Education is recognised as a basic input for empowering individual and overall development of the society. The universalisation of primary education continues to be a distant dream even after sixty years of indepencence, enormous funding and promises. Rather, the goal of universalisation has only been sparsely achieved and much has to do with the way access has been defined. The government’s approach of defining access in terms of attainment i.e., increasing literacy rate, enrolment ratios, infrastructure and teachers availability etc. and then making them affordable to the masses has proved to be grossly unsatisfactory. The approach has been narrowed in including a relevant aspect i.e., the attitude of providers which determines the willingness of first generation learners to join educational institutions and thus, affects access to primary education to a large extent. Keeping this in background, the present paper argues that mere availability and affordability of facilities cannot ensure access. It must be accompanied with an encouraging attitude and high commitment of education providers. Availability and Affordability would fail miserably in ensuring access if those who are involved in providing the facilities to the deprived section actually do not accept their role, acknowledge their responsibility and are not prepared to work tirelessly towards the end.The paper intends to measure the rural-urban disparity in attitude of teachers for which it uses data collected through a primary survey of six basic survey units- 4 villages and 2 wards from the Varanasi district of Uttar Pradesh.
Primary education in Kenya is divided into two levels: lower and upper primary. Successful transition of pupils to upper primary in an education system is dependent on pupils’ masterly of lower primary curriculum. Lower primary curriculum masterly gaps, therefore implies that pupils may encounter challenges in upper primary which may translate to low quality achievement of pupils in upper primary. This appears to be the case in Kenya in general and Nakuru County in particular if pupils’ performance in the Kenya Certificate of Primary Education (KCPE) exit examination is anything to go by. Although level of pupils’ preparedness is dependent on many factors, the study zeroed in on school social capital for it was construed as a critical correlate for quality learning in lower primary. Using an ex-post facto research design, data were collected from 254 class three teachers in Nakuru County through a personally delivered questionnaire and subsequently analysed using simple regression statistic at 0.05 alpha level. The analysis revealed a linear but insignificant relationship (F= 3.491; df= 253; P>.05) between school social capital and level of pupils’ preparedness for upper primary in the study locale. The study further showed that the beta value (β= -0.019) was negative and statistically insignificant (t= -0.310; P> 0.05). This finding implied that the selected aspects of social capital had a negative effect on pupils’ preparedness for upper primary although the impact was not statistically significant. The adjusted R2 value (R2= 0.0031) further indicated that the focused facets of school social capital only accounted for 0.31% of variation in pupils’ preparedness for upper primary. The study offers useful insights on how schools can build social capital with a view to enhancing their capacity to effectively prepare pupils’ for upper primary and thereby raise their chances of excelling in the KCPE examination.
Review: Examining The Existence of Shadow Education in South Korea: Is It Rea...Adam Chaesar
This document summarizes and reviews a research article examining the existence of shadow education in South Korea. It provides background on shadow education and discusses how it has become a major policy issue in South Korea. While government policies have aimed to limit private tutoring, it continues to grow due to factors such as low-quality formal schooling, students' desire to improve grades and exam scores, and reaction to education reforms. The document also discusses criticisms of shadow education, including that it can reduce student engagement, place financial burdens on families, and exacerbate inequality.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Necessary Evils of Private Tuition: A Case Studyiosrjce
The present study attempts to explore the necessary evils of private tuition and its causes,
effectiveness of private tuition and the problems on the lives of students. From the results of the research the
causes of increasing trend of private tuition are - ineffective classroom teaching and rigid curriculum, heavy
stress on academic performance, overcrowded classroom and lack of individual attention, examination oriented
school culture, peer influence to join private tuition, an alternative means to help weak students, an alternative
means for the students who are not attending regular classes, insufficiency of academic guidance from elders in
the family, need for higher academic achievement for competitive examinations and frequent bandhs, general
strikes or blockade and other social issues. While studying the problems of private tuition in the lives of the
students, the problems are – cultivate a mindset of dependency and culture of rote learning, robbing the thinking
power, creativity and problem solving skills, dominate students lives most of the time, no sufficient time for selfstudy,
restrict students leisure times for recreation and other activities, create confusion in the teaching method
of the school teachers and tutors, create a serious socio-economic problem among the rich and poor families in
the society, join private tuition unnecessarily through pressure from peer groups, family, relatives and society,
little time to have nutritious food and it affects physical and mental health. The findings may help to improve the
present education system and to enable eradication of private tuition in our society.
This document provides an overview of transition programming for students with disabilities. It defines transition services according to federal law as coordinated activities designed to help students move from school to post-school activities like employment, education, and independent living. The document discusses challenges to successful transition including high dropout rates and lack of program coherence. Elements of effective transition programs include student-focused planning, life skills curriculum, and collaboration between schools and community organizations. Specific areas of transition like employment are also examined, highlighting the importance of work experience, benefits planning, and social skills training to achieve competitive integrated employment.
Vivian Gunn Morris and Curtis Morris, NATIONAL FORUM JOURNALS, Dr. William Al...William Kritsonis
This article discusses the responsibility of K-12 principals in improving the academic achievement of African American children through effective teacher induction and mentoring programs. The article reviews literature showing that both school-level factors like segregation and lack of resources, as well as ineffective teachers, contribute to the achievement gap between white and black students. The No Child Left Behind Act aimed to close this gap by providing high-quality teachers and induction support to all schools, but research shows these programs are often lacking or nonexistent in schools with mostly black and low-income students. The article then describes a study that analyzed survey responses from new teachers in a predominantly black school district to identify teaching conditions that could help or hinder academic achievement for black children.
This document discusses the longstanding problem of disconnect between campus courses and field experiences in university-based teacher education programs. It describes how campus courses are often taught separately from field placements with little coordination and guidance for connecting the two. Current efforts are exploring ways to create "hybrid spaces" where academic and practitioner knowledge come together in less hierarchical ways to better support teacher learning. The document argues this type of integrated approach between university and schools is needed for teacher education programs to fulfill their mission of preparing effective teachers.
Primary education in Kenya is divided into two levels: lower and upper primary. Successful transition of pupils to upper primary in an education system is dependent on pupils’ masterly of lower primary curriculum. Lower primary curriculum masterly gaps, therefore implies that pupils may encounter challenges in upper primary which may translate to low quality achievement of pupils in upper primary. This appears to be the case in Kenya in general and Nakuru County in particular if pupils’ performance in the Kenya Certificate of Primary Education (KCPE) exit examination is anything to go by. Although level of pupils’ preparedness is dependent on many factors, the study zeroed in on school social capital for it was construed as a critical correlate for quality learning in lower primary. Using an ex-post facto research design, data were collected from 254 class three teachers in Nakuru County through a personally delivered questionnaire and subsequently analysed using simple regression statistic at 0.05 alpha level. The analysis revealed a linear but insignificant relationship (F= 3.491; df= 253; P>.05) between school social capital and level of pupils’ preparedness for upper primary in the study locale. The study further showed that the beta value (β= -0.019) was negative and statistically insignificant (t= -0.310; P> 0.05). This finding implied that the selected aspects of social capital had a negative effect on pupils’ preparedness for upper primary although the impact was not statistically significant. The adjusted R2 value (R2= 0.0031) further indicated that the focused facets of school social capital only accounted for 0.31% of variation in pupils’ preparedness for upper primary. The study offers useful insights on how schools can build social capital with a view to enhancing their capacity to effectively prepare pupils’ for upper primary and thereby raise their chances of excelling in the KCPE examination.
Review: Examining The Existence of Shadow Education in South Korea: Is It Rea...Adam Chaesar
This document summarizes and reviews a research article examining the existence of shadow education in South Korea. It provides background on shadow education and discusses how it has become a major policy issue in South Korea. While government policies have aimed to limit private tutoring, it continues to grow due to factors such as low-quality formal schooling, students' desire to improve grades and exam scores, and reaction to education reforms. The document also discusses criticisms of shadow education, including that it can reduce student engagement, place financial burdens on families, and exacerbate inequality.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Necessary Evils of Private Tuition: A Case Studyiosrjce
The present study attempts to explore the necessary evils of private tuition and its causes,
effectiveness of private tuition and the problems on the lives of students. From the results of the research the
causes of increasing trend of private tuition are - ineffective classroom teaching and rigid curriculum, heavy
stress on academic performance, overcrowded classroom and lack of individual attention, examination oriented
school culture, peer influence to join private tuition, an alternative means to help weak students, an alternative
means for the students who are not attending regular classes, insufficiency of academic guidance from elders in
the family, need for higher academic achievement for competitive examinations and frequent bandhs, general
strikes or blockade and other social issues. While studying the problems of private tuition in the lives of the
students, the problems are – cultivate a mindset of dependency and culture of rote learning, robbing the thinking
power, creativity and problem solving skills, dominate students lives most of the time, no sufficient time for selfstudy,
restrict students leisure times for recreation and other activities, create confusion in the teaching method
of the school teachers and tutors, create a serious socio-economic problem among the rich and poor families in
the society, join private tuition unnecessarily through pressure from peer groups, family, relatives and society,
little time to have nutritious food and it affects physical and mental health. The findings may help to improve the
present education system and to enable eradication of private tuition in our society.
This document provides an overview of transition programming for students with disabilities. It defines transition services according to federal law as coordinated activities designed to help students move from school to post-school activities like employment, education, and independent living. The document discusses challenges to successful transition including high dropout rates and lack of program coherence. Elements of effective transition programs include student-focused planning, life skills curriculum, and collaboration between schools and community organizations. Specific areas of transition like employment are also examined, highlighting the importance of work experience, benefits planning, and social skills training to achieve competitive integrated employment.
Vivian Gunn Morris and Curtis Morris, NATIONAL FORUM JOURNALS, Dr. William Al...William Kritsonis
This article discusses the responsibility of K-12 principals in improving the academic achievement of African American children through effective teacher induction and mentoring programs. The article reviews literature showing that both school-level factors like segregation and lack of resources, as well as ineffective teachers, contribute to the achievement gap between white and black students. The No Child Left Behind Act aimed to close this gap by providing high-quality teachers and induction support to all schools, but research shows these programs are often lacking or nonexistent in schools with mostly black and low-income students. The article then describes a study that analyzed survey responses from new teachers in a predominantly black school district to identify teaching conditions that could help or hinder academic achievement for black children.
