical problems related to unsuitable seating, inability to hear or speak, and difficulty writing or with mobility. Emotionally, they feel insecure and disturbed by negative experiences, and unwanted attention can lead to emotional trauma. Cognitive issues also impact their academic achievement, independence, and social skills. Overall, these children have difficulties with physical access, emotional well-being, cognitive performance, and social interaction in school environments.
Factors affecting student’s attendance in school.oralpptxBok Pinto-Toledo
This study aimed to identify factors affecting student attendance at public elementary schools in Banga, Philippines. 340 students from grades 2-6 were surveyed. The most common positive factor for attendance was the desire to learn basic skills like reading and writing. The most common negative factors were sickness, poverty preventing supplies like food, and domestic responsibilities interfering with school. 13 factors in total affected attendance, both positively and negatively. Identifying these factors could help create an academic development program to improve student attendance.
The document discusses research into the impacts of Cambodia's educational system at primary schools. It aims to identify factors limiting the system's effectiveness and quality of student learning. Through interviews, several key issues were identified. Teachers sometimes lack attention to student needs and clear lesson delivery. Students may struggle due to physical, mental or social factors like domestic responsibilities or neighborhood influences. Parents also may not prioritize supporting education. The educational system remains limited due to issues with teachers, students/families, and social environments. Improving teacher skills, student support at home, and social conditions could enhance the primary school system.
This document contains an application for educational counseling psychology. It includes the applicant's name, roll number, email, and college. The acknowledgments section thanks teachers and friends for their guidance. The content section outlines topics that will be covered, including an introduction to educational counseling psychology, the need for special school counseling, infatuation or love affairs, stress management, depression, anger management, child abuse/harassment, adjustment with parents and school, career guidance, self-awareness, impatient children, gambling, truancy, and self-harm. It then provides more details on these topics in subsequent paragraphs.
Family, school and work have significant influences on educational subjects and human learning. There are three main categories of family variables that affect children's school success: 1) parents' attitudes and behaviors towards learning, 2) resources related to learning available at home, and 3) the family climate and parenting styles. Working children between 5-17 often fail to combine work and education, which can lead to dropping out of school. About 39.1% of working children do not attend school. Excessive child labor decreases academic performance due to issues like tiredness and absenteeism. Both teachers and parents recognize the negative impacts of child labor but also the economic needs of families that require children to work.
Name:
Institution:
Professor:
Date:
Case study of Alicia and Montford.
Alicia and Montford.
As the mental health service coordinator for both Alicia and Montford, I have investigated there bad grades and can attribute the low grades to their living conditions. It is important to bring to light the exact conditions that the two siblings stay in, first, they live in a homeless compound and their parents are generally people who have given up hope and also given up responsibility of their 6 &7 year old son and daughter. Parents are expected to supervise their young ones daily activities including their education to ensure that they are brought up upright and also have good morals. In the homeless institution, Alicia’s and Montford’s parents are not obliged to take care of their young ones since basic facilities such as food, shelter and care is provided by the state through the homeless institution.
Neglect of the children by their parents has resulted has resulted in their drop in school grades. A homeless institution is also not a good environment to bring up young children since they share the same environment with social wrecks such as drunks and drug addicts. This people communicate mostly in foul language based on their environment. The two children have adapted this foul language which can be explained by their swearing and foul language between the parents and other next of kin and relatives.
Before creating a problem solving strategy it is important to identify the problems to ensure that the correct resolutions are identified. The current and past living conditions of Alicia and Montford which have negatively affected their character and social skills. The parents have neglected them and have no major input in their education or social interactions. Lack of a permanent home has also resulted in the children’s behavior and bad performance in school. This neglect has resulted in the children’s studies dipping due to lack of parental supervision. The homeless institution is also not a good environment to bring up 6 & 7 year old children due to the characters found in such institutions are generally bad mannered and can only influence children negatively. The parents have also shown a disregard to the welfare of their children neglecting their education and social life, they are therefore one of the main causes of the children’s non performance in education and even socially. Getting them to a children’s home where the parents can visit them will help the kids get away from bad influences since their parents are irresponsible and one of the causes of the neglect.
