This document summarizes a thesis presentation on the accountability of secondary school teachers in relation to sex, locality, experience, and effectiveness of teaching.
The presentation includes:
1. An introduction outlining the main and sub-objectives of the research study, a definition of teacher accountability, and a review of relevant literature.
2. Details on the research design including the population, sample, and data collection method.
3. Plans for data analysis including classification of samples based on sex, locality, experience, and effectiveness. Statistical tests like the t-test will be used.
4. An outline of the presentation of findings organized by hypotheses comparing groups on accountability scores and dimensions of accountability.
The document discusses how student performance standards will increase with the adoption of NAEP equivalency cut scores. It notes that under the previous state standards, many students were considered proficient, but under NAEP standards most would now only be considered basic. The document provides district achievement data compared to state averages and other districts to illustrate that goals will need to be higher to meet the new standards. It acknowledges successes but recognizes significant work is needed to help more students achieve proficiency under the new, more rigorous expectations.
The document contains excerpts from multiple sources discussing various topics related to the Enlightenment era, including analyses of works by Rousseau, Shelley, and Jefferson. It also includes questions about whether certain statements or facts need to be cited and explanations/examples of citation practices.
Nanometric TiO2 powders were obtained from low tem-perature calcination of a TiO2 resin prepared using the Pechini’s method. Firing the TiO2 resin at 500 oC/2h a powder with anatase phase was obtained, otherwise firing the TiO2 resin at 700 oC/2h a powder with rutile phase was achieved as measured by X-ray diffraction (XRD). The anatase powder presented average particle size of 60 nm observed by Scanning Electronic Microscopy (SEM-FEG) micrographs and average crystallite size of 13 nm calcu-lated from the XRD, while the rutile powder presented av-erage crystallite size of 34 nm. Nanocrystalline TiO2 films with good homogeneity and optical quality were obtained with 80 nm and 320 nm in thickness by Electron Beam Physical Vapour Deposition (EB-PVD) in vacuum on amorphous quartz substrates submitted at 350oC during the evaporation. The 80 nm-thick film presented average particle size of 140 nm and roughness (Ra) of 1.08 nm and the 320 nm-thick film showed average particle size of 350 nm and roughness (Ra) of 2.14 nm measured by Atomic Force Microscopy (AFM). In these conditions of deposi-tion the films presented only anatase phase observed by XRD and MicroRaman spectroscopy.
Influences on empowerment of talented secondary science students dortmund2Junior College Utrecht
The JCU program provides an enriched learning environment for talented pre-university science students through collaboration between Utrecht University and 28 secondary schools. The program includes a student program, teacher professional development program, and school development program. Research found that the JCU environment empowered students by making them feel competent, that their work had meaning, and that they could have impact. Characteristics like an excellent atmosphere, enrichment, and accelerated pacing contributed most to empowerment. Students appreciated the challenges but suggested more freedom and choice. The program was adapted to better balance acceleration and enrichment based on these findings.
Why Content Professionals and Designers should be best buddies. And how to he...claraguasch
The document discusses the importance of collaboration between content professionals and designers. It argues that content and design are interdependent and both are needed to create a good user experience. It provides 10 tips for how content professionals and designers can work together effectively, such as exploring each other's backgrounds before projects, appreciating each other's work, justifying comments based on usability rather than personal preferences, and celebrating their collaborative achievements.
This document analyzes research produced in student teacher theses within two early childhood teacher education programs in Portugal. It finds that most research focused on understanding the impact of teaching strategies or solving practical problems. Studies primarily used observation of student teachers' own practice and had a practical focus on improving teaching. However, the research showed some limitations like a lack of analytical skills and not sufficiently questioning or distancing from practice. The study concludes that further developing teachers' research skills is important to improve the quality of teaching and the status of the teaching profession.
Influence of curriculum characteristics on empowerment of talented secondary ...Junior College Utrecht
The document summarizes research on how curriculum characteristics influence the empowerment of talented secondary science students. It finds that a curriculum tailored to talent characteristics at the Junior College Utrecht led students to feel competent, that their efforts mattered, and they found meaning in their work. Specifically, the school atmosphere that valued differences and social activities had the strongest impact on empowerment, while an accelerated pace and students of similar talents meeting had a more ambiguous effect. The study recommends differentiating curriculum more for different students and providing enrichment and investigative opportunities to empower all learners.
The document discusses how student performance standards will increase with the adoption of NAEP equivalency cut scores. It notes that under the previous state standards, many students were considered proficient, but under NAEP standards most would now only be considered basic. The document provides district achievement data compared to state averages and other districts to illustrate that goals will need to be higher to meet the new standards. It acknowledges successes but recognizes significant work is needed to help more students achieve proficiency under the new, more rigorous expectations.
The document contains excerpts from multiple sources discussing various topics related to the Enlightenment era, including analyses of works by Rousseau, Shelley, and Jefferson. It also includes questions about whether certain statements or facts need to be cited and explanations/examples of citation practices.
Nanometric TiO2 powders were obtained from low tem-perature calcination of a TiO2 resin prepared using the Pechini’s method. Firing the TiO2 resin at 500 oC/2h a powder with anatase phase was obtained, otherwise firing the TiO2 resin at 700 oC/2h a powder with rutile phase was achieved as measured by X-ray diffraction (XRD). The anatase powder presented average particle size of 60 nm observed by Scanning Electronic Microscopy (SEM-FEG) micrographs and average crystallite size of 13 nm calcu-lated from the XRD, while the rutile powder presented av-erage crystallite size of 34 nm. Nanocrystalline TiO2 films with good homogeneity and optical quality were obtained with 80 nm and 320 nm in thickness by Electron Beam Physical Vapour Deposition (EB-PVD) in vacuum on amorphous quartz substrates submitted at 350oC during the evaporation. The 80 nm-thick film presented average particle size of 140 nm and roughness (Ra) of 1.08 nm and the 320 nm-thick film showed average particle size of 350 nm and roughness (Ra) of 2.14 nm measured by Atomic Force Microscopy (AFM). In these conditions of deposi-tion the films presented only anatase phase observed by XRD and MicroRaman spectroscopy.
Influences on empowerment of talented secondary science students dortmund2Junior College Utrecht
The JCU program provides an enriched learning environment for talented pre-university science students through collaboration between Utrecht University and 28 secondary schools. The program includes a student program, teacher professional development program, and school development program. Research found that the JCU environment empowered students by making them feel competent, that their work had meaning, and that they could have impact. Characteristics like an excellent atmosphere, enrichment, and accelerated pacing contributed most to empowerment. Students appreciated the challenges but suggested more freedom and choice. The program was adapted to better balance acceleration and enrichment based on these findings.
Why Content Professionals and Designers should be best buddies. And how to he...claraguasch
The document discusses the importance of collaboration between content professionals and designers. It argues that content and design are interdependent and both are needed to create a good user experience. It provides 10 tips for how content professionals and designers can work together effectively, such as exploring each other's backgrounds before projects, appreciating each other's work, justifying comments based on usability rather than personal preferences, and celebrating their collaborative achievements.