This document discusses the longstanding problem of disconnect between campus courses and field experiences in university-based teacher education programs. It describes how campus courses are often taught separately from field placements with little coordination and guidance for connecting the two. Current efforts are exploring ways to create "hybrid spaces" where academic and practitioner knowledge come together in less hierarchical ways to better support teacher learning. The document argues this type of integrated approach between university and schools is needed for teacher education programs to fulfill their mission of preparing effective teachers.
Supporting the development of effective teachers a case for the formation of ...Alexander Decker
This document summarizes a journal article that advocates for the development of collaborative partnerships between teacher preparation programs and school districts to implement a clinical model for teacher training. It discusses how the medical field's clinical model can be adapted for teacher preparation. The article argues that meaningful clinical experiences that embed teacher candidates in classrooms with expert teachers throughout their training are needed. It also stresses the importance of developing personal mastery and team learning among faculty to successfully shift to a clinical practice model. As an example, the article describes how one university and its partner school districts collected feedback from new teachers and mentors that revealed gaps in traditional teacher preparation and supported implementing a more clinically-based program with embedded practice.
Herrington, david national recommendations for deconstructing educational lea...William Kritsonis
This article proposes restructuring educational leadership courses to better address the needs of students. It suggests introducing a postmodern perspective that focuses on context and connectedness. It examines key course areas like instructional leadership, human resources, school law and finance, and recommends emphasizing skills like facilitating team learning, understanding local contexts, and eliciting overlooked perspectives to improve decision making. The goal is for future administrators to better facilitate learning environments and be skilled readers of context to serve diverse student populations.
This document discusses different types of selective education systems. It begins by defining selective education as a system that selects pupils based on ability or faith for their education. It then discusses three main types of selective education:
1) Education reserved for certain categories of individuals, such as children of foreign diplomats.
2) Education based on designed discriminatory bases, using the apartheid system in South Africa as an example.
3) Education achieved through exclusion via insufficient education offers, failure/dropout, or disciplinary sanctions. Overall, the document examines how selective education can be discriminatory and exclusionary.
The document evaluates the need for after-school care programs in disadvantaged South African communities like Khayelitsha and Hangberg. It finds that South African public schools often have unsafe environments, lack resources, and struggle with high dropout rates. Communities face issues like poverty, crime, and inadequate policing. After-school programs aim to provide support like counseling, mentorship, and safety training to address these challenges and help learners succeed. The evaluation recommends increased state funding and support for issues of education, safety, and social services in schools.
THE USE OF THE SYSTEMS APPROACH IN THE EVALUATION OF A SCHOOL SYSTEMAileen Calaramo
This document discusses research on the internal efficiency and external productivity of school systems. It provides an overview of the social, cultural, and economic subsystems that influence why faculty members remain in a particular school or school system. It then lists factors belonging to each subsystem and provides a framework for evaluating a school system's resources, including human resources, organizational structure, organizational climate, and other criteria. The document aims to guide research on the services offered by an educational program and how students avail of these services based on the program's inputs, processes, and goals.
The Level of Mutual Trust Between Principals and Educational Stakeholders and...ijtsrd
This document summarizes a study that investigated the level of mutual trust between principals and educational stakeholders in public secondary schools in Cameroon. It utilized a survey design with questionnaires and interviews to collect data from principals, teachers, PTA executives, and SMB members. The findings suggest there is generally a high level of mutual trust between principals and stakeholders, except in financial matters where the level of trust is lower. It provides recommendations to policymakers and practitioners to improve interpersonal relationships and trust between school leaders and other stakeholders.
Across OECD countries, almost one in five students do not achieve basic skills and students from disadvantaged backgrounds are twice as likely to be low performers, leading to high dropout rates. Reducing school failure benefits both individuals and society. The highest performing education systems combine quality and equity. The document outlines policies to improve equity and support disadvantaged students and low performing schools.
ARE WE EFFECTIVELY TEACHING TODAY’S COLLEGE STUDENT?ijejournal
Evidence suggests that twenty first century college students have less aptitude and less interest in academic
learning than their predecessors. This poses a challenge to faculty who are charged with passing
knowledge to the next generation of teachers, scientists, managers and others whose field necessitates a
degree from a college or university. The authors examine this assertion by taking a closer look at how
faculty provide intellectual stimuli to their students, how technology helps or hinders learning, and the
complex relationship between faculty and students. Three broad themes are explored: helping students
understand the higher education experience, keeping students engaged in and out of class, and
continuously assessing for improvement in students’ relationships with those charged with educating them.
Specific recommendations, grounded in research, are made for each area explored. The authors conclude
that making changes in how faculty approach the experiences students have, will significantly improve the
quality of those experiences.
The effects of background characteristics and school factors on college stude...Alexander Decker
This study examined how background characteristics and school factors influence college students' academic
performance and satisfaction. A survey of 323 students at a Nigerian polytechnic found that performance was
strongly linked to satisfaction with the academic environment and services. High school performance also
strongly predicted college performance. The study also found that academic major, library services, and
professional development programs like internships were significantly related to college achievement. However,
family socioeconomic status did not have a statistically significant association with performance. The findings
provide insight into how to improve student admission, support, and retention.
Networks in Education Business: Examples of Interdependence between Schools a...inventionjournals
The aim of this work is a description and analysis of situations interdependence between schools and service providers to extracurricular activities in the private education sector in São Paulo. For this study, a non-probabilistic sample of thirty-four private schools was used, and through closed questionnaire results allows important conclusions to this analysis. To draw conclusions of this work, we intend to collaborate for future partnerships in this segment are established, with strong ties and by actors who understand and act in sync with what is expected of interdependence in this market as a growing promising
A PATH ANALYTICAL MODEL ON FACTORS WITH THE IMPLEMENTATION OF CIVIC EDUCATION...ijejournal
The height of moral decadence of adolescent is a worrying development that may degenerate to uncontrolled situation if not checked. The crime rate and other civic problems in the society cannot be clearly linked to any particular cause, hence, the need to explore the underlying principle behind this horrible fashion. This problem prompts this study on factors with teachers’ implementation of civic education curriculum in secondary schools in Cross River State, Nigeria. The study adopted cross sectional survey design approach. A total number of all the 510 civic education teachers in public Secondary Schools in Calabar Education Zone of Cross River State in 2019/2020 academic session were used for the study. A self-developed 60-item Questionnaire was used for data collection. The data analysis was subjected to Structural Equation Modeling using Analysis of MOment of Structure to generate a path analytical model and data analysis at .05 level of significance. The result revealed that there were significant direct predictive effects between teacher’s supervision, teacher’s knowledge of subject matter and teachers’ attitude and the implementation of civic education curriculum. It was recommended among others that teachers should advance their knowledge by enrolling further in academic programmes as well as engage in in-service training to update their knowledge for a better academic outcome of the students.
Research Proposal on Findout why there is high dropest rates of primary schoo...Brighton Mwang'onda
This document is a research proposal that aims to investigate the factors contributing to the high dropout rate of girls from primary school in the Masai community of Tanzania. Specifically, it will examine this issue in the Arusha region. Some key points:
1. Existing literature suggests cultural factors like views of western education, early marriage practices, and attitudes that see girls' education as detracting from their role in the community contribute to the problem.
2. Geographical barriers like long distances to schools and lack of security also impact dropout rates.
3. The study will employ questionnaires and interviews to collect data and analyze factors through statistical methods.
4. Findings could help promote girls' education,
This study investigated individual and psychosocial factors associated with high educator-learner interactions around HIV/AIDS and sexuality in South Africa. Younger educators and those in lower job categories interacted with learners on these issues more frequently than older colleagues. Favorable interactions were associated with good HIV/AIDS knowledge, personal experience with HIV/AIDS, and low stigmatizing attitudes. However, educators reported a lack of HIV/AIDS training support from the Department of Education. Younger educators also reported higher sexual risk behavior than older educators, undermining their credibility as educators. The findings highlight the need for formal HIV/AIDS training for educators to equip them to provide education and skills to learners.
A study on low performing indian students in secondary schoolsjayapratha9
This document summarizes research on factors that influence the academic achievement of students, particularly low-performing students. It discusses that academic achievement is influenced by family factors like socioeconomic status and parents' education level, school factors like facilities, type of school and teacher relationships, and student factors like self-regulation, personality and peer influences. The research indicates that an integrated approach is needed to address the academic achievement of low-performing students that involves students, parents, and schools.
This document discusses building a high-quality teaching profession based on lessons from top-performing education systems around the world. It examines factors such as how teachers are recruited, educated, developed, evaluated, and compensated. High-performing systems tend to prioritize teacher quality over class size, see teaching as a prestigious profession, and provide ongoing professional development and collaboration opportunities for teachers. The document advocates for policies that promote coherence across the education system to develop teachers as professionals.
School Based Factors Affecting Quality of Education in Primary Schools in Kak...paperpublications3
Abstract: Quality of education and retention of learners should be the commitment of every educational system. Yet institutions have their unique characteristics that either facilitate or hinder the achievement of universal primary educational goals. Individual schools therefore initiate their own mechanisms, unique or used by other institutions to ensure quality in schools. The study focused on school based factors influence quality of education in primary schools. This is because much of the research done has focused mainly on the challenges faced by school in addressing Free Primary Education (FPE). The specific objectives of the research were to establish school based factors that influence quality of education in primary schools. The study was conducted in Kakamega North District with head teachers and teachers of all primary schools within the District forming study population. A descriptive survey research design was applied. The respondents were selected using probability sampling techniques. The sample size represented 30% of the total study population. This comprised of 33 head teachers and deputy head teachers and 357 teachers selected from 110 schools within the district. Questionnaires, observation checklists and document analysis were used to collect data. Data collected was organised, coded and entered with the aid of Statistical Package for Social Sciences (SPSS). Data was analysed descriptively using frequencies, percentages, mean and standard deviations. The presentation of data is made through use of tables, pie charts and graphs. The study findings show that quality and retention challenges brought by the implementation of free primary education in Kakamega primary schools are still prevalent. Understaffing, overcrowded classrooms, inadequate syllabus coverage, inadequate classrooms, inadequate instructional materials and inadequate lesson preparations as some of the factors that impacted on quality of education in schools. The study recommends that head teachers, teachers, parents and government need to put measures that will address quality challenges in schools to ensure the realisation and sustainability of Universal Primary Education (UPE) and Millennium Development Goals (MDGs).
