Exploring status of library management technical aspects in Indian schools

PurposeSchool library is regarded as the heart and soul of the school. It acts as learning resource centre and support the school curriculum in all possible manners. The main aim of this paper is to document the factors associated with library management in selected school libraries in Varanasi, India.Design/methodology/approachSurvey method is used to conduct this research in which close-ended questions were provided to the school librarians. Simple random sampling was used to collect samples from secondary schools of Varanasi.FindingsIt was found that 34% school libraries affiliated to Central Board of Secondary Education are managed properly and they are termed as first class library. Rest of the schools are not managed as per rules and regulations of school librarianship. Some librarians themselves are not properly aware of the significance of the library and hence the management is suffered accordingly.Practical implicationsThis research will help in exploring the existing status of library management in school libraries. The work is designed specifically for school libraries. Simple ranking system for school libraries will be helpful to make an exhaustive school ranking based on library management.Originality/valueThis research will bring on record the ground reality of school librarianship in India and the way they are managed. Simple ranking system for school library is given in this paper that will help to find out which school library is functioning properly or not.

Restructuring the Civic Education Paradigm in Indian Schools: Measures to Cultivate a Generation of Responsible Citizens

Political science as a subject is integral to the development of sensible and patriotic citizens, yet it is not given the attention it deserves in the Indian education system. Solidified by the findings of field research conducted in five schools that cater to India’s middle-income bracket (the largest segment of the population), this research paper brings forth the reluctance of over 92% of the representative sample to undertake education in a discipline as important as political science- a distressing figure indeed. The sample involved random selection of students of grade 11 in the five schools mentioned herewith; qualitative research was obtained through anonymous questionnaires allowing a safe space for truthful responses, and quantitative data were obtained through access to the schools’ records pertaining to subject selection for grades 11-12. This paper will highlight some of the current deficiencies in the system, undertake a comparative study of how it stands vis-à-vis those of European countries, and arrive at recommendations to the National Council of Educational Research and Training (NCERT) and to the Central Board of Secondary Education (CBSE) on how to improve civic education among high school students in the country, eventually fostering a moral and capable Indian generation.

Fostering Epistemic Curiosity in School Children by Instructional Teaching Design: Classroom Realities of Indian Schools

The study attempted to answer two basic questions of classroom teaching: a. what were the most common teaching practices at the elementary school level? And b. did teachers foster curiosity in children during teaching? Classroom proceedings enfolded various teaching activities that might lead to a knowledge gap in students. 137 primary and middle schools (altogether 411 classes) were randomly selected to measure a pattern of questioning and answering during classroom teaching. Findings revealed that a large number of teachers adopted lecturing followed by writing on the board, dictating, and ignored some important teaching techniques such as explaining, demonstrating, and experimentation; though they were familiar with all these. Hardly any student asked questions to the teachers. Teachers missed to generate a gap of knowledge in them, showing hardly any use of curiosity-led instructional teaching design. Throwing any question to class or a group of students was an unplanned teaching behaviour. It was a limitation of an in-built education system that prioritised rote learning, exam scores, and grades that measured more static knowledge rather than understanding knowledge. The findings discussed limitations of the in-built education system and mindset of teachers that discouraged epistemic curiosity in children.

Restructuring the Civic Education Paradigm in Indian Schools: Measures to Cultivate a Generation of Responsible Citizens

Political science as a subject is integral to the development of sensible and patriotic citizens, yet it is not given the attention it deserves in the Indian education system. Solidified by the findings of field research conducted in five schools that cater to India’s middle-income bracket (the largest segment of the population), this research paper brings forth the reluctance of over 92% of the representative sample to undertake education in a discipline as important as political science- a distressing figure indeed. The sample involved random selection of students of grade 11 in the five schools mentioned herewith; qualitative research was obtained through anonymous questionnaires allowing a safe space for truthful responses, and quantitative data were obtained through access to the schools’ records pertaining to subject selection for grades 11-12. This paper will highlight some of the current deficiencies in the system, undertake a comparative study of how it stands vis-à-vis those of European countries, and arrive at recommendations to the National Council of Educational Research and Training (NCERT) and to the Central Board of Secondary Education (CBSE) on how to improve civic education among high school students in the country, eventually fostering a moral and capable Indian generation.

Relationships of School Performance and Responsibility-sharing with Bully Activities in Indian Schools

Background: The coexistence of schools and school bullying are time contextual. Though its components are explored to different lengths at different geography the relationship with school performance and responsibility-sharing for Indian subcontinents are far and few. Aim and Objectives: The study took cognizance of this knowledge gap and tried to explore the existence of any relations between academic performance and responsibility-sharing with school bullying. Methods: A cross-sectional study was conducted in 6 randomly selected schools (3 urban and 3 rural) in a district of Madhya Pradesh, India. The participants from the 6th to 10th standard were selected by systematic random sampling and 96 participants per class were enrolled. The tools used were back-translated and pilot tested. They are the Bullying Prevalence Questionnaire (BPQ) and the Rosenberg Self-esteem questionnaire. School performance and responsibility-sharing information were collected from concerned school records. Results: From 480 participants, 48.3% were involved in some form of school bully activities. Students’ academic grade (ꭓ2 - 0.20) and school attendance (ꭓ2 - 0.75) were not associated with school bully behaviors, but their non-cocurricular recognition and lack of responsibility-sharing made them vulnerable to bullying (ꭓ2 and ANOVA p = 0.02 each) and victimized (ANOVA p = 0.03). Participants who shared school responsibilities and received acclaim were prosocial (ANOVA p = 0.00) and immune to bullyism. Conclusion: Schools are places where the pupils are groomed to be responsible and productive. The results established these points.

A STUDY OF SECONDARY SCHOOL TEACHERS’ READINESS TOWARDS PEERAGOGY AND OPEN PEDAGOGY

Traditionally, teachers used to determine the learning of the students, they only decide about the knowledge and skills that need to be taught to the students but there has been a paradigm shift with the advent of new digital mediums. Now learning has evolved into a learning-centered, self-directed, social, peer-to-peer, inquiry-based and cooperative approach to education. ICT revolutionized learning for students and teachers. It has provided immense opportunities from connecting with people, accessing information, to availability of volumes of open educational resources. Education has transformed from pedagogy to new approaches like open pedagogy, self-education i.e., Peeragogy. No doubt these approaches will prove to be sustainable with the global health crises going on. Thus, this paper aims to recognize secondary school teachers’ technological acceptability and to investigate their preparation for Peeragogy and Open pedagogy. Data was collected through a Google form from 96 secondary school teachers from 22 Indian schools, and descriptive statistics were used to examine the results. The findings revealed that the secondary school teachers are quite enthusiastic about integrating technology in education and employing peeragogy and open pedagogy in their classrooms. This study on secondary school teachers’ attitudes towards technology, their readiness for Peeragogy and Open pedagogy, and the problems they experience is expected to offer educators with relevant information for future research.

CHALLENGES AND BARRIERS TO INTEGRATION OF ICT IN INDIAN SCHOOLS AND ROLE OF TEACHER

The present conceptual paper focused with the information of challenges and barriers to integration of ICT in Indian schools. ICT resource sharing and role of teacher is also explained in the paper. This current paper deals with the concept of ICT and