This document analyzes research produced in student teacher theses within two early childhood teacher education programs in Portugal. It finds that most research focused on understanding the impact of teaching strategies or solving practical problems. Studies primarily used observation of student teachers' own practice and had a practical focus on improving teaching. However, the research showed some limitations like a lack of analytical skills and not sufficiently questioning or distancing from practice. The study concludes that further developing teachers' research skills is important to improve the quality of teaching and the status of the teaching profession.
Influence of curriculum characteristics on empowerment of talented secondary ...Junior College Utrecht
The document summarizes research on how curriculum characteristics influence the empowerment of talented secondary science students. It finds that a curriculum tailored to talent characteristics at the Junior College Utrecht led students to feel competent, that their efforts mattered, and they found meaning in their work. Specifically, the school atmosphere that valued differences and social activities had the strongest impact on empowerment, while an accelerated pace and students of similar talents meeting had a more ambiguous effect. The study recommends differentiating curriculum more for different students and providing enrichment and investigative opportunities to empower all learners.
Teacher Learning and Experiencing the Effect of Reform InitiativesAlliance Theatre
1. The document discusses a professional learning (PL) model used in Georgia that involves teachers attending workshops in the summer and receiving in-school support from teaching artists during the school year.
2. Evaluations of the workshops and in-school residencies showed positive teacher feedback, and focus groups revealed teachers saw improvements in student outcomes, curriculum, and their own learning.
3. Preliminary analysis of teacher videos after the program showed teachers enacting strategies learned, indicating their learning and potential for "adaptive expertise" in teaching.
Vacuum Arc Deposition in interior cavities (Yan Valsky), Lecture Prof. R..LBo...Yan Valsky, MSc, MBA
This document discusses vacuum arc deposition (VAD), a physical vapor deposition technique used to apply hard coatings. It reviews the physics behind VAD, including cathode spot formation and plasma jet characteristics. Engineering considerations for VAD like arc ignition, heat removal and macroparticle control are also covered. Finally, it suggests approaches for using VAD to coat interior cavities, such as using the cavity as a vacuum chamber or miniature filtration systems, but notes the technical challenges involved.
The document summarizes principles of vacuum arc deposition (VAD), a PVD process where a plasma produced from a high current discharge in vacuum is used to deposit coatings. Key aspects discussed include cathode spots that erode cathode material to produce a highly ionized metal plasma jet, and the characteristics of vacuum arc plasma such as high ionization, energy and density compared to sputtering plasmas. Vacuum arc deposition has been widely used since the 1970s to produce hard coatings.
Here are some suggestions for Ms. Palmer in this situation:
1. Remain calm and do not engage or escalate the confrontation. Speak in a calm, even tone.
2. Clearly communicate classroom expectations and consequences for disruptive behavior according to the school's code of conduct. Refer the student to the administration if needed.
3. After class, have a respectful conversation to understand the student's perspective and try to resolve issues. Set clear boundaries while showing you care about the student.
4. Ask for support from a more experienced colleague or administrator to help de-escalate tensions and mediate if needed. Your safety and authority should not be compromised.
5. Praise and positively reinforce other
This is the National Competency Based Teachers Standard or NCBTS developed by the Academic Community, and other concerned government agencies to transform teaching into 21st century standards and the teachers as a globally competent individuals.
Student teacher relationships and learning outcomes flowerbomb22
This document summarizes a teacher professional development session focused on the impact of positive student-teacher relationships on student learning outcomes. The session discussed research showing relationships influence motivation, engagement and outcomes. Teachers were asked to observe each other and assess relationships. Strategies were presented to strengthen relationships, such as self-disclosure, responsibility assignments, and goal setting. Overall, the session aimed to raise awareness of the importance of relationships and provide ideas to improve them.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
Code of Ethics for Professional Teachers of the PhilippinesJohn Bernal
This powerpoint presentation contains salient features of Code of Ethics for Professional Teachers of the Philippines citing Supreme Court Jurisprudence related to education.
Assessing and prioritizing affecting factors in e learning websites using ahp...Alexander Decker
This document discusses assessing and prioritizing factors that affect the success of e-learning websites using the Analytic Hierarchy Process (AHP) method and fuzzy logic approach. Two questionnaires were used to collect data on important factors from experts and students of virtual universities in Iran. The factors were organized into a hierarchy and prioritized using AHP. Fuzzy logic was then used to analyze the data and plot the relationships between factors. The results can help improve the design and quality of e-learning websites.
11.assessing and prioritizing affecting factors in e learning websites using ...Alexander Decker
This document describes a study that uses the Analytic Hierarchy Process (AHP) and fuzzy logic to assess and prioritize factors that influence the success of e-learning websites. Researchers identified factors through literature review and surveyed experts and students to evaluate factors. AHP was used to prioritize factors, then fuzzy logic and rule-based modeling were applied to quantify the influence of each factor. The resulting model provides a way to evaluate e-learning websites based on key factors related to design, content, and quality.
BC ministry of_education_e-learning_update_2010par5
Winkelmans, T. (2010). British Columbia Ministry of Education E-Learning Update 2010. Retrieved from http://cuebc.ca/cue/cuebc-conference/conference-2010/
This document summarizes the training program of a new education school. It focuses on training teachers to be highly effective by learning concrete teaching skills and techniques. Teachers in training observe "champion" teachers, analyze teaching through video, and have many opportunities for hands-on teaching experience. The goal is to close the achievement gap by training teachers who can help all students grow significantly academically each year.
This document provides an overview of the Annual Professional Performance Review (APPR) process for teachers in New York State. It discusses the new requirements under Education Law 3012c, including that teachers will receive a performance rating and score, with 40% based on student performance. It outlines the point distribution for Tarrytown schools, with 20 points from student growth on state assessments, 20 points from locally selected measures, and 60 points from other measures. It also explains the use of Student Learning Objectives for teachers not covered by state growth measures and the required elements for SLOs under NYS guidelines.
LtoJ is a formative assessment system that provides regular student data to educators. It combines initiatives like alignment to standards, increased student engagement, and analysis of assessment items. Unique features include reducing teacher paperwork and measuring student enthusiasm. Positive results come from building on intrinsic motivation of both educators and students. It aims to ensure students, classrooms, and schools are on track to meet end-of-year standards.
The document provides a summary of results from a parent opinion survey conducted by Scottsbluff Public Schools. It includes the following information:
- 11 parents responded to the survey out of 48 total students in the district, a response rate of 22.92%.
- Parents were asked questions about the quality of education, school climate, and parent involvement/communication. Average scores were positive, ranging from 3.54 to 3.83 out of 5.
- For individual survey items, most parents strongly agreed or agreed that the school provides a high quality education and has a positive climate, though some items like use of technology in the classroom received lower scores.