Universal access to education a study of innovative strategyResearch Coach
This document discusses universal access to education in developing countries. It analyzes barriers to education like remote locations, lack of infrastructure, and costs. Innovative delivery methods are needed to provide universal access. The paper examines existing models from governments, firms, and NGOs, rating them on scalability, replicability and sustainability. Some companies like IBM and Microsoft are taking active roles in solving this issue through corporate social responsibility initiatives, while most firms are inactive or reactive. Recommendations include encouraging more active private sector involvement and partnerships to increase access to quality education worldwide.
This document summarizes research on the impact of inclusion on general education students. It finds that while inclusion aims to promote equality, in practice it can negatively impact the academic achievement of general education students. Overcrowded classrooms with insufficient support for teachers makes it difficult for them to differentiate instruction to meet all students' needs. As a result, general education students may receive less individual attention or have their learning slowed down. While inclusion can benefit some lower-performing students, research has found it can cause test scores to stagnate or decline for higher-performing general education students. For inclusion to be effective, a consistent research-backed model and greater resources for teachers are needed.
Pwede ja ma'am "Perception towards the implementation of Senior High School ...monicamanggao
This document analyzes the impact of the relationship between teachers and students on academic performance. It conducted a study using a random sample of 50 students at a high school. The study found a positive correlation between positive teacher-student relationships and improved academic performance, while negative relationships lead to poorer performance. It recommends that teachers develop positive relationships with students to address their needs and performance. The purpose of this study is to determine the impact of teacher-student relationships on academic achievement at this particular high school.
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Supporting the development of effective teachers a case for the formation of ...Alexander Decker
This document summarizes a journal article that advocates for the development of collaborative partnerships between teacher preparation programs and school districts to implement a clinical model for teacher training. It discusses how the medical field's clinical model can be adapted for teacher preparation. The article argues that meaningful clinical experiences that embed teacher candidates in classrooms with expert teachers throughout their training are needed. It also stresses the importance of developing personal mastery and team learning among faculty to successfully shift to a clinical practice model. As an example, the article describes how one university and its partner school districts collected feedback from new teachers and mentors that revealed gaps in traditional teacher preparation and supported implementing a more clinically-based program with embedded practice.
Herrington, david national recommendations for deconstructing educational lea...William Kritsonis
This article proposes restructuring educational leadership courses to better address the needs of students. It suggests introducing a postmodern perspective that focuses on context and connectedness. It examines key course areas like instructional leadership, human resources, school law and finance, and recommends emphasizing skills like facilitating team learning, understanding local contexts, and eliciting overlooked perspectives to improve decision making. The goal is for future administrators to better facilitate learning environments and be skilled readers of context to serve diverse student populations.
This document discusses different types of selective education systems. It begins by defining selective education as a system that selects pupils based on ability or faith for their education. It then discusses three main types of selective education:
1) Education reserved for certain categories of individuals, such as children of foreign diplomats.
2) Education based on designed discriminatory bases, using the apartheid system in South Africa as an example.
3) Education achieved through exclusion via insufficient education offers, failure/dropout, or disciplinary sanctions. Overall, the document examines how selective education can be discriminatory and exclusionary.
The document evaluates the need for after-school care programs in disadvantaged South African communities like Khayelitsha and Hangberg. It finds that South African public schools often have unsafe environments, lack resources, and struggle with high dropout rates. Communities face issues like poverty, crime, and inadequate policing. After-school programs aim to provide support like counseling, mentorship, and safety training to address these challenges and help learners succeed. The evaluation recommends increased state funding and support for issues of education, safety, and social services in schools.
THE USE OF THE SYSTEMS APPROACH IN THE EVALUATION OF A SCHOOL SYSTEMAileen Calaramo
This document discusses research on the internal efficiency and external productivity of school systems. It provides an overview of the social, cultural, and economic subsystems that influence why faculty members remain in a particular school or school system. It then lists factors belonging to each subsystem and provides a framework for evaluating a school system's resources, including human resources, organizational structure, organizational climate, and other criteria. The document aims to guide research on the services offered by an educational program and how students avail of these services based on the program's inputs, processes, and goals.
The Level of Mutual Trust Between Principals and Educational Stakeholders and...ijtsrd
This document summarizes a study that investigated the level of mutual trust between principals and educational stakeholders in public secondary schools in Cameroon. It utilized a survey design with questionnaires and interviews to collect data from principals, teachers, PTA executives, and SMB members. The findings suggest there is generally a high level of mutual trust between principals and stakeholders, except in financial matters where the level of trust is lower. It provides recommendations to policymakers and practitioners to improve interpersonal relationships and trust between school leaders and other stakeholders.
Across OECD countries, almost one in five students do not achieve basic skills and students from disadvantaged backgrounds are twice as likely to be low performers, leading to high dropout rates. Reducing school failure benefits both individuals and society. The highest performing education systems combine quality and equity. The document outlines policies to improve equity and support disadvantaged students and low performing schools.
ARE WE EFFECTIVELY TEACHING TODAY’S COLLEGE STUDENT?ijejournal
Evidence suggests that twenty first century college students have less aptitude and less interest in academic
learning than their predecessors. This poses a challenge to faculty who are charged with passing
knowledge to the next generation of teachers, scientists, managers and others whose field necessitates a
degree from a college or university. The authors examine this assertion by taking a closer look at how
faculty provide intellectual stimuli to their students, how technology helps or hinders learning, and the
complex relationship between faculty and students. Three broad themes are explored: helping students
understand the higher education experience, keeping students engaged in and out of class, and
continuously assessing for improvement in students’ relationships with those charged with educating them.
Specific recommendations, grounded in research, are made for each area explored. The authors conclude
that making changes in how faculty approach the experiences students have, will significantly improve the
quality of those experiences.
The effects of background characteristics and school factors on college stude...Alexander Decker
This study examined how background characteristics and school factors influence college students' academic
performance and satisfaction. A survey of 323 students at a Nigerian polytechnic found that performance was
strongly linked to satisfaction with the academic environment and services. High school performance also
strongly predicted college performance. The study also found that academic major, library services, and
professional development programs like internships were significantly related to college achievement. However,
family socioeconomic status did not have a statistically significant association with performance. The findings
provide insight into how to improve student admission, support, and retention.
Networks in Education Business: Examples of Interdependence between Schools a...inventionjournals
The aim of this work is a description and analysis of situations interdependence between schools and service providers to extracurricular activities in the private education sector in São Paulo. For this study, a non-probabilistic sample of thirty-four private schools was used, and through closed questionnaire results allows important conclusions to this analysis. To draw conclusions of this work, we intend to collaborate for future partnerships in this segment are established, with strong ties and by actors who understand and act in sync with what is expected of interdependence in this market as a growing promising
A PATH ANALYTICAL MODEL ON FACTORS WITH THE IMPLEMENTATION OF CIVIC EDUCATION...ijejournal
The height of moral decadence of adolescent is a worrying development that may degenerate to uncontrolled situation if not checked. The crime rate and other civic problems in the society cannot be clearly linked to any particular cause, hence, the need to explore the underlying principle behind this horrible fashion. This problem prompts this study on factors with teachers’ implementation of civic education curriculum in secondary schools in Cross River State, Nigeria. The study adopted cross sectional survey design approach. A total number of all the 510 civic education teachers in public Secondary Schools in Calabar Education Zone of Cross River State in 2019/2020 academic session were used for the study. A self-developed 60-item Questionnaire was used for data collection. The data analysis was subjected to Structural Equation Modeling using Analysis of MOment of Structure to generate a path analytical model and data analysis at .05 level of significance. The result revealed that there were significant direct predictive effects between teacher’s supervision, teacher’s knowledge of subject matter and teachers’ attitude and the implementation of civic education curriculum. It was recommended among others that teachers should advance their knowledge by enrolling further in academic programmes as well as engage in in-service training to update their knowledge for a better academic outcome of the students.
Research Proposal on Findout why there is high dropest rates of primary schoo...Brighton Mwang'onda
This document is a research proposal that aims to investigate the factors contributing to the high dropout rate of girls from primary school in the Masai community of Tanzania. Specifically, it will examine this issue in the Arusha region. Some key points:
1. Existing literature suggests cultural factors like views of western education, early marriage practices, and attitudes that see girls' education as detracting from their role in the community contribute to the problem.
2. Geographical barriers like long distances to schools and lack of security also impact dropout rates.
3. The study will employ questionnaires and interviews to collect data and analyze factors through statistical methods.
4. Findings could help promote girls' education,
This study investigated individual and psychosocial factors associated with high educator-learner interactions around HIV/AIDS and sexuality in South Africa. Younger educators and those in lower job categories interacted with learners on these issues more frequently than older colleagues. Favorable interactions were associated with good HIV/AIDS knowledge, personal experience with HIV/AIDS, and low stigmatizing attitudes. However, educators reported a lack of HIV/AIDS training support from the Department of Education. Younger educators also reported higher sexual risk behavior than older educators, undermining their credibility as educators. The findings highlight the need for formal HIV/AIDS training for educators to equip them to provide education and skills to learners.
A study on low performing indian students in secondary schoolsjayapratha9
This document summarizes research on factors that influence the academic achievement of students, particularly low-performing students. It discusses that academic achievement is influenced by family factors like socioeconomic status and parents' education level, school factors like facilities, type of school and teacher relationships, and student factors like self-regulation, personality and peer influences. The research indicates that an integrated approach is needed to address the academic achievement of low-performing students that involves students, parents, and schools.