To solve the problem, the children should e sent to special schools where they will be given special attention to help them improve their social skills and education. Special institutions provide such young children with basic needs thus ensuring they do not waste their energy in thinking about food or shelter. They also provide constant supervision thus can help supervise .
This document provides background information and context for a case study of a student named Santosh Pokhrel. It discusses Santosh's academic performance, family background, social profile, and educational trends. Specifically:
- Santosh is from a middle-class family in Pokhara, Nepal. His father works abroad and his mother is a housewife. He comes from a family that can meet his basic needs but his parents are not highly involved in his education.
- Academically, Santosh is performing below average. His grades are among the lowest in the class and he does not seem interested in studying or participating in class.
- The case study aims to understand what is causing Santosh's poor
This document summarizes research on chronic absenteeism intervention programs for middle schools. It finds that chronic absenteeism is most prevalent in late middle school and high school. Effective programs combine practices from elementary and high school, such as phone calls home and before/after-school activities. Research shows that programs utilizing phone calls to parents and extracurricular activities reduced absenteeism rates by up to 40%. Implementing such multi-pronged approaches in low-income communities on a large scale could help address chronic absenteeism.
DISCUSSION ISSUES ON DISPARITIES IN ACHIEVEMENTFatin Amira
This document discusses disparities in educational achievement between rural and urban students in Malaysia. It begins by providing context on the importance of education for economic development but notes ongoing issues with rural-urban performance gaps. The Malaysian government has invested heavily in education to improve rural student achievement and reduce these disparities. However, perceptions of inferior rural school performance persist. The document then examines some factors contributing to differences in academic achievement between rural and urban students, including family background/support, teacher quality, and school resources.
Dropout rates are higher for girls in India compared to boys and for children from disadvantaged social groups. Failure to complete secondary education widens social and economic inequalities. The factors contributing to dropout are multi-faceted, including poverty, low education levels of parents, domestic problems, poor school environment, teacher quality, and failure or repetition in school. Both economic challenges and school-related issues are important reasons for students dropping out of secondary education in India. Preventive measures need to address the diverse needs of at-risk students and improve their access to schooling facilities.
This document outlines the current problems with the Indian education system at the primary, secondary, and higher levels. At the primary level, key issues include apathy of parents, overpopulation, lack of resources, and wastage/stagnation of students. Secondary education faces problems like a heavy curriculum, rigid timetables, high costs, and an exam-oriented approach. For higher education, the document notes issues such as high costs, poor teaching quality, unemployment of graduates, and campus violence. Suggested remedies include improving teacher training, making the curriculum more flexible and child-centered, and providing preferential treatment for disadvantaged students.
This document summarizes two articles about truancy in Malaysia. [1] The first article discusses how poor proficiency in Bahasa Malaysia, the main language of instruction, is a major cause of truancy for students from vernacular schools. [2] The second article outlines efforts by the Perak education department and police to reduce truancy through collaboration and programs for students. [3] The document also reflects on factors that cause truancy and potential solutions, emphasizing the important role of parents, teachers, and establishing consequences for truancy.
The PTA plays an important role in student learning and addressing factors that discourage learning. Students may struggle due to their home environment, lack of motivation, lack of leadership skills, or issues with classroom environment. To help students, the PTA can work to increase parent involvement in education, provide support and encouragement at home, help develop students' interpersonal skills, and create a positive classroom setting. With cooperation between parents and teachers, many issues affecting student performance can be addressed.
1. The document discusses student absenteeism in secondary schools and its negative impacts. It explores the factors that contribute to absenteeism and aims to find solutions to reduce its occurrence.
2. Absenteeism disrupts students' learning, leads to lower academic performance, and can cause psychological and behavioral issues. It also sets a bad example for other students.
3. The study seeks to determine the key factors for absenteeism in secondary schools and identify actions teachers, parents, and administrators can take to address it. The goal is to help all stakeholders understand the problem and work together to find solutions.
Angela Houseknecht ABA Intervention Presentation copyAngela Kambic
1) Nicole, a 6th grade student, was avoiding social interactions and had frequent absences from school.
2) An intervention was developed using a behavioral contract, token economy, and increased opportunities for social interaction to address Nicole's avoidance behaviors and absences.