The document is a parent opinion survey report from Scottsbluff Public Schools that summarizes the results of a parent survey. It provides details on the number of surveys submitted, demographics of respondents, and average scores for questions regarding quality of education, school climate, and parent involvement/communication. For each category, it lists the individual survey items and percentage of parents who responded with "strongly agree", "agree", "disagree", etc. Overall responses were positive for quality of education, school climate, and communication from the school.
Presentation by Tessa Bold, Institute for International Economic Studies (IIES), Stockholm University, Deon Filmer, World Bank
Ezequiel Molina, World Bank, Jakob Svensson, Institute for International Economic Studies (IIES), Stockholm University
The document discusses a study that explored how different interaction styles (tutor vs peer) between a robot and children affected social and task engagement during a collaborative task. The study used questionnaires, behavioral observations, and physiological sensors to assess engagement. Results found no significant differences between conditions in questionnaire responses. Behavioral analyses found more talking in the tutor condition and longer smiles when the robot expressed behaviors. The tutor condition also saw better task performance efficiency. Overall, the study provides preliminary insights into child-robot interactions but further research is needed.
SITE 2011 - “Everybody is their own Island”: Teacher Disconnection in a Virtu...Michael Barbour
Hawkins, A., Barbour, M. K., & Graham, C. (2011, March). “Everybody is their own island”: Teacher disconnection in a virtual school. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Nashville, TN.
Virtual schooling is a recent phenomenon in K-12 online learning. As such, the roles of the online teachers are emerging and differ from those of the traditional classroom teacher. Using qualitative interviews of eight virtual high school teachers, this study explored teachers’ perceptions of their online teaching role. Teachers expressed a sense of disconnection from their students, the profession, and their peers as a result of limited interactions due to significant institutional barriers. Researchers discuss the implications of this disconnection as well as future avenues for research.
1. The document discusses the importance of narrative elements in aptitude tests for engineering student placements.
2. It notes that while students are interested in numerical questions, many numerical questions rely on understanding language and narratives to solve.
3. The document advocates that English teachers help students practice solving numerical problems by focusing on the language and narrative elements of questions. This will better prepare students for aptitude tests that combine mathematics and language skills.
Social Networks: Analysing relationships in learning communitiesAndrew Deacon
This document discusses analyzing social networks in learning communities. It outlines the data landscape in educational institutions, including institutional data, personal learning environments, and social media. It provides examples of visualizing and interpreting relationships in social networks using tools like Twitter, Facebook, LinkedIn, and course data. Finally, it discusses future scenarios for using social networks in educational research and visualization.
Teacher Learning and Experiencing the Effect of Reform InitiativesAlliance Theatre
1. The document discusses a professional learning (PL) model used in Georgia that involves teachers attending workshops in the summer and receiving in-school support from teaching artists during the school year.
2. Evaluations of the workshops and in-school residencies showed positive teacher feedback, and focus groups revealed teachers saw improvements in student outcomes, curriculum, and their own learning.
3. Preliminary analysis of teacher videos after the program showed teachers enacting strategies learned, indicating their learning and potential for "adaptive expertise" in teaching.
Vacuum Arc Deposition in interior cavities (Yan Valsky), Lecture Prof. R..LBo...Yan Valsky, MSc, MBA
This document discusses vacuum arc deposition (VAD), a physical vapor deposition technique used to apply hard coatings. It reviews the physics behind VAD, including cathode spot formation and plasma jet characteristics. Engineering considerations for VAD like arc ignition, heat removal and macroparticle control are also covered. Finally, it suggests approaches for using VAD to coat interior cavities, such as using the cavity as a vacuum chamber or miniature filtration systems, but notes the technical challenges involved.
The document summarizes principles of vacuum arc deposition (VAD), a PVD process where a plasma produced from a high current discharge in vacuum is used to deposit coatings. Key aspects discussed include cathode spots that erode cathode material to produce a highly ionized metal plasma jet, and the characteristics of vacuum arc plasma such as high ionization, energy and density compared to sputtering plasmas. Vacuum arc deposition has been widely used since the 1970s to produce hard coatings.
Here are some suggestions for Ms. Palmer in this situation:
1. Remain calm and do not engage or escalate the confrontation. Speak in a calm, even tone.
2. Clearly communicate classroom expectations and consequences for disruptive behavior according to the school's code of conduct. Refer the student to the administration if needed.
3. After class, have a respectful conversation to understand the student's perspective and try to resolve issues. Set clear boundaries while showing you care about the student.
4. Ask for support from a more experienced colleague or administrator to help de-escalate tensions and mediate if needed. Your safety and authority should not be compromised.
5. Praise and positively reinforce other
This is the National Competency Based Teachers Standard or NCBTS developed by the Academic Community, and other concerned government agencies to transform teaching into 21st century standards and the teachers as a globally competent individuals.
Student teacher relationships and learning outcomes flowerbomb22
This document summarizes a teacher professional development session focused on the impact of positive student-teacher relationships on student learning outcomes. The session discussed research showing relationships influence motivation, engagement and outcomes. Teachers were asked to observe each other and assess relationships. Strategies were presented to strengthen relationships, such as self-disclosure, responsibility assignments, and goal setting. Overall, the session aimed to raise awareness of the importance of relationships and provide ideas to improve them.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
Code of Ethics for Professional Teachers of the PhilippinesJohn Bernal
This powerpoint presentation contains salient features of Code of Ethics for Professional Teachers of the Philippines citing Supreme Court Jurisprudence related to education.
Assessing and prioritizing affecting factors in e learning websites using ahp...Alexander Decker
This document discusses assessing and prioritizing factors that affect the success of e-learning websites using the Analytic Hierarchy Process (AHP) method and fuzzy logic approach. Two questionnaires were used to collect data on important factors from experts and students of virtual universities in Iran. The factors were organized into a hierarchy and prioritized using AHP. Fuzzy logic was then used to analyze the data and plot the relationships between factors. The results can help improve the design and quality of e-learning websites.
11.assessing and prioritizing affecting factors in e learning websites using ...Alexander Decker
This document describes a study that uses the Analytic Hierarchy Process (AHP) and fuzzy logic to assess and prioritize factors that influence the success of e-learning websites. Researchers identified factors through literature review and surveyed experts and students to evaluate factors. AHP was used to prioritize factors, then fuzzy logic and rule-based modeling were applied to quantify the influence of each factor. The resulting model provides a way to evaluate e-learning websites based on key factors related to design, content, and quality.
BC ministry of_education_e-learning_update_2010par5
Winkelmans, T. (2010). British Columbia Ministry of Education E-Learning Update 2010. Retrieved from http://cuebc.ca/cue/cuebc-conference/conference-2010/
This document summarizes the training program of a new education school. It focuses on training teachers to be highly effective by learning concrete teaching skills and techniques. Teachers in training observe "champion" teachers, analyze teaching through video, and have many opportunities for hands-on teaching experience. The goal is to close the achievement gap by training teachers who can help all students grow significantly academically each year.