This document discusses building a high-quality teaching profession based on lessons from top-performing education systems around the world. It examines factors such as how teachers are recruited, educated, developed, evaluated, and compensated. High-performing systems tend to prioritize teacher quality over class size, see teaching as a prestigious profession, and provide ongoing professional development and collaboration opportunities for teachers. The document advocates for policies that promote coherence across the education system to develop teachers as professionals.
School Based Factors Affecting Quality of Education in Primary Schools in Kak...paperpublications3
Abstract: Quality of education and retention of learners should be the commitment of every educational system. Yet institutions have their unique characteristics that either facilitate or hinder the achievement of universal primary educational goals. Individual schools therefore initiate their own mechanisms, unique or used by other institutions to ensure quality in schools. The study focused on school based factors influence quality of education in primary schools. This is because much of the research done has focused mainly on the challenges faced by school in addressing Free Primary Education (FPE). The specific objectives of the research were to establish school based factors that influence quality of education in primary schools. The study was conducted in Kakamega North District with head teachers and teachers of all primary schools within the District forming study population. A descriptive survey research design was applied. The respondents were selected using probability sampling techniques. The sample size represented 30% of the total study population. This comprised of 33 head teachers and deputy head teachers and 357 teachers selected from 110 schools within the district. Questionnaires, observation checklists and document analysis were used to collect data. Data collected was organised, coded and entered with the aid of Statistical Package for Social Sciences (SPSS). Data was analysed descriptively using frequencies, percentages, mean and standard deviations. The presentation of data is made through use of tables, pie charts and graphs. The study findings show that quality and retention challenges brought by the implementation of free primary education in Kakamega primary schools are still prevalent. Understaffing, overcrowded classrooms, inadequate syllabus coverage, inadequate classrooms, inadequate instructional materials and inadequate lesson preparations as some of the factors that impacted on quality of education in schools. The study recommends that head teachers, teachers, parents and government need to put measures that will address quality challenges in schools to ensure the realisation and sustainability of Universal Primary Education (UPE) and Millennium Development Goals (MDGs).
Universal access to education a study of innovative strategyResearch Coach
This document discusses universal access to education in developing countries. It analyzes barriers to education like remote locations, lack of infrastructure, and costs. Innovative delivery methods are needed to provide universal access. The paper examines existing models from governments, firms, and NGOs, rating them on scalability, replicability and sustainability. Some companies like IBM and Microsoft are taking active roles in solving this issue through corporate social responsibility initiatives, while most firms are inactive or reactive. Recommendations include encouraging more active private sector involvement and partnerships to increase access to quality education worldwide.
This document summarizes research on the impact of inclusion on general education students. It finds that while inclusion aims to promote equality, in practice it can negatively impact the academic achievement of general education students. Overcrowded classrooms with insufficient support for teachers makes it difficult for them to differentiate instruction to meet all students' needs. As a result, general education students may receive less individual attention or have their learning slowed down. While inclusion can benefit some lower-performing students, research has found it can cause test scores to stagnate or decline for higher-performing general education students. For inclusion to be effective, a consistent research-backed model and greater resources for teachers are needed.
Pwede ja ma'am "Perception towards the implementation of Senior High School ...monicamanggao
This document analyzes the impact of the relationship between teachers and students on academic performance. It conducted a study using a random sample of 50 students at a high school. The study found a positive correlation between positive teacher-student relationships and improved academic performance, while negative relationships lead to poorer performance. It recommends that teachers develop positive relationships with students to address their needs and performance. The purpose of this study is to determine the impact of teacher-student relationships on academic achievement at this particular high school.
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
Abstract: India is a developing country having so many challenges. One of the greatest challenges before a socialist and democratic country is the education of its disadvantaged people because in absence of education these people become a major liability on it. It cannot be over emphasised that economic development of a country depends to a large extent on the quality and level of the education of its people. Indian society has been crushed for ages socially, economically and politically only because a large proportion of its population has been the deprived of proper education since time immemorial. Mass education has ever been non-existent phenomenon in this so called highly cultured and affluent ancient country. These deprived people lived a life characterised in poverty, ignorance and superstition. They were easily deprived of the basic human rights and treated as domestic animals by the few rich and powerful men in the feudal social system.
Keywords: Academic Achievement, Deprived Children.
Title: Academic Achievement of the Deprived Children
Author: Dr. N.K Singh
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
School attendence is a prerequite for a student in universial secondary educa...Komakech Robert Agwot
The study explored the effects of students’ absenteeism on student academic and school performance in Uganda. The study also assessed the effectiveness of class attendance monitoring tool; the challenges faced by the school administration in dealing with absentee student(s); and established the relationship between students’ absenteeism and academic performance of students. The relevant literature was reviewed to anchor the methodology and the findings. The study adopted descriptive cross-sectional survey design. A combination of stratified and purposive sampling was applied to accommodate the variety of respondents from Serere, Soroti, Kumi and Ngora districts in Teso sub-region; North Eastern Uganda. The study used questionnaires and interview schedules to collect primary data from 349 respondents who participated in the study out of the expected 384 obtained from a target population of 100,000 giving a response rate of 90.89%. The findings shows that the monitoring tools used for students’ attendance are effective (good) and there is a very positive relationship between student attendance and academic performance. The researcher also found that school attendance affects both the students and the school performance. To the students; it leads to poor academic performance, students drop out, graduating half-baked students, poor curriculum coverage and loss of interest in learning whist to the school; it affects the school image, lower the students’ enrollment, transfer of students by parents, wastage of teachers’ and administrators’ time and affects the university/tertiary enrolment. However, the school administration faces challenges of; interruption of lessons, students being hostile/belligerent to teachers, and parents defending their children whilst dealing with absenteeism students. The study also provides the practical and most effective strategies to improve students’ attendance. These staregies include; promoting Zero Tolerance to Students Absenteeism, parental involvement and participation, developing students’ mentoring programmes, improving “rich” student’s programmes, promoting guidance and counseling, promote good communication, reward students with regular attendance, and need to monitor and supervise school attendance. The researcher concludes that, to support students academically in and out of school; administrators, teachers, and families need to have a shared understanding of their children’s learning and work as partners to meet their academic and social-emotional needs.
Keywords: School Attendance, Academic Performance, Excused and Unexcused Absenteeism, Universal Secondary Education
By The People For The People: People’s Influence On Students In Selecting Tec...Prashant Mahajan
The marketing segmentation of technical education will be better if we consider these reference groups (people mix) as an influencer. It is found that there are some People Mix - influencers - related to the institute and previous schools along with peoples associated with the students. So, it is useful to consider all these influencers rather than considering only traditional students related influencers. This article provides empirical support for the importance of interpersonal influence for educational choices. Different communication strategies can be used for these influencers who motivates students towards their decision in selecting technical education. The paper represents new form of influencers that motivates students in selecting their technical educational institute.
IN-SERVICE TEACHER’S PERCEPTION TOWARDS INCLUSIVE EDUCATION: VARIATION BY GEN...IAEME Publication
The present study focus on determine the in-service teacher’s perception levels towards inclusive education and its dimensions and to compare the in-service teacher’s perception levels towards inclusive education with respect to gender, place of residence, educational qualification, and years of teaching experiences. Researcher adopted descriptive survey research design and convenience sampling method to collect data from thirty five (35) in-service teachers working in Kendra vidhyalaya Sangathan participated in the in-service teacher training programme conducted Kendra Vidhyalaya School, Tezpur handling English subject are the sample of the study. To collect the data “Teacher attitude scale towards inclusive education” developed and standardized by Dr. Sood V. & Dr. Anand Aarti was used. Mean, Standard Deviation and 't' test are used to analyze the data. The findings of the present study showed the majority (42.8%) of in-service teachers working in Kendriya Vidyalaya Sangathan have the most favorable perception towards inclusive education and its different aspects namely psychological /behavioral, social and parents related, curricular and cocurricular and administrative. In service teacher’s perception towards inclusive education is significantly different based on gender and varying length of their teaching experience and no significant difference exists based on place of residence and educational qualification.
Attitude of Secondary School Teachers towards Equitable Education in Coimbato...ijtsrd
Equitable Education System was proposed in the state of Tamil Nadu. It was felt that by following this education system we could afford impartial education to all school children irrespective of region such as rural and urban, upper and lower caste, and religion etc. This new system of education came into existence after a lot of oppositions, obstacles and confusions. Determining attitude and efforts to advance a new system of education is very much essential. Attitude of teachers, students and parents about a new educational system influences the choices and national development. Teachers and parents have a supreme responsibility in the mental and physical growth of the students. Their attitude is one of the most important variables in the education of children. Successful and effective implementation of a new system of education depends upon the knowledge of teachers and their positive attitudes towards it. Thus, the study of teachers' attitude towards Equitable Education becomes indispensable to the implementation plans. These observations initiated the investigator to undertake the present study, “Attitude of Secondary School Teachers towards Equitable Education in Coimbatore District†G. Jayanthi | Dr. K. Eagavalli ""Attitude of Secondary School Teachers towards Equitable Education in Coimbatore District"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25133.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25133/attitude-of-secondary-school-teachers-towards-equitable-education-in-coimbatore-district/g-jayanthi
The document discusses the education system in Pakistan and identifies several key problems:
1) The education system does not align with local needs and realities, using different mediums across public and private schools.
2) There is disparity between provinces in infrastructure, resources, and education quality. Literacy rates are especially low for women.
3) Poverty prevents many children from attending school, and dropout rates are high. Madrassas provide free religious education instead.
4) Corruption wastes education funds, and accountability is lacking. Ghost schools exist only on paper.