3) The intervention resulted in increased and consistent attendance by Nicole as well as some increased social interactions with peers through casual conversations according to her teacher. However, treatment integrity issues occurred with delivery of reinforcement.
There are disparities in student achievement between rural and urban areas. Rural students often have lower achievement than their urban counterparts. This is due to factors such as lower family income levels in rural areas, fewer educational resources, and differences in teacher and student characteristics. To overcome these achievement gaps, it is important to improve educational resources in rural schools, support rural students and families, and ensure high-quality teachers are placed in all schools.
There are disparities in student achievement between rural and urban areas. Rural students often have lower achievement than their urban counterparts. This is due to factors such as lower family income levels in rural areas, fewer educational resources, and differences in teacher and student characteristics. To overcome these achievement gaps, it is important to improve educational resources in rural schools, support rural students and families, and ensure high-quality teachers are placed in all schools.
There are disparities in student achievement between rural and urban areas. Rural students often have lower achievement than their urban counterparts. This is due to factors such as lower family income levels in rural areas, fewer educational resources, and differences in teacher and student characteristics. To overcome these achievement gaps, it is important to improve educational resources in rural schools, support rural students and families, and ensure high-quality teachers are placed in all schools.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. •
•
Student Absenteeism-According to Merriam Webster Dictionary
means chronic absence. In the context of the school it is the
habitual /intentional failure from going to school.
The problems of absenteeism begin in primary school and
continue into secondary school, which makes early intervention
necessary to try to prevent students from continuing on this path
throughout their educational experiences (Reid, 2005).
3.
To explore the Sociological, Psychological & Educational
cause for Student‟s Absenteeism.
To study the pattern of attendance and enrolment in
schools.
To assess the effect of student Absenteeism on learning
outcomes.
To study the demographic profile of the students.
To find out the problems in schools related to participation
in terms of dual enrolment/irregular attendance/frequent
absenteeism.
To study the causes of dual enrolment /irregular
attendance and frequent absenteeism.
To provide suggestions for policy makers, administrators
to reduce Student Absenteeism in the schools.
4. The study was an exploratory study to find the reasons for
student absenteeism in primary schools in Delhi.
The sample was collected from 5th class students of
government schools, only those students who had
attendance below 40% in the month were selected as a
sample. The Primary sources of data collection were
attendance registers( May-October(ongoing till Dec) 2012 )
, previous annual records , secondary sources include that
of teachers , principals & classmates . The data collected
till now is from MCD schools and Kendriya Vidyalaya
Sangatan schools (i.e. north , south & west zone). Also the
teachers, principal & parent (wherever possible) of the
school were interviewed. The study has used qualitative
techniques where analysis has been done with the help of
questionnaires, audio & video recordings and
observations.
5.
The main focus is to observe class V students for 4-5
days and then interacting with students with
irregular and low attendance. With respect to
students from each class, interaction with around 4-5
students has been done with semi structured
questionnaire and interview. Their parents were also
being interviewed wherever possible( personally or
telephonic) andNon participant observation has been
used for collecting data from classroom
6. The sample consist of 170 primary students from
Delhi. There would be detailed profiling and
case studies of each has been collected and
analyzed.
7.
A specially designed questionnaire has been
administered on the students and teachers which
would consist of certain dimensions like1. (a) Physical/health factors
2. (b) Personal Attitude
3. (c) Teacher-Related Reasons
4. (d) School/classroom Atmosphere Related Factors
5. (e) Home / Family/Financial Related factors. Interviews
and case studies would be conducted to know the causes
of student‟s absenteeism.
9. Chart no 1. - Depicting number of students
, schools, teachers and principals in MCD Schools
no of students
(125)
no of schools (32)
no of teachers
(18)
no of principals (13)
10. Chart no 2 - depicting number of students , schools
, teachers & principals of KV Schools
no of students (45)
no of schools
(16)
no of teachers
(12)
no of principals
(10)
11. Graph no 1 - Depicting student absenteeism in
different zones of MCD Schools in delhi
4
3.5
3
2.5
2
1.5
Y-Values
1
0.5
0
north zone
west zone
south zone
12. Graph no 2 - Depicting student absebteeism in south
and west zone of KV's in delhi
3
2.5
2
1.5
Series 1
1
0.5
0
south zone
west zone
13. According to students
According to teachers
According to principals
Illness was mainly the reason for As they go back to meet their As their exams are over so they get
their absence's
family or because of marriage
absent & come back till the
purpose .
end of July or august.