This document provides an overview of the Annual Professional Performance Review (APPR) process for teachers in New York State. It discusses the new requirements under Education Law 3012c, including that teachers will receive a performance rating and score, with 40% based on student performance. It outlines the point distribution for Tarrytown schools, with 20 points from student growth on state assessments, 20 points from locally selected measures, and 60 points from other measures. It also explains the use of Student Learning Objectives for teachers not covered by state growth measures and the required elements for SLOs under NYS guidelines.
LtoJ is a formative assessment system that provides regular student data to educators. It combines initiatives like alignment to standards, increased student engagement, and analysis of assessment items. Unique features include reducing teacher paperwork and measuring student enthusiasm. Positive results come from building on intrinsic motivation of both educators and students. It aims to ensure students, classrooms, and schools are on track to meet end-of-year standards.
The document provides a summary of results from a parent opinion survey conducted by Scottsbluff Public Schools. It includes the following information:
- 11 parents responded to the survey out of 48 total students in the district, a response rate of 22.92%.
- Parents were asked questions about the quality of education, school climate, and parent involvement/communication. Average scores were positive, ranging from 3.54 to 3.83 out of 5.
- For individual survey items, most parents strongly agreed or agreed that the school provides a high quality education and has a positive climate, though some items like use of technology in the classroom received lower scores.
The document is a parent opinion survey report from Scottsbluff Public Schools that summarizes the results of a parent survey. It provides details on the number of surveys submitted, demographics of respondents, and average scores for questions regarding quality of education, school climate, and parent involvement/communication. For each category, it lists the individual survey items and percentage of parents who responded with "strongly agree", "agree", "disagree", etc. Overall responses were positive for quality of education, school climate, and communication from the school.
Presentation by Tessa Bold, Institute for International Economic Studies (IIES), Stockholm University, Deon Filmer, World Bank
Ezequiel Molina, World Bank, Jakob Svensson, Institute for International Economic Studies (IIES), Stockholm University
The document discusses a study that explored how different interaction styles (tutor vs peer) between a robot and children affected social and task engagement during a collaborative task. The study used questionnaires, behavioral observations, and physiological sensors to assess engagement. Results found no significant differences between conditions in questionnaire responses. Behavioral analyses found more talking in the tutor condition and longer smiles when the robot expressed behaviors. The tutor condition also saw better task performance efficiency. Overall, the study provides preliminary insights into child-robot interactions but further research is needed.
SITE 2011 - “Everybody is their own Island”: Teacher Disconnection in a Virtu...Michael Barbour
Hawkins, A., Barbour, M. K., & Graham, C. (2011, March). “Everybody is their own island”: Teacher disconnection in a virtual school. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Nashville, TN.
Virtual schooling is a recent phenomenon in K-12 online learning. As such, the roles of the online teachers are emerging and differ from those of the traditional classroom teacher. Using qualitative interviews of eight virtual high school teachers, this study explored teachers’ perceptions of their online teaching role. Teachers expressed a sense of disconnection from their students, the profession, and their peers as a result of limited interactions due to significant institutional barriers. Researchers discuss the implications of this disconnection as well as future avenues for research.
1. The document discusses the importance of narrative elements in aptitude tests for engineering student placements.
2. It notes that while students are interested in numerical questions, many numerical questions rely on understanding language and narratives to solve.
3. The document advocates that English teachers help students practice solving numerical problems by focusing on the language and narrative elements of questions. This will better prepare students for aptitude tests that combine mathematics and language skills.
Social Networks: Analysing relationships in learning communitiesAndrew Deacon
This document discusses analyzing social networks in learning communities. It outlines the data landscape in educational institutions, including institutional data, personal learning environments, and social media. It provides examples of visualizing and interpreting relationships in social networks using tools like Twitter, Facebook, LinkedIn, and course data. Finally, it discusses future scenarios for using social networks in educational research and visualization.
This document is a school report card for 2013 that analyzes data from primary schools in Kenya. Some key findings include:
1. Parental participation in school activities increased significantly from an average of 42 parents attending initial meetings in the previous report to 62 parents. This correlates with small improvements in school ratings.
2. Overall school ratings across 10 categories improved by 4 points on average compared to the previous report. Ratings for water and sanitation infrastructure saw the largest gain.
3. Enrollment increased overall with the introduction of free primary education programs, especially for girls. Access to water and toilets in schools also increased substantially.
4. Educational outcomes showed exponential improvements over the last three years,
Parents and Educators Speak Up about Online LearningJulie Evans
This document summarizes key findings from a 5-year retrospective review of the Speak Up national research project on online learning. Some of the main findings discussed are that a majority of teachers and administrators have now taken an online class for professional development, teachers' value of online learning increases with their own online experience, and there is a growing interest in mobile learning that correlates with educators' online experiences. The profile of a typical student interested in online classes is also described.
1. The study examined the relationship between study habits and academic achievement of 120 secondary school students in rural and urban areas of Rewari district in Haryana, India.
2. Results showed a significant relationship between study habits and academic achievement. No significant difference was found in academic achievement between rural and urban students.
3. Significant differences were found between academic achievement of boys and girls in urban areas, and between study habits of students in rural versus urban areas.
1) The study evaluated the use of virtual cooperative learning through cell groups to teach mathematics to 8th grade students during the pandemic.
2) Based on pre- and post-tests, students' mathematical abilities improved after participating in the virtual cooperative learning activities. However, issues like unstable internet connections and difficulties communicating posed challenges.
3) While virtual cooperative learning was found to be effective for improving math skills, face-to-face learning may produce better outcomes. Adaptations are needed to address the downsides identified.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
3. INTRODUCTION
1. MAIN OBJECTIVES
2. Sub Objectives
3. Accountability of Secondary School Teachers
4. Review of Accountability of Secondary School Teachers
5. Latest review references
6. Design of Research
7. Master sheet of samples
8. Sex wise classification and Locality wise break up of the samples
9. Classification based on effectiveness of teaching and teaching experience of teachers
10. Selection of questions in the TSRQ.
11. The logical validity of TSRQ
12. Dimension-Sense of Responsibility for Students and Guardians
13. Dimension-Sense of Responsibility for School and Society
14. Basics of considerations for Effectiveness of teachers knowledge
15. Procedure CR-TEST adopted for statistical calculations for comparing the significance
difference between the two means.
16. Representation, Analysis and Interpretation of Data Hypotheses
17. Representation, Analysis and Interpretation of Data Sub Hypotheses
18. Summary of Research
4. ACCOUNTABILITY OF SECONDARY SCHOOL
TEACHERS IN RELATION TO SEX , LOCALITY,
EXPERIENCE AND AFFECTIVENESS OF TEACHING.