Alternative Learning Delivery Modalities (ALDM) of Secondary Social Studies T...AJHSSR Journal
ABSTRACT ; This research study explored the aspects of different Alternative Learning Delivery Modalities
(ALDMs)such as Home-Based/Modular Learning, the Blended Learning and Online Class Learning for
utilization of Secondary Social Studies Teachers aimed to address teaching pedagogies in the new normal. It
also focused on ascertaining the preferred support from their school on ALDMs. The respondents were the
Junior and Senior Social Studies teachers from Secondary Schools of Zone 2, DepEd, Division of Zambales,
Philippines. It was conducted during the second quarter of the school year 2020-2021. The research study is
descriptive and quantitative in its analysis. The Social Studies teachers are very much ready in ALDM mainly
on Home-Based/Modular Learning. The Social Studies teachers strongly agreed that they preferred to be
supported on ALDMs primarily on technological infrastructures and trainings and seminars. Specifically, the
teachers aimed and needs to be more familiar on the guidelines of blended learning utilization inside the
classroom and the need to be supplied with sufficient, strong and stable Internet bandwidth or speed. The
analysis of variance result revealed a significant difference in the perceived readiness/preparedness in the
ALDMs.
KEYWORDS: Alternative Learning Delivery Modalities, Home-Based/Modular Learning, Blended Learning,
Online Class Learning, Secondary Social Studies Teachers, COVID19 Pandemic
The social demand approach to educational planning requires education authorities to provide schools and facilities for all students who demand admission and are qualified. It views education as a social service demanded by people. The key factors that influence social demand for education include the costs of education, both direct and indirect; the benefits of education; government policies around fees and financial aid; distance to schools; quality of schooling; demographic data; and cultural factors. While this approach provides a starting point for planning education to meet social needs, it ignores cost constraints and employment needs. It can also lead to overproduction of some skills and underproduction of others if not balanced with other approaches.
Re Examining The Inter Regional Differentials In Elementary Education A Stu...apuuu
This document examines differences in elementary education between the Coastal Andhra and Telangana regions of Andhra Pradesh, India. It finds that while Telangana historically had lower literacy rates and greater disparities, the gaps have narrowed in recent decades. Specifically:
- Literacy rates have increased across both regions from 1971-2001, with Coastal Andhra now higher at 62.5% versus 58% in Telangana.
- Rural-urban and gender disparities have declined substantially in both regions over time but remain greatest in Telangana.
- Scheduled Caste and Scheduled Tribe literacy is now higher in both regions compared to national averages, indicating improvements in addressing social inequalities.
This document summarizes a review mission to the Indian state of Kerala to evaluate progress under the Sarva Shiksha Abhiyan (SSA) or Education for All program. Key findings include:
- Kerala has achieved near universal enrollment in education due to community support and a dense network of schools. However, data from private schools is incomplete.
- Social gaps in education have been bridged, with no overt discrimination against gender, caste, religion or disability. Special programs target underserved groups.
- Classroom practices show student engagement but teacher training is needed to move beyond rote learning and better assess individual students.
- While curricula are strong, computer education and data collection need strengthening to
The social demand approach to educational planning requires education authorities to provide schools and facilities for all students who demand admission and are qualified. It views education as a social service demanded by people. The key factors that influence social demand for education include the costs of education, both direct and indirect; the benefits of education; government policies around fees and financial aid; distance to schools; quality of schooling; demographic data; and cultural factors. While it provides a starting point for planning, disadvantages are that it ignores alternative resource allocation, employment needs, and thin spreading of limited resources across many schools.
The document discusses ways to enhance the quality of primary education in India. It notes that additional teaching resources could help build a more effective remedial learning system and reduce class sizes. Private school enrollment is increasing due to fiscal constraints facing public schools. The document also describes a successful primary education enhancement project in Maharashtra that improved school participation, retention, and quality, with outcomes like reduced dropout rates.
Teacher absence is a significant problem in many developing countries according to recent studies. Surprise school visits in 6 countries found teacher absence rates ranging from 11% in Peru to 27% in Uganda, with an average of 19% across the 6 countries. Other studies in Papua New Guinea and Zambia found similar rates of 15% and 18% respectively. Rates were even higher in some states and remote areas within countries. Addressing teacher absence is important for achieving education goals as it reduces learning when teachers are not present in the classroom.
This document discusses a study on the effects of hands-on activities on students' cognitive engagement in primary level general science. It defines cognitive engagement as the strategic approach students take to learning, focusing on understanding rather than memorization. The study aims to examine the relationship between hands-on activities and cognitive engagement, explore dimensions of engagement, and identify effective instructional strategies. It reviews literature showing hands-on activities can enhance skills, mastery, and mental effort. The study seeks to contribute to knowledge on science pedagogy and inform educators on incorporating hands-on activities to promote lifelong science interest.
Similar to Teacher?s Attitude and Its Impact on Children?s Access to Primary Education: Evidences from Primary Data (20)
The purpose of this study was to determine how parenting contributes to deviancy in school among students at Bokamoso Junior Secondary School. The study was a descriptive survey in which a questionnaire was administered to Form 2 and Form 3 students of Bokamoso Secondary School to collect data. The results were then presented using mean and standard deviation. The results showed that majority of students were male around the age of 16-20 years. The results further revealed that parental involvement has a significant influence on students being deviant, which was given by an average mean of 2.55 which is above the criterion mean of 2.50 and average standard deviation of 0.572. It was concluded that parenting is factor associated with a deviancy amongst students at Bokamoso Secondary School. It was therefore recommended that they should be a joint disciplinary council consisting of parents or guardian, teachers and school management which usually recommends on how to deal or act on certain offences depending on the gravity of offences.
This paper studies the pattern of students’ movement within and around the various classes of degrees in Modibbo Adama University of Technology, Yola, Nigeria. In this paper, a transition matrix was developed for the five classes of degrees using movement patterns in ten consecutive semesters (2011 – 2016). The probabilities of moving across the five different classes was obtained. Furthermore, a fundamental matrix was obtained to determine the expected number of students who stay within each particular class (stayers).
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
This research study examined the influence of self-regulation skills and social competence on the academic achievement of lower primary school pupils in Osun State, Nigeria. The study used a correlational research design and surveyed 418 primary 3 pupils across 9 local government areas using three instruments to measure self-regulation skills, social competence, and academic achievement. The results showed that pupils had low levels of behavioral and verbal self-regulation skills, average levels of emotional self-regulation skills, and overall low levels of self-regulation skills. Pupils showed high levels of social competence. Statistical analysis revealed a significant influence of self-regulation skills and social competence on pupils' academic achievement. The study concluded that social competence had a greater influence on academic achievement compared
With growth in enrollment in online courses at the university level, the quality of those courses is coming under increased scrutiny. This study surveyed faculty with experience in online, onsite, and blended courses to identify factors most likely to impede student success in online courses as well as strategies to improve online courses. The most common responses for why students might find online courses more challenging focus in the areas time management, student-teacher interaction, and motivation. The strategies for improving student success in online courses fall into the categories of assignments, teaching strategies, and training for both faculty and students. Steps for students to take before enrolling in an online course and tips for faculty who want to teach online courses for the first time are also included as appendices.
This paper focused on analysis of emergence of criminal groups in Dar es Salaam city and Zanzibar town. Data collection was based on in-depth interviews and focus group discussions. Content analysis was used in analysis of data collected from the study. The study findings revealed that youths are vulnerable and susceptible to criminal activities due to corruption, fake promises from politicians, education systems, laxity of parental or guardians’ care and inspiration of children to live luxurious life. In addition, the study recommended to take proper moves that police operation and other government authorities undertake on use of force that cannot end such societal challenges. Instead, the government should provide education system, which is skilled oriented to enable young people to employ themselves. In addition, more efforts are needed to fight corruption from low level to high level of government system.
Zambian communities are rich with voices of the value of adult education, albeit unsystematically documented. It is these insightful voices that this article unveils. Phenomenological research design was employed. Three research sites were targeted comprising two chiefdoms and covering four villages, two villages from each chief dom. Data was collected using interviews and focus group discussions. After coding the data, narrative and thematic methods of data analysis were used. Findings reveal that the value of adult education is measured informally by the number of the adult population able to access social amenities equitably and equally on one hand, and on the other, by their ability to read the ‘word and the world’ as purported by Freire and Macedo (1987).
Despite a healthy production of teachers, teacher attrition is a significant concern facing school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educator preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnect. Recommendations are provided as contributions for future discussion on much needed educator preparation program standards reform.
This research study examined the effect of individual counseling on the academic performance of underachieving pupils at Maimusari Public Primary School in Borno State, Nigeria. The study found that common causes of underachievement among pupils included arriving late to school, not having complete learning materials, depression, anxiety, and negative teacher attitudes. The study also revealed that individual counseling helped pupils overcome learning barriers and significantly improved their academic performance. It is recommended that teachers be trained to identify underachieving pupils and refer them for counseling support.
The study contributes to the on-going debate regarding the significance of early childhood teachers’ instructional decision-making that take into consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out over a six-month period. One research question that sought to explore factors and beliefs influencing teachers’ instructional decision-making in a kindergarten classroom guided the study. Data sources used were semi-structured individual interviews and pair-based interviews and fieldnotes of classroom observations. Both within and across case interpretative analysis, as outlined. The study’s findings revealed that these teachers’ explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kinder garten classrooms.
The study aimed to evaluate the “Human resource management for vocational schools at Bac Ninh province, Viet Nam: A model of faculty development program”. It concentrated on evaluating the existing Human resource management for vocational schools of the province, determining demographic profile of the respondents, profile of vocational schools. In order to come up with this analysis, a survey covering 50 specific vocational schools is implemented aiming to assess current status of the development of contingent of teachers and the factors affecting the development of teaching staff for vocational schools in Bac Ninh province such as Human resource planning; Recruitment and selection; Training and development Retention and maintenance; Promotion; Labor relations; and Transfer and retirement. Thereby, identifing the limitations in Human resource management of vocational schools. Based from all the findings of this study, the following conclusions were derived: The human resource management of vocational schools on Bac Ninh province still limited. Human resources in sufficient quantity, but the structure is not reasonable, lack of highly qualified and experienced faculty. Support policies are not sufficient to motivate faculty and attract highly qualified human resources. From the cited summary of findings and conclusions, the following are hereby recommended: Re-examining all the plans and programs for the Quality of Human Resource so that necessary updating and modification can be done; Strongly focusing on recruitment process and policies of training and retraining human resources, Specific strategies for implementing these plans must also be considered. Conducting regular evaluation of all the programs must be implemented.