Going back to their village for
family visits or for marriage
purpose.
When
not
interested
(excluding south zone)
As girls have to do household Also finance of the family is an
work, they don’t get time to
important reason as to feed
complete their home work&
the family becomes a priority
so get absent
rather than providing them
education
. Illness due to lack of hygiene
facilities
Taking an off for cleaning their The financial position of the family
home (only in north zone) .
is also a reason.
Taking care of their younger sibling Due to dual enrollment also they
get absent .
On their birthdays ( in case of
north zone only)
14.
A - Physical factors of school ( for example lack of hygiene
facilities in school ,as toilets were always dirty and were never
cleaned properly , also girls were not allowed to pursue their
studies further .
B - Health factors (one of the major factor for absences was
illness ,for example fever/flu were the most common found in
almost every school .)
C - Personal/social/home related ( it include reasons like not
interested in going to school due to which they also become a
truant, not able to get time for homework as they are busy doing
household work because their parents are busy earning money
for family survival , get absent when their parents are ill , also
they go back to their village for marriage or for harvesting
purposes ,as Students come from poverty, & their parents are not
able to provide for their schooling needs , parents do not see
education &learning as a priority within their family values and
so it is not the top most priority for them, at time they (students)
also have to look after their siblings or elderly persons and also on
their birthdays they used to be absent .
15.
D - Teacher related (they are not able to understand the lessons
that the teacher is teaching them ,the teacher is abusive &
discriminatory (caste/class/religion), as a result of which they are
scolded & beaten up , also no help is provided when the student is
absent.)
E – Environment/peer group (for example having no proper
playground & swings to play, the mid day meal provided is also
not healthy as insects & bunches of hairs are found in it , also there
are problems related to transportation and bad weather.)
Thus as the child is absent from school it eventually would lead to
low social and academic skills among students, as he/she is in no
longer in contact with his peers and would not be having those
necessary skills that is assumed to be there in him/her by others at
that point of age .Also a greater risk of dropping out early from
school is found in those students which in future would lead them
to engage in antisocial activities like being involved in crimes –
stealing, intake of alcohol ,drugs etc.
16.
My Mother keeps going to my relatives place so I have to do all
household chores and take care of the younger siblings.
My mother works as domestic help in the homes so I have to
take care of the house- cook, clean home, utensils, mop etc.
The father does not have job.
The students usually go back to their village for 2-3
months(harvest season, marriage, illness).
The teachers beat us and give us punishment.
The difficulty of coping up after prolonged absence.
Not able to understand the lessons.
The class work is quite boring and too much emphasis on
writing.
Teachers don‟t help much except providing note books, they
don‟t have time for us.
They don‟t have money to come to school.
17.
Teachers enquired about the reasons for the
absenteeism of children from their peers, community
etc.
They were aware of the socio- economic profile of the
students and their needs.
Teachers response was they were sick or have gone to
their village.
Teachers have too much of administrative work.
These students are not interested in learning and
come only for money or mid-day meals.
All the teachers said they were providing help extra
coaching to these students within school hours.
Tuitions and stay back not allowed under RTE.
18. Student Absenteeism is part of a larger social problem
•
Students come from poverty.
.• Parents cannot provide for their schooling needs.
•
Money is used toward food rather than school supplies .
•
Families are barely making ends meet, so education is not the
top priority
•
No other choice but to leave children home.
•
Have to work to get money.
•
Girl child education was being neglected
•
Students have to take care of their siblings because the
parents have to work and there are no other options
•
Parents do not see education &learning as a priority within
their family values
•
Parent‟s prior lack of commitment to education influences
•
their children
19. Educational consequences
• Miss out on class work/assignments
• Classroom connections are not made
• Fall behind in school work
• Poor social skills
• Isolation from friends
• Failure to be passed to the next grade
Other
school
factors contributing to students not attending
•Transportation problems
• Poor health
•Unsupportive family environment
• Truancy
20.