MAIN OBJECTIVES
1. To find out the impact of sex on accountability
among secondary school teachers.
2. To find out the impact of locality on
accountability among secondary school
teachers.
3. To find out the impact of teaching effectiveness
on accountability in secondary school
teachers.
4. To find out the impact of teaching experience
on accountability of secondary school
teachers.
5. ACCOUNTABILITY OF SECONDARY SCHOOL TEACHERS IN
RELATION TO SEX , LOCALITY, EXPERIENCE AND
AFFECTIVENESS OF TEACHING.
Sub Objectives
1. To find out the accountability of
secondary school teachers in relation to
students.
2. To find out the accountability of
secondary school teachers in relation to
guardians.
3. To find out the accountability of
secondary school teachers in relation to
school.
4. To find out the accountability of
secondary school teachers in relation to
society
6. ACCOUNTABILITY OF SECONDARY SCHOOL TEACHERS IN
RELATION TO SEX , LOCALITY, EXPERIENCE AND
AFFECTIVENESS OF TEACHING.
1. The notion of teacher’s accountability is entirely
new and it gained momentum only after the
publication of new education policy 1986.
2. Teacher’s accountability is a complex and essential
aspect of our educational experience.
3. Teachers are accountable on many levels -- to
students, parents, school and the community.
4. teacher accountability refers to the idea that the
teacher, not the student is ultimately responsible
for what and how much student learns.
5. Accountability is a state of being responsible or
answerable before god, society, and other men
and even to self.
7. REVIEW OF ACCOUNTABILITY OF SECONDARY SCHOOL
TEACHERS IN RELATION TO SEX , LOCALITY, EXPERIENCE AND
AFFECTIVENESS OF TEACHING.
1. The term 'review' means to organize the knowledge of the specific
area of research, to evolve and edifice of knowledge, so that his
study would be an addition to this field.
2. All teaching methods are effective in certain situations and not so
effective in others situation.
3. Teacher’s accountability to pupils parents, community and their
own profession.
4. Impact of High-Stakes Accountability Policies on Native American
Learners. National Commission on Excellence in Education warned
that the nation itself is at risk due to mediocre and unequal
education, the gap between children with and without access to
high-quality education is growing.
5. Impartiality by the teacher leads to spirit of equality.
6. A primary goal of measuring high school teacher effectiveness is to
improve the knowledge and skills of teachers so that they improve
student achievement.
8. REVIEW RELATED LITERATURE
• 1 Studies related to teaching
• 2 Studies related to teacher's accountability
• 3 Studies related to effectiveness of
teaching
• 4 Co-relational Studies
• 5 Tools construction studies
• 6 Encyclopedia/ Journals/ Reports/
Researches/ Policies/ Periodicals/ References:
9. DESIGN OF RESEARCH ACCOUNTABILITY OF SECONDARY
SCHOOL TEACHERS IN RELATION TO SEX , LOCALITY,
EXPERIENCE AND AFFECTIVENESS OF TEACHING.
1. Ex-post Facto method adopted to collect data relevant to
secondary school teachers.
2. Theoretically a population reflexes set of units or elements or
scores that are focus of the study.
3. The population for the purpose of this study was defined as the
entire teacher teaching in recognized secondary schools of
Jodhpur and Barmer districts.
4. A part or small portion selected from the population is called the
sample and the process of such selection is called sampling.
5. It is well clear that teachers belong to different locality are of both
sexes having high and low experiences, working in Govt. and
private recognized institutions also belonged to rural and urban
areas, number of male and female having high and low teaching
experiences selected in the samples.
10. Master sheet of 350 samples
Sex Locality Experience Effectiveness
Male Female Urban Rural High Low Effective Ineffective
273 77 194 156 75 275 141 209
Total 350 Total 350 Total 350 Total 350
11. Sex wise classification of the sample and Locality wise
break up of the sample
Total No. ofNo. of
Total
Schools
Schools Male Female Total
Male Female Total
Rural Rural
UrbanUrban
13 18 273 77 350
13 18 273 77 350
Total No. of
Rural Sample Urban Sample
school
Total
Rural Urban Male Female Male Female
13 18 130 26 143 51 350
12. Classification based on effectiveness of teaching
and teaching experience of teachers
Total No. of
Effective Teachers Ineffective Teachers Total
Schools Male Female Total
Male
Rural Female
Urban Male Female
13 18 273 77 350
111 27 162 50 350
High Experience Law Experience
Teachers Teachers
Total
Urban Rural Urban Rural
45 30 149 126 350
13. Selection of ultimately 40 questions in the TSRQ. The four
dimensions of TSRQ has 10-10 questions each as follows.
Sense of account- Sense of account- Sense of account- Sense of account-
ability for students ability for ability for school ability for society
(A) guardians (B) (C) (D)
2 4 1 3
6 8 5 7
10 12 9 11
14 16 13 15
18 20 17 19
22 24 21 23
26 28 25 27
30 32 29 31
34 36 33 35
38 40 37 39
14. Validity of TSRQ:The logical validity of TSRQ
is self proved because each question is
correlated on significant level from the total.
Dimension A 0.52
Dimension B 0.45
Dimension C 0.50
Dimension D 0.56
15. Dimension-Sense of Responsibility for Student
2 6 10 14 18 22 26 30 34 38
High V L l c v c c c l l
(P)
Avera L V
Scoring of TSRQ: l
v v l v l c c
ge The sum of all the dimension will be
Zero C Cthe ctotal accountability.
l c l v v v v
(x)
Dimension-Sense of Responsibility for Guardians
4 8 12 16 20 24 28 32 36 40
High C v c c v l v l v l
(P)
Avera V l v v l v l c l v
ge
Zero L c l c c c v v c c
(x)
16. Dimension-Sense of Responsibility for School
1 5 9 13 17 21 25 29 33 37
High C c c l l v l l v l
(P)
Avera L l Scoring of c
l v c TSRQ: c
c l c
ge
Zero
The sumv of all the dimension will bev
V v c v l v v c
(x) the total accountability.
Dimension-Sense of Responsibility for Society
3 7 11 15 19 23 27 31 35 39
High V l l c v c v l l c
(P)
Avera C c v l c l c c c l
ge
Zero L v c v l v l v v v
(x)
17. EEFECTIVENESS OF TEACHERS
KNOWLEDGE ON THE BASIS OF THE
FOLLOWING FACTORS
1. Information skill
2. Motivator
• 3. Disciplinarian
• 4. Advisor and guide
• 5. Relationship with pupils
• 6. Fellow teachers, principals and parents
• 7. Teaching skill
• 8. Co-curricular activities
• 9. General appearance and habits in relation to class-room
• 10. Class-room management.
18. CR-TEST adopted for statistical calculations
for comparing the significance difference
between the two means.