The study investigated the differences in leadership styles exhibited by principals of public Colleges of Education in Ghana in relation to their sex, age, years of work experience, and academic qualification. The cross-sectional survey design was adopted for the study. The target population was made up of all 46 principals of public Colleges of Education in Ghana. The target population consisted of all 38 public Colleges of Education which were in existence before the absorption of eight private Colleges of Education by the government of Ghana into public system. The purposive sampling technique was used to select 38 principals for the study. The Multifactor Leadership Questionnaire developed by Bass and Avolio (2004) was adapted to collect data. Means, standard deviations, t-test and ANOVA were used to analyse the data. The findings revealed that there were no statistically significant differences in the leadership styles of the principals of public Colleges of Education in Ghana based on their sex, age, and academic qualification. However, there were statistically significant differences in the leadership styles adopted by the principals in relation to their years of work experience. It was therefore concluded that many years of experience of principals of public CoEs in Ghana is critical for good leadership in these colleges. Among the recommendations was that the National Council for Tertiary Education (NCTE) should consider years of work experience in the selection and appointment of principals for public Colleges of Education in Ghana. Additionally, in-service training and refresher courses should be organized regularly by NCTE for principals on the leadership styles suitable for achievement of objectives and goals of their colleges.
This document summarizes a research study on the challenges of teaching English to young learners in primary schools in Kuwait. The study collected data through surveys of 20 English teachers and interviews/observations of teachers in 5 educational areas of Kuwait. The main challenges identified were lack of teacher training, inadequate resources, large class sizes that make communicative language teaching difficult, exams that focus on grammar over skills, and limited use of English in and outside the classroom. The researchers concluded that teachers face significant obstacles in teaching English to young learners locally in Kuwait.
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
Child and Youth Care (CYC) students have the right to be engaged in pedagogical practices that inspire and arouse their curiosity about their field of practice. Undergraduate course-based research in which students have an opportunity to conduct authentic research within a for-credit course is one such high-impact pedagogical practice with a growing body of evidence-based outcomes. This article presents an undergraduate course-based research project that examined child and youth care student’s beliefs about displaying love as a component of their practice. Located in the constructivist/interpretive research paradigm, this course-based research project collected data through the use of an expressive arts-based data method followed by a semi-structured questionnaire. Four overarching themes were identified during the thematic analysis: (a) authentic caring involves expressions of love, (b) expressions of love are an essential component of growth and development, (c) loving care as an ethic of relational practice, and (d) but…professionalism stands in the way. The results of this course-based study suggest that expressing love as a component of relational-centred CYC practice is not fully understood by CYC students and that much more research is needed to explore this issue.
This research describes an attempt to establish a pedagogically useful list of the most frequent semantically non-compositional multi-word combinations for English for Journalism learners in an EFL context, who need to read English news in their field of study. The list was compiled from the NOW (News on the Web) Corpus, the largest English news database by far. In consideration of opaque multi-word combinations in widespread use and pedagogical value, the researcher applied a set of selection criteria when using the corpus. Based on frequency, meaningfulness, and semantic non-compositionality, a total of 318 non-compositional multi-word combinations of 2 to 5 words with the exclusion of phrasal verbs were selected and they accounted for approximately 2% of the total words in the corpus. The list, not highly technical in nature, contains the most commonly-used multi-word units traversing various topic areas and news readers may encounter these phrasal expressions very often. As with other individual word lists, it is hoped that this opaque expressions list may serve as a reference for English for Journalism teaching.
The main objective of this study is to explore how podcasting can be implemented in teaching English as a Second Language as a supportive technological tool and thus contribute to the development of positive attitudes and beliefs of the learners. To this aim, the field experiment research was conducted. The study was carried out in a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in February 2018. The students were assigned into the experimental group (15 students) and the control group (13 students). The results of the research have shown a positive change in students’ attitudes and beliefs, though no statistically significant difference has arisen regarding the students’ interest in the course, their self-confidence in English, the role of gender in learning English and the difficulties students come across when studying English. Similarly, no significant change has occurred regarding the usefulness of English, the importance of the English accent and the knowledge of another foreign language as a contributing factor to learning English more easily. Finally, a negative change was found regarding difficulties in oral communication in English.
One of the challenges of higher education focuses on the improvement of personal and professional skills of students, with the aim of strengthening strategies that include cutting-edge resources in the learning process. The appropriate use of Information and Communication Technologies (ICTs) in teaching work as support in face-to-face mode, has a significant impact on engineering professionals. With the correct handling of instruments, strategies, evaluations and educational materials mediated by technologies, which provide great advantages, where the student can work at their own pace and improve the synchronous and asynchronous communication channels with the teacher and their classmates to develop skills and acquire experiences. This work presents the incorporation of educational resources in virtual scenarios as support to the learning units taught in face-to-face modality in the Interdisciplinary Professional Unit of Engineering campus Guanajuato (UPIIG), with the purpose of reinforcing in the student self-management of knowledge to discover new teaching experiences and motivate them in the achievement of meaningful learning.
This study aims to recognize effectiveness methods of teaching skills in primary school in English , the researcher used the numbered heads together strategy as an effective method in education skills, the researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school , Fifth class , The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by ( age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools. At the end of this study, the researcher presented some recommendations. These recommendations that focus on paying more attention to the learning strategies that used to improve educational process, moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.
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Teacher?s Attitude and Its Impact on Children?s Access to Primary Education: Evidences from Primary Data
1. Research Journal of Education
ISSN(e): 2413-0540, ISSN(p): 2413-8886
Vol. 2, No. 1, pp: 1-6, 2016
URL: http://arpgweb.com/?ic=journal&journal=15&info=aims
*Corresponding Author
1
Academic Research Publishing Group
Teacher’s Attitude and Its Impact on Children’s Access to
Primary Education: Evidences from Primary Data
Rosy Sulochana* Research Fellow, ICSSR Project & Ph.D in Economics from Banaras Hindu University
Rakesh Raman Department of Economics, Banaras Hindu University, Varanasi
1. Introduction
In the present era, the fundamental challenge before the country like, India is ensuring basic health services,
development of infrastructure and educational access to the masses of younger population. Among such issues, the
issue of access to primary education is the prominent one which is crucial for the targeted section and thus happens
to be the crying need of the society. As a matter of fact, education is recognised as a basic input for empowering
individual and overall development of the society.
The universalisation of primary education continues to be a distant dream even after 50 years of planning,
enormous funding and promises. Rather, the goal of universalisation has only been sparsely achieved and much has
to do with the way access has been defined. The government’s approach of defining access in terms of attainment
i.e., increasing literacy rate, enrolment ratios, infrastructure and teachers availability etc. and then making them
Abstract: Education is recognised as a basic input for empowering individual and overall development
of the society. The universalisation of primary education continues to be a distant dream even after sixty
years of indepencence, enormous funding and promises. Rather, the goal of universalisation has only been
sparsely achieved and much has to do with the way access has been defined. The government’s approach
of defining access in terms of attainment i.e., increasing literacy rate, enrolment ratios, infrastructure and
teachers availability etc. and then making them affordable to the masses has proved to be grossly
unsatisfactory. The approach has been narrowed in including a relevant aspect i.e., the attitude of
providers which determines the willingness of first generation learners to join educational institutions and
thus, affects access to primary education to a large extent. Keeping this in background, the present paper
argues that mere availability and affordability of facilities cannot ensure access. It must be accompanied
with an encouraging attitude and high commitment of education providers. Availability and Affordability
would fail miserably in ensuring access if those who are involved in providing the facilities to the deprived
section actually do not accept their role, acknowledge their responsibility and are not prepared to work
tirelessly towards the end.The paper intends to measure the rural-urban disparity in attitude of teachers for
which it uses data collected through a primary survey of six basic survey units- 4 villages and 2 wards
from the Varanasi district of Uttar Pradesh. Multi-stage sampling has been done to select the schools and
households to be surveyed. Two groups of people were interviewed- parents whose wards were studying
in the schools in the survey area and headmaster of different primary schools falling in the locality, thus
making the total sample size of 450 parents and 31 headmasters, respectively. For measuring attitude, a
psychometric response scale developed by Likert has been used. Likert scaling on 1-5 points has been
done for transforming the qualitative indicators into quantitative one.The findings of the study suggests
that excessive reliance on year end examination, sparse personalised attention of teachers towards
individual problems of the weak students, checking homework on irregular basis and lack of commitment
or an easy going approach of teachers towards their job have been the major problems with schooling
system in general and government in particular. For ensuring commitment and dedication among the
providers, government can employ college/university students during their vacation days for carrying
different surveys so as to reduce non-teaching burden of teachers and allow them to solely teach. Besides
this, the grading of teachers should be done on the basis of their qualification, behaviour and involvement
with students, classroom activity and student’s performance both in terms of oral and written examination
of student. This would enhance the motivation and commitment level of teachers.
Keywords: Empowerment; Universalisation; Access; Availability; Affordability.
2. Research Journal of Education, 2016, 2(1): 1-6
2
affordable to the masses has proved to be grossly unsatisfactory (Dreze and Kingdon, 2001; Khasnabis and
chatterjee, 2007). The approach has been narrowed in including a relevant aspect i.e., the attitude of providers which
determines the willingness of first generation learners to join educational institutions and thus, affects access to
primary education to a large extent. In government schools teachers have negative attitude especially towards
education of weaker section of the society- they feel that the deprived section neither has the will nor the right and
resources to be educated. Teachers do not make genuine effort to bring marginalized children into the mainstream
schools (Bordia, 2005; Vasavi, 2006).