In almost all schools : tendency to mark the attendance of
students even though they were not present.
Teachers emphasis for these students was mainly to score pass
percentage.
The teachers did not provide any extra help to these students
except providing notebooks.
The students were enrolled in more than one school also.
No emphasis on Learning outcomes of the students.
The teaching methods used were quite traditional .
Pre Service Teacher Training : Artcraft/ Theatre/Dance/
Drama/ Sports to be part of the curriculum & used regularly.
Better coordination b/w Teacher Training institutes & schools.
Teacher Accountability was almost absent.
No monitoring of Quality within the classroom.
Girl child-needs, aspirations, concerns to be addressed.
Greater coordination/communication b/w parents & teacher.
21.
Attendance Policy needs to be strengthened and use of technology to be
adopted.
Shift in policy from enrolment to retention of students.
Retention and sustenance of the students needs further strengenthing by
the government.
Shift in the evaluation strategies from marks alone (Pass Percentage).
The curriculum should be more participatory and greater participation of
the teacher.
Education of the Girl child needs further strengthening.
Need to have greater role of the SMC‟s so as to reduce Student
Absenteeism.
Greater coordination between teachers and parents and the community.
There should be coordination between pre- service teacher training and
the schools.
Quality standards to assess students learning outcomes.
22.
Studies show that higher attendance is related to higher
achievement for students of all backgrounds (Epstein and
Sheldon, 2002).
There is a close association between access, regular attendance
and learning outcomes leading to meaningful access which
“requires high attendance rates, progression through grades with
little or no repetition and learning outcomes that confirm that basic
skills are being mastered” (Lewin,2007).
This is true in the case of India where research suggests that
there is an urgent need to improve the physical infrastructure,
use of TLM (teaching learning material), availability of
teachers and their presence in the school (Kremer et al. 2005;
Mehrotra et.al, 2005; Jha and Jhingran, 2005).
The causes of absenteeism include demand issues such as
health problems, demand for paid or unpaid children‟s work,
school phobia, anxiety and truancy among children (Kearney
and Silverman, 1993).
23.
Particular groups of children belonging to
disadvantaged communities and living in remote
areas are vulnerable to these problems (Govinda and
Bandyopadhyay, 2008; Pratham- ASER Report, 2007).
Living in a poor family or a low-income family
greatly increases the chances of being an at-risk or
chronic absentee (National Centre for children in
poverty Columbia University, 2007).
Factors such as parental education and the
socioeconomic situation of the children are associated
with absenteeism (Drèze and Kingdon, 1999).
Caste also plays an important role. Children
belonging to scheduled castes (SC) and scheduled
tribes (ST) and „other backward castes‟ (OBC) are less
likely to go to school than children belonging to
general castes (Drèze and Kingdon, 1999:17).
24.
On average, children missing 10% or more of
the school year scored five points less than did
those who were absent up to 3% of the school
year in kindergarten. (National Centre for
children in poverty Columbia University,
2007).
. By the fifth grade, however, American Indian
children continued to miss, on average, twice
as many school days as their peers. (National
Centre for children in poverty Columbia
University, 2007.
25.
The result indicates that there are a number of reasons
responsible for student absenteeism i.e.
a) psychological reasons like low self esteem, not able to
understand le which results in boredom and lack of
motivation .
b) educational reasons include lack of awareness among
parents, influence on learning outcomes.
c) Social reasons like lack of support from family &
community, health related issues , corporal punishment
, taking care of young ones as parents are busy earning
money for family, visiting village for many reasons ( ex.
Marriage, vacation) , neglecting education for the girl child
,time table related issues , infrastructure , economic reasons
and migration to the villages for harvesting season, reasons
like bad weather, transportation problems
26.
The sample size is small as only vth standard
from government schools is included which
needs further studies.
The number of schools covered was limited
due to lack of support from the higher
authorities.
The quantitative analysis is in the procees
because it is a research project under delhi
university guidelines.
The major emphasis is on the causes of
absenteeism as it is a time bound study.