• Formula For - CR Test/ t-value test
M1 M 2
CR
2 2
( N1 1) 1 ( N 2 1) 2 1 1
N1 N 2 2 N N
• Where, 1 2
• CR - Critical Ratio
• M1 – Mean of first sample
• M2 – Mean of Second sample
• 2 - Square of Standard Deviation of first sample
1
•
•
2
• 2 -Square of Standard Deviation of Second sample
• N1 - Number of scorers of first sample
• N2 - Number of scorers of Second sample
19. Representation, Analysis and
Interpretation of Data
1. Analysis of mean scores data
2. T-critical value test
3. Hypotheses
4. Table mean scores hypotheses-1
5. Graphical presentation hypotheses-1
6. Analysis hypotheses-1
7. Interpretation hypotheses-1
8. Table mean scores hypotheses-2
9. Graphical presentation hypotheses-3
10. Analysis hypotheses-2
11. Interpretation hypotheses-2
12. Table mean scores hypotheses-3
13. Graphical presentation hypotheses-3
14. Analysis hypotheses-3
15. Interpretation hypotheses-3
16. Table mean scores hypotheses-4
17. Graphical presentation hypotheses-4
18. Analysis hypotheses-4
19. Interpretation hypotheses-4
20. Analysis of Data
• 1 Analysis of scores of male & female teachers
• 2 Analysis of scores of rural & urban teachers
• 3 Analysis of scores of effective & ineffective teachers
• 4 Analysis of scores of high teachers experience & low teaching
experience.
• 5 Analysis of scores of teacher’s accountability in relation to
students.
• 6 Analysis of scores of teacher’s accountability in relation to
guardian
• 7 Analysis of scores of teacher’s accountability in relation to
school.
• 8 Analysis of scores of teacher’s accountability in relation to society
21. t-critical value test used for rejection
of the null hypothesis
There’s the t-critical value test used for
rejection of the null hypothesis found for
(N1+N2-2)degrees of freedom, using the t-
distribution table to see the main and
interactive effects of sex (male & female),
(rural & urban), experience (High experience
& low experience) and effectiveness of
teaching (Effective & ineffective) upon their
teacher accountability.
22. HYPOTHESES
TOTAL 23 HYPOTHESES COMPARISIONS TAKEN INTO CONSIDERATION, ALL HYPOTHESES ACCEPTED AS PER
ANALYSIS
Representation, Analysis and Interpretation of Data Of Red marked Four hypotheses iare shown in slides 23- 38
1. There is no significant differences in the accountability mean scores of male & female secondary school teachers.
2. There is no significant difference in the accountability mean scores of rural and urban secondary school teachers.
3. There is no significant difference in the accountability mean scores of effective and ineffective secondary school teachers.
4. There is no significant differences in the accountability mean scores of high teaching experience and low teaching experience of secondary
school teachers.
5. There is no significant differences in the accountability mean scores of urban and rural male secondary school teachers.
6. There is no significant differences in the accountability mean scores of urban and rural female secondary school teachers
7. There is no significant differences in the accountability mean scores of high experience male and female secondary school teachers.
8. There is no significant differences in the accountability mean scores of low experience male & female secondary school teachers.
9. There is no significant differences in the accountability mean scores of high teaching experience and low teaching experience secondary school
teachers.
10. There is no significant differences in the accountability mean scores of high teaching experience and low teaching experience of female
secondary school teachers.
11. There is no significant differences in the accountability mean scores of high experience urban male and rural female secondary school teachers.
12. There is no significant differences in the accountability mean scores of low experience urban male and rural male secondary school teachers.
13. There is no significant differences in the accountability mean scores of high experience urban male and rural male secondary school teachers.
14. There is no significant differences in the accountability mean scores of high experience urban male & female secondary school teachers.
15. There is no significant differences in the accountability mean scores of high experience rural male & female secondary school teachers.
16. There is no significant differences in the accountability mean scores of high experience urban male and rural female secondary school teachers.
17. There is no significant differences in the accountability mean scores of high experience rural male and urban female secondary school teachers.
18. There is no significant differences in the accountability mean scores of low experience urban male and rural female secondary school teachers.
19. There is no significant differences in the accountability mean scores of low experience rural male and urban female secondary school teachers.
20. There is no significant difference in the accountability mean scores of Effective/ineffective male and female secondary school teachers.
21. There is no significant difference in the accountability mean scores of Effective/ineffective urban and rural secondary school teachers.
22. There is no significant difference in the accountability mean scores of Effective/ineffective male and female secondary school teachers.
23. There is no significant difference in the accountability mean scores of Effective/ineffective urban and rural secondary school teachers
23. Hypotheses – 1
THERE IS NO SIGNIFICANT DIFFERENCE IN THE
ACCOUNTABILITY MEAN SCORES OF MALE AND
FEMALE SECONDARY SCHOOL TEACHERS.
1.1 CR-VALUE OF TEACHER ACCOUNTABILITY SCORES OF MALE AND FEMALE
TEACHERS
Source of Df N Mean σ σ² CR-Value Level of
Variation (Degrees (scores/ (Standard (Square significanc
Deviation) e
Of sample) Standard
Deviation)
Freedom)
Male
273 83.31 4.55 20.715
Group
1: 348 0.238 0.05
Female
77 83.37 4.82 23.264
Group
24. Hypotheses – 1
Bar Diagram of Accountability of Male and Female teachers
100
90
83.31 83.37
80
70
60
Accountability
50
40 Mean SD
30
20
10 4.55 4.82
0
Male Female
Teacher Teacher
25. Analysis hypotheses-1
1.1.1 Analysis:
Table 1.1 includes the CR- value of main
effects of male and female teachers of secondary
schools which is 0.238 at the degree of freedom
(1: 348). In the statistical table the CR- value for
(1:348) df is 1.96 at 0.05 level of significance.
Since the CR- value of 0.238 for sex do not
exceed the CR- value of 1.96 at 0.05 level of
significance at df (1:348). So the difference
between male and female secondary school
teachers is not significant.
26. Interpretation hypotheses-1
1.1.2. Interpretation of Main Effects:
• The analysis Table 1.1 shows the
accountability scores were not significant
at the value 0.05 level of significance for
sex.
• Hence the null hypothesis "There is no
significant differences in the accountability
mean scores of male & female secondary
school teachers" is accepted.
27. Hypotheses – 2
THERE IS NO SIGNIFICANT DIFFERENCE IN THE
ACCOUNTABILITY MEAN SCORES OF THE RURAL &
URBAN SECONDARY SCHOOL TEACHERS.