Keeping this in background, the present paper argues that mere availability and affordability of facilities cannot
ensure access. It must be accompanied with an encouraging attitude and high commitment of education providers.
Availability and Affordability would fail miserably in ensuring access if those who are involved in providing the
facilities to the deprived section actually do not accept their role, acknowledge their responsibility and are not
prepared to work tirelessly towards the end.
The paper is structured into three sections. Section-I attempts to provide a broader perspective of access to
primary education focussing the attitude of providers. Section-II highlights the rural-urban disparity in the attitude of
providers of primary education with the help of primary data collected for the Varanasi District of Uttar Pradesh.
Section-III, provides policy intervention and argues that in rural areas of Varanasi more than providing educational
facilities, creating right attitude among providers would be more effective in ensuring access to primary education.
2. Section-I: Conceptualisation of Access: Attitude of Providers
The existing literature is sufficient to highlight that along with availability (creation of facilities), affordability
(cost of education) is also a key factor. The best infrastructure in the world would not ensure access, if the
infrastructure is not affordable to the majority of the population. However, mere availability and affordability will
not ensure access; a very crucial condition is the right attitude of the providers.
Many scholars have viewed access from the angle of attitude of the providers. Access can be ensured only when
those entrusted with the responsibility of imparting/administering education have the right attitude towards
promoting participation of all social inter-sections of students with bias and malice towards none. In this dimension
of access, scholars like, Subrahmanyam (1984 ), Weindling (1989), Ramachandran (2005) and Dholakia and Iyengar
(2008) have generally indicated towards the following factors associated with the providers of education-
Figure-1. Attitude of Providers
The important aspect from the perspective of access is teacher’s attitude towards the children of deprived caste,
class and income groups. If the teacher’s behaviour towards underprivileged children is extremely detrimental, it will
ultimately lead to the eviction of students from the educational system (Bordia, 2005; Vasavi, 2006). Sometimes, it
is observed that poor children get little attention and experience exclusion in the form of unfamiliarity with
mainstream language used by teachers and other children. In government schools teachers have negative attitude
towards education of weaker section of the society- they feel that the deprived section neither has the will nor the
right and resources to be educated. They are destined to do particular type of work in the social hierarchy and any
effort to educate them would distort the caste hierarchy and also the social division of labour. They make no genuine
effort to bring them in the mainstream. In such a scenario, only acceptability can ensure that facilities are not only
created rather they are made available in the right spirit to the deprived section. This calls for a radical
transformation of society focusing on strategies and activities to sensitize the community, i.e., teachers,
administrators, and pupils to change negative attitudes towards the education of marginalized children. Due to the
presence of widespread inequalities in the distribution of educational facilities across region, social groups and
communities coupled with the lack of right attitude among the providers, the incorporation of the educationally
deprived and marginalized children into education still remains a problem (Jha and Jhingran, 2002; Nambissan,
2006; Saxena, 2006).
As cited by Ramachandran (2004), there exists ‘hierarchies of access’ of different socio-economic groups to
different categories of schools. She points out that as one goes down the social and economic pyramid, access and
quality issues become more pronounced. In her experience, the vast numbers of the poor in rural and urban India
have to rely on government schools of different types, and the quality of these may vary. The relatively better-off in
rural and urban India either access better government schools or opt for private aided and unaided schools. Acharya
(1982) and Chandra (1983) also found that "educational achievements in terms of literacy, enrolment and retention
Providers'
Attitude
Caste, Class &
Income
Hierarchy
Academic
Emphasis
Classroom
Management
Continuous
Assessment of
Students
Teacher's
Motivation
Representation of
Female/SC/ST
Teachers
3. Research Journal of Education, 2016, 2(1): 1-6
3
correspond closely with the hierarchical order of the rural society according to class, caste and income level. The
literacy and enrolment rates decline very steeply in accordance with the society’s hierarchy." As per Chandra, the
existing school system barely caters to the needs of the children from economically weaker sections" (Chandra,
1983). Kumar (1983) in his empirical study encountered that the enrolment rate was higher among non-scheduled
castes whereas the drop-out rate was higher in scheduled castes. The prevalence of caste-based discrimination in the
schools was found to be the reason for such a situation. Based on the study in two districts in UP, Srivastava (2001)
found a contrast between the upper caste and lower caste with regard to the school type. Upper castes were inclined
to prefer private schools than the lower castes that usually sent their children to less-equipped government school.
Along with teacher’s attitude, his skill in handling classroom or managing right environment in the classroom is
also very crucial. Unsupportive and suffocating class environment discourage learning process and compel students
to regularly skip classes. Weindling (1989) found that along with the parental involvement and support, an effective
schooling system tends to be characterized by academic emphasis (in terms of belief of students that teacher can
teach, regular setting and marking of homework, and visible rewards for academic excellence and growth), class-
room management (in terms of high proportions of lesson time spent on the subject matter or interacting with the
class as a whole as opposed to individuals, lesson beginning and ending in time, clear and unambiguous feedback to
students on their performance and minimum disciplinary interventions), continual monitoring of students' progress
and attention of Head towards classroom instruction and learning. Based on a study of grade V students in 15
primary schools of Andhra Pradesh, Subrahmanyam (1984 ) has shown that academic environment of the schools,
followed by home environment of learners and school infrastructure facilities, has a high and positive relationship
with reading achievement of children.
Ramachandran (2005) highlighted low access is also accounted partly with educators, especially teachers who in
government schools and in more rural areas appear demotivated and disheartened. This demotivation on the part of
teachers occurs on many counts e.g., high teacher-pupil ratio especially when school is multi-grade, lack of subject
specific training to teachers, wide social distance between teacher and children (poor or socially disadvantaged) and
politicization (payment for transfers/preventing transfers, deputations, appointments, promotions and special
assignments) of school environment. Of these, social attitudes and community prejudices play a dominant role in
determining the ability and willingness of teachers to empathize with children. There are a number of explanations
given for lack of commitment and positive attitude of teachers. As per Ramachandran and Bhattacharjea (2009),
since teachers’ salaries are related exclusively to seniority, teachers have little to gain by putting more effort into
teaching. Further, due to the operation of rent-seeking in many parts of the country, teachers often dedicate
considerable time and effort to keeping local politicians and power brokers happy because they control the limited
rewards obtainable within the system in particular, transfers to desired locations. In general, access to those with
power can increase status, whereas dedication to teaching cannot. This seriously affects the commitment level of
teachers keeping them away from their real profession. Apart from the above, sufficient representation of teachers
from weaker section/caste group also play a crucial role in creating congenial class environment. It is generally
believed that teachers belonging to SC/ST communities have more positive attitude towards students belonging to
this section and are liable to work with more dedication for educating them and retaining them to schools.
Thus along with availability and affordability, acceptability becomes a crucial factor in ensuring access and
promoting inclusive education. Inclusive education is not merely about providing access into mainstream school for
pupils who have previously been excluded or closing down an unacceptable system of segregated provision. Rather,
it demands a change on the part of existing school systems in terms of physical factors, curriculum aspects, teaching
expectations and styles, leadership roles.
3. Section-II: Disparity in Access to Primary Education in light of Provider’s
Attitude
This section is divided into two subsections, one stating the methodology and choice of indicators and second,
highlights analysis part showing the rural-urban disparity in attitude of teachers in the survey area affecting access to
primary education.
3.1. Methodology & Choice of Indicators
The paper intends to measure the rural-urban disparity in attitude of teachers for which it uses data collected
through a primary survey of six basic survey units- 4 villages and 2 wards from the Varanasi district of Uttar
Pradesh. The survey was conducted in 2012 as a part of Ph.D thesis but information is being used for this work.
Multi-stage sampling has been done to select the schools and households to be surveyed. In the first stage, Nagar
Nigam located in urban area and two rural blocks has been chosen on random basis. From the 90 wards in the Nagar
Nigam one ward from the centre of the town and one ward from periphery have been chosen. From the 8 blocks in
the Varanasi district, 2 blocks were first chosen on the basis of preparing a composite index of educational
development and from the chosen blocks two villages each have been chosen on random basis after proper listing of
village. Two groups of people were interviewed- parents whose wards were studying in the schools in the survey
area and headmaster of different primary schools falling in the locality. The total sample size was 450 parents and 31
headmasters of the primary schools.
The attitude of provider is intricate to measure as it is qualitative in nature unlike the issue of availability and
affordability. For measuring attitude, a psychometric response scale developed by Likert has been used. Likert
4. Research Journal of Education, 2016, 2(1): 1-6
4
scaling on 1-5 points has been done for transforming the qualitative indicators into quantitative one. The attitude of
providers is measured on the basis of following indicators.
Table-1.Indicators of Attitude of Provider
1. Personalised Attention paid to weaker/deprived section students
2. Regularity of teachers in schools and their job seriousness
3. Remedial classes conducted by teachers for weak students
4. Continuous assessment of the student’s performance or importance to term end examination only
5. Absence of discouragement to weaker section children due to teacher’s punishment
6. Giving exercises in the classroom and correcting them
Source: Chosen by the Author from Primary Survey
3.2. Major Findings: Rural-Urban Disparity in Attitude of Providers
A very common problem with access to primary education in Uttar Pradesh is lack of commitment and
dedication of teachers and the apathetic attitude especially towards the weak students and students from the weaker
section of society. In order to know the guardian’s perspective on the way the teachers perform their responsibility
and handle the children, a number of questions were asked as shown in Table-2 given below.
Table-2. Guardians’ Response to Attitude of Teachers (in %)
Question
Village/
Ward
Govt. School Pvt. School
Question
Village/
Ward
Govt.
School
Pvt.