2.2 CR-VALUE OF TEACHER ACCOUNTABILITY SCORES OF URBAN AND RURAL
TEACHERS
Source of Df N Mean σ σ² CR-Value Level of
Variation (Degrees (scores/ (Standard (Square significanc
Deviation) e
Of sample) Standard
Deviation)
Freedom)
Urban
273 83.31 4.95 24.570
Group
1: 348 0.060 0.05
Rural
77 83.33 4.14 17.165
Group
28. Hypotheses – 2
Bar Diagram of Accountability of Urban and Rural teachers
100
90
83.31 83.33
80
70
Accountability
60
50
40
Mean SD
30
20
10 4.95 4.14
0
Urban Rural
Teacher Teacher
29. Analysis hypotheses-2
• 2.2.1 Analysis:
• Table 4.2 includes the CR-value of main
effects or rural and urban secondary school
teachers which is 0.060 at the degree of freedom
(1.348). In the statistical table the CR-value for
(1.348) df is 1.96 at 0.05 level of significance.
Since the CR-value of 0.060 for locality do not
exceed the t-value of 1.96 at 0.05 level of
Significance at df (1.348). So the difference
between rural and urban secondary school
teachers is not significant. The graphical
representation is shown on the following page.
30. Interpretation hypotheses-2
• 2.2.2 Interpretation of main effects:
• The analysis Table 2.2 shows the
accountability scores were not significant
at the value 0.05 level of significance for
locality.
• Hence the null hypothesis "There is no
significant difference in the accountability
mean scores of rural and urban
secondary school teachers" is accepted.
31. Hypotheses – 3
THERE IS NO SIGNIFICANT DIFFERENCE IN THE
ACCOUNTABILITY MEAN SCORES OF EFFECTIVE &
INEFFECTIVE SECONDARY SCHOOL TEACHERS.
3.3 CR-VALUE OF TEACHER ACCOUNTABILITY SCORE OF EFFECTIVE AND INEFFECTIVE
TEACHER.
Source of Df N Mean σ σ² CR-Value Level of
Variation (Degrees (scores/ (Standard (Square significance
Deviation)
Of sample) Standard
Deviation)
Freedom)
Effective
141 83.51 4.86 23.694
Group
1: 348 1.334 0.05
Ineffective
209 83.20 4.42 19.603
Group
32. Hypotheses – 3
Bar Diagram of Accountability of Effective and Ineffective teachers
100
90
83.51 83.20
80
70
Accountability
60
50
Mean SD
40
30
20
10 4.86 4.42
0
Effective Ineffective
Teacher Teacher
33. Analysis hypotheses-3
• 3.3.1 Analysis:
• Table 3.3 includes the CR-value of main
effects of Effective and Ineffective secondary
school teachers which is 1.334 at the degree of
freedom (1.348). In the statistical table the Cr-
Value for (1.348) df is 1.96 at 0.05 level of
significance. Since the Cr-Value of 1.334 for
effectiveness of teaching do not exceed the Cr-
Value of 1.96 at 0.05 level of significance at df
(1.348). so the difference between effective and
ineffective secondary school teachers are not
significant.
34. Interpretation hypotheses-3
• 3.3.2. Interpretation on Main Effects:
• The analysis of Table 3.3 shows the
accountability scores were not significant
at 0.05 level of significance for
effectiveness.
• Hence the null hypothesis "There is no
significant difference in the accountability
mean scores of effective and ineffective
secondary school teachers" is accepted.
35. Hypotheses – 4
THERE IS NO SIGNIFICANT DIFFERENCE IN THE
ACCOUNTABILITY MEAN SCORES OF HIGH
TEACHING EXPERIENCE & LOW TEACHING
EXPERIENCE SECONDARY SCHOOL TEACHERS.
4.4 CR-VALUE OF TEACHER ACCOUNTABILITY SCORE OF HIGH TEACHING
EXPERIENCE AND LOW TEACHING EXPERIENCE TEACHERS
Source of Df N Mean σ σ² CR-Value Level of
Variation (Degrees (scores/ (Standard (Square significance
Deviation)
Of sample) Standard
Deviation)
Freedom)
High Exp. 75 21.516
83.58 4.63
Group 1.197 0.05
1: 348
Low Exp. 275 21.183
83.25 4.60
Group
36. Hypotheses-4
Bar Diagram of Accountability of High Teahing
Experience and Low Teaching Experience
100
90
83.58 83.25
80
70
Accountability
60
50
Mean SD
40
30
20
10 4.63 4.60
0
High Experience Low Experience
Teacher Teacher
37. Analysis hypotheses-4
• 4.1.1 Analysis:
• Table 4.4 include the CR-value of main effects of
high teaching experience and low teaching experience
secondary school teacher which is 1.197 at the degree
of freedom (1:348). In the statistical table the CR-value
for (1:348) df is 1.96 at 0.05 level of significance. Since
the CR-value 1.197 for experience does not exceed the
CR-value of 1.96 at 0.05 level of significance at df
(1:348). so the difference between high teaching
experience and low teaching experience secondary
school teachers are not significant.
38. Interpretation hypotheses-4
• 4.4.2. Interpretation on Main Effects:
• The analysis of Table 4.4 shows the
accountability scores were not significant at
the value 0.05 level of significance for
teaching experience.
• Hence the null hypothesis "There is no
significant differences in the accountability
mean scores of high teaching experience and
low teaching experience of secondary school
teachers" is accepted.
39. SUB HYPOTHESES
TOTAL 32 SUB-HYPOTHESES COMPARISIONS TAKEN INTO CONSIDERATION, ALL
SUB-HYPOTHESES ACCEPTED AS PER ANALYSIS
1. There is no significant differences in the accountability mean scores of male & female secondary school teachers in relation to students.
2. There is no significant differences in the accountability mean scores of male & female secondary school teachers in relation to Guardians.
3. There is no significant differences in the accountability mean scores of male & female secondary school teachers in relation to schools.
4. There is no significant differences in the accountability mean scores of male & female secondary school teachers in relation to societies.
5. There is no significant difference in the accountability mean scores of rural and urban secondary school teachers in relation to students..
6. There is no significant difference in the accountability mean scores of rural and urban secondary school teachers in relation to Guardians.
7. There is no significant difference in the accountability mean scores of rural and urban secondary school teachers in relation to schools.
8. There is no significant difference in the accountability mean scores of rural and urban secondary school teachers in relation to societies.
9. There is no significant difference in the accountability mean scores of effective and ineffective secondary school teachers in relation to students.
10. There is no significant difference in the accountability mean scores of effective and ineffective secondary school teachers in relation to Guardians
11. There is no significant difference in the accountability mean scores of effective and ineffective secondary school teachers in relation to schools.
12. There is no significant difference in the accountability mean scores of effective and ineffective secondary school teachers in relation to societies.
13. There is no significant differences in the accountability mean scores of high teaching experience and low teaching experience of secondary school teachers in
relation to students.
14. There is no significant differences in the accountability mean scores of high teaching experience and low teaching experience of secondary school teachers in relation to Guardians.
15. There is no significant differences in the accountability mean scores of high teaching experience and low teaching experience of secondary school teachers in relation to schools
16. There is no significant differences in the accountability mean scores of high teaching experience and low teaching experience of secondary school teachers in relation to societies.
17. There is no significant differences in the accountability mean scores of urban and rural male secondary school teachers in relation to students.
18. There is no significant differences in the accountability mean scores of urban and rural male secondary school teachers in relation to Guardians.
19. There is no significant differences in the accountability mean scores of urban and rural male secondary school teachers in relation to schools.
20. There is no significant differences in the accountability mean scores of urban and rural male secondary school teachers in relation to societies..
21. There is no significant differences in the accountability mean scores of urban and rural female secondary school teachers in relation to students
22. There is no significant differences in the accountability mean scores of urban and rural female secondary school teachers in relation to Guardians
23. There is no significant differences in the accountability mean scores of urban and rural female secondary school teachers in relation to schools
24. There is no significant differences in the accountability mean scores of urban and rural female secondary school teachers in relation to societies
25. There is no significant differences in the accountability mean scores of high experience male and female secondary school teachers in relation to
students
26. There is no significant differences in the accountability mean scores of high experience male and female secondary school teachers in relation to Guardians
27. There is no significant differences in the accountability mean scores of high experience male and female secondary school teachers in relation to schools.
28. There is no significant differences in the accountability mean scores of high experience male and female secondary school teachers in relation to societies.
29. There is no significant differences in the accountability mean scores of low experience male & female secondary school teachers in relation to students
30. There is no significant differences in the accountability mean scores of low experience male & female secondary school teachers in relation to Guardians
31. There is no significant differences in the accountability mean scores of low experience male & female secondary school teachers in relation to schools
32. There is no significant differences in the accountability mean scores of low experience male & female secondary school teachers in relation to societies
40. FINDINGS OF THE STUDY
1. Sex had no impact on teacher’s accountability. Because accountability is free
from boundary of sex. Accountability is an internal matter of human beings.
2. After the discussion we reached on that the locality had no impact on
accountability of teachers. Because the concept of accountability is very
brood. Now it is clear that accountability is an internal expression.
3. Effectiveness also had no impact on teacher’s accountability. Because
accountability is an internal matter of human beings. Accountability has no
relation.
4. After the discussion we reached on that the teaching experience had no
impact on teacher on teacher accountability. Because accountability is an
internal matter of human beings, so it is free from any boundary including
teaching experience. Thus there is relationship between teacher
accountability and teaching experience.
5. Male and Female teachers are equally accountable towards
students, guardian, school and society.
6. Urban and Rural teachers are equally accountable towards
students, guardian, school and society.
7. Effective and Ineffective teachers are equally accountable towards
students, guardian, school and society.
8. High Experience and low Experience teachers are equally accountable
towards students, guardian, school and society.
41. IMPLICATIONS OF THE FINDINGS
• The teacher accountability is a social emotional element
and the teacher is to realize a sense of duty in himself
that he owes much to society and educating children of
society at different level of educational set up. For
arousing such a moral sense the teacher ought to be
given a status in the society. He was 'Guru' in the future
and he is 'Guru' in the present and he will be a Guru in
the future also.
• The accountability of teachers can be roused by making
them conscious of their rights and their duties through
equalization of opportunities meaning provisions of
all, opportunities to all teachers who have the required
ability to profit from their educational skills and which can
contribute to social good in return.
42. LIMITATION OF THE FINDINGS
1. The findings are based only on secondary school teachers.
2. The findings will applicable to practical aspect rather than the theoretical part
of the content because accountability is highly specific and goal oriented.
3. The findings are based only on questionnaire. Therefore, the study is
qualitative rather than quantitative.
4. The present study is a survey type research. By its nature it is limited
because a survey type research "builds a body of facts that is usually only of
logical significance and may contribute to the solution of immediate
problems. It is therefore, not likely produce direct evidence of any casual
relationship.
5. All the popular secondary schools of Jodhpur and Barmer District of
Rajasthan, are selected for the study. This is done because it is not possible
for investigator to include other districts of Rajasthan due to limited
resources and potentialities.
6. Only 31 Secondary Schools of Barmer and Jodhpur district has been
included.
7. The study is conducted on 350 teachers of secondary schools.
8. Male and female, rural and urban both are selected in this study.
43. SUGGESTION FOR THE
FURTHER POSSIBILITIES
1. It may worthwhile to sense of accountability among teachers in relation to
sex, locality and training.
2. A comparative research can be designed to study sense of accountability
among teachers in relation to social system.
3. Accountability of teachers can be studied in relation to their values and
cognitive process.
4. Studies can be under taken for the degree college/university teachers on
same variables.
5. Accountability of the teachers can be studied in relation to
their academic achievement, creativity and job satisfaction.
6. Accountability of teachers can be studied in relation to their
socio-economic status and achievement motivation.
7. Accountability of teachers can be studied in relation to their
personality traits.
8. Neuroticism, intelligence and cognitive process can be
compared for male & female teachers in relation to their
accountability.
9. A follow up programme may be designed to ascertain sense
of accountability among secondary school teachers.
44. CONCLUSIONS
• Child education in India is in a mess...
• Lack of Resources
• Poor Accountability
• Other Factors
• Too many children; too few teachers. Even fewer “good” teachers.
• Poor Infrastructure. Half the schools don’t even have provision for drinking water.
• Myth: Parents don’t want to send their kids to school.
• Reality: There are no good schools at all!
• Even there are no frequent teacher training sessions facilities available.
• “Good” Education is accessible to a minority of the Indian populace.
• Even where kids want to learn, they can’t do so.
• Poverty: Education is free on paper, not in practice.
• Social Stigma: More girls dropping out of schools than boys.
• Skewed Govt. policies: Part of public education funding goes towards subsidizing
private schools.
• These problems are the most “approachable”
of them all; let’s try and solve these first!
45. A BLISSFUL HEARTIEST THANKS
To,
. Dr. O.P. Sharma for making available his ripe
experience in this research.
. Dr. B. L. Jain, HOD Dept. of education, Jain Vishwa
Bharati Ladnun ,
. Dr. B.R. Dugar Director Research Dept.
. Librarian and other members of the Department and
college for their whole hearted co-operation and
encouragement.
. My husband Mr. BS Dhaka, my parents, brothers.
my beloved son and daughter for constant
encouragement and assistance rendered.
. Authors and publishers whose work have been
consulted and quoted in this study.
46. LIFE IS JUST LIKE ONE MAN ARMY
. GAME OVER
. NEVER GIVE YOUR BEST TO WIN THE GOAL
ALWAYS HAVE A BIT FOR LAST MOMENT TO
WIN
. AS YOU KNOW
. TOTAL ENERGY OF THE WHOLE UNIVERSE REMAINS SAME
SAVE SOME ENERGY TO UTILISE FOR……..THE
DAYS…………..
. TEACHING IS A KIND OF ART. IT GIVES US
ENERGY, SATISFACTION SIMULTANEOUSLY MAKE US ABLE
TO UNDERSTAND ART OF LIVING.
Nahar Singh Ruhela
One of the most creative Idiot