School
D* A D A D A D A
Teachers come
regularly in school
and take their job
honestly
Ghamahapur 11.1 38.9 1.7 95
Teachers
conduct
remedial
classes for
failures or
weak
students
Ghamahapur 34.7 15.3 65 18.3
Milkichak 18.4 76.3 3.7 90.7 Milkichak 86.8 7.9 100 0
Singhpur 21.9 71.9 0 93.3 Singhpur 87.5 0 83.4 16.6
Paterawan 20.4 32.7 4.1 89.2 Paterawan 77.6 0 86.5 1.4
Rural 17.95 54.95 2.37 92.05 Rural 71.65 5.8 83.72 9.07
Luxa 5.3 94.8 2.9 94.2 Luxa 42.1 15.8 71.5 10
Shivpur 25 50 1.9 97.3 Shivpur 37.5 37.5 60.2 23.2
Urban 15.15 72.4 2.4 95.75 Urban 39.8 26.6565.85 16.6
Total 16.8 56.4 2.5 93.4 Total 65.2 8 78.3 11.3
Teachers give
homework in
classroom &
examine the same
next day
Ghamahapur 30.5 44.5 10 86.6
Teachers
make
continuous
assessment
of student's
performance
Ghamahapur 15.3 30.6 8.3 70
Milkichak 29 31.5 2.8 94.5 Milkichak 81.6 18.4 13 87
Singhpur 29.7 68.8 3.4 96.7 Singhpur 81.3 9.4 8.3 81.6
Paterawan 16.3 53.1 8.2 90.5 Paterawan 51 6.1 13.5 70.3
Rural 26.37 49.47 6.1 92.07 Rural 57.3 16.1210.7777.22
Luxa 0 84.2 0 97.1 Luxa 31.6 26.3 25.7 57.1
Shivpur 25 50 1.9 97.2 Shivpur 25 50 8.4 71.3
Urban 12.5 67.1 0.95 97.15 Urban 28.3 38.1517.05 64.2
Total 24.8 53.6 3.9 94.2 Total 50.8 18.8 12.8 73.8
Teachers pay
personalised
attention to
individual
problems of
students
Ghamahapur 29.2 23.6 36.6 38.3
Importance
to term end
examination
only
Ghamahapur 9.7 36.1 0 76.7
Milkichak 86.8 5.3 61.1 35.2 Milkichak 2.6 97.3 0 100
Singhpur 84.4 4.7 41.7 55 Singhpur 17.2 76.6 6.7 90
Paterawan 69.4 2 40.5 41.9 Paterawan 0 73.5 1.4 82.4
Rural 67.45 8.9 44.97 42.6 Rural 7.37 70.87 2.02 87.27
Luxa 36.9 31.6 45.7 38.5 Luxa 15.8 57.9 5.7 64.2
Shivpur 37.5 37.5 26.9 54.6 Shivpur 0 75 2.8 66.7
Urban 37.2 34.55 36.3 46.55 Urban 7.9 66.45 4.25 65.45
Total 60.8 12.8 42.5 43.9 Total 8.8 66 2.5 80.5
Source: Computed by the Author from Primary Survey (*D= Disagree, A= Agree)
The factor that determines the teacher’s attitude in schools is the regularity and honesty of teachers towards their
job. If teachers come regularly to school and impart education with keen interest and dedication, there is high
probability among children to grasp lessons quickly. This in turn not only creates a healthy schooling environment
rather also makes an interactive classroom which further ensures real access to education. However, a significant
difference is found between teachers in government school and that in private schools regarding their regularity.
Table- 2 depicts that 92.05% respondents in rural area and 95.75% in urban area, whose children study in private
schools accepted that teachers come regularly in schools and take their job seriously and honestly while only 54.95%
respondents in rural and 72.4% in urban area who were sending children to government schools agreed on this point.
36% of the respondents of Luxa and 34.7% of Shivpur strongly agreed that the teachers come to school regularly.
However, it is a good sign of indication towards the teacher’s glory and respect in private schools, conversely the
teacher’s commitment level is still doubtful in government schools. And the situation is much grave in village areas
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as compared to the wards. As the level of development in urban areas is higher, the quality of education is better and
teachers are more conscious towards their job.
A significant variation was found in giving homework among different schools. While 94.2% of the guardians
admitted that this is done in private schools, only 53.6% of the guardians called it a regular phenomenon in
government schools. While 67.1% respondents in urban areas admitted that the teacher examine and give the
homework to the students in government school, almost 26.37% respondents in rural areas said that students do not
get homework and even if these are given these are not examined the next days by the teachers in government
school. As per parents, government school teachers are least bothered whether children learn anything or not. As
they are assured of fixed salary, they do not want to take burden of giving homework regularly and check the same
next day. On the other hand, the situation is quite opposite in case of private schools. Since the school management
is strict there and the teacher’s accountability is judged through student’s performance, the teachers are oriented
towards the progress of their students. That is why the children also remain focussed and study at home. They have
the fear that next day the homework would be checked and if they do not make it, they would be the odd man out.
However, the children studying in government school do not have such feeling as with the negligence of teachers,
they also become insolent towards studies. If teachers check home work on a regular basis they can better understand
the problem faced by individual students and take remedial measures.
An important indicator affecting teacher’s attitude is personalised attention of teachers towards individual
problems of the weak students. Normally, majority of first generation learners belong to low caste categories like,
SC and OBC, the parents of whom live hand to mouth. As such they cannot afford to pay high fee of private schools
so they are bound to admit their children in government schools. With the loose and flexible system of government
schools, these children become even weaker in studies unless teacher’s pay personalised attention to them. Teacher’s
inability to tackle these children makes it difficult for them to adapt with the fast going syllabus. Thus teacher’s
apathy and lack of involvement with such children makes the children to reach on the verge of dropping out schools.
So, from access point of view, it is necessary to ensure personalised attention of teachers towards such children. The
survey findings reveal significant variation in rural and urban areas in government and private schools. The table- 2
clearly shows these differences. While 67.45% parents in rural and 37.2% in urban areas, who were sending children
to government schools disagreed that the teachers pay attention to individual problems of the student, only 8.9% and
34.55% respondents agreed with the statement, respectively. Overall, 60.8% parents disagree to the statement and
only 12.8% agreed with the view. On the other hand, in private schools, only 42.6% respondents in rural and 46.55%
in urban areas agreed that teachers pay attention to individual problems of student while 44.97% and 36.3% of the
respondent defined it as a rare phenomenon, respectively. The responses give clear indication of the fact that there is
lack of commitment on the part of teachers especially in government school, thus hindering access to primary
education.
In view of above, it is found that teachers perform their duty just as formality and pay no attention to the
problems of the weak students, especially in government school. While in private schools, since there is large
number of children studying in one classroom having different level of intelligence, it is difficult for teachers to
spare special attention to the weak children, rather they teach them in mainstream classroom instead of arranging
some special classes for them. As is evident from table, 65.85% parents educating their children in private school in
urban area disagreed that teachers conduct remedial classes for weak students. However, this percentage was even
higher in rural areas (83.72%). This makes children feel ignored and less able to concentrate on studies. This
scenario is even poor in government schools. The situation from which the state of Uttar Pradesh is passing at
present where in a good percentage of family is the first generation learner in school, specialised care of weak
students is must. If the teachers do not take their problems separately these students were start lagging behind the
rest of the class, feel disenchanted and might in the ultimate run discontinue studies. This adversely affects
children’s access to education.
Excessive reliance on year end examination for a long time has been a major problem with Indian school system
in general and government in particular. Due to this, children do not become habitual of competing with others and
as such they do not feel the necessity to do better in examinations. This severely affects access as they gradually lose
their will to continue education and may result in dropout from school. As far as government school is concerned,
almost 57.3% respondents in rural and 28.3% in urban area disagreed that teachers make continuous assessment of
student's performance. In some villages, mostly the respondents were found to be undecided about the question. This
shows that guardians are not even aware whether teachers assess their ward’s performance or not. On the other hand,
over 70% respondents in rural and 64.2% in urban area, who were sending their wards in private school, praised
teachers for continuously assessing the students and encouraging them to perform on a continuous basis.
The above analysis reveals that there is vast disparity in terms of commitment level of teachers in government
school and that in private school. On one hand, where a strict private school management guarantees 100% teacher’s
accountability and dedication, a flexible management and easy going approach of teachers in government school not
only takes the toll of student’s future by reducing their interest in studies but also deteriorates the standard of school.
Thus, the approach and attitude of teachers is found to be decisive in determining access to primary education.
4. Section-III: Policy Interventions
Government’s loaf sided approach, emphasizing upon attainment while neglecting attitudinal issues of teachers,
has been the reason for limited success so far. In fact a sense of commitment and dedication among the providers is
essential for needful success.
6. Research Journal of Education, 2016, 2(1): 1-6
6
We suggest some very specific measures that address this neglected issue-
1) The survey findings revealed that involvement in non-teaching work in the school make teachers feel
overburdened. Teaching needs apart from commitment and abilities right frame of mind and a sense of
fulfillment and pride. The government can employ college/university students during their vacation days for
carrying different surveys. This would not only get the work done but at the same time provide some
incentive to the students and some income to them. For maintaining the record of student attendance, mid-
day meal details and preparing a host of other information to be supplied some people could be employed at
the block level who can visit school on rotation basis and maintain records. Such efforts would reduce non-
teaching burden from teachers and allow the teachers to solely teach.
2) Teacher’s accountability should be judged on the basis of student’s learning competencies. Their grading
should be done on the basis of their qualification, behaviour and involvement with students, classroom
activity and student’s performance both in terms of oral and written examination of student. This would
enhance the motivation and commitment level of teachers.
3) Private teaching/tuition should be strictly prohibited for government school teachers since it makes teachers
interested in money making rather than focusing on their job.
4) Teachers should be provided with special training related to teaching skill and also handling weaker section
students. They should be trained to be cooperative, helpful, encouraging and soft-spoken towards the
weaker children. Instead of providing only bookish knowledge, they should interact with children so that
children could feel free to ask anything from teacher. If the government system of education is to be
reformed, then teacher would have to revive the feeling of social service.
5. Conclusion
To conclude, the present paper suggests that providing access to primary education in real sense is not just a
matter of ensuring high attainment and making education affordable by investing more resources. Rather, it demands
a change in the mind-sets of providers in the form of committed, dedicated and responsible brand of teachers and
educational administrators in schools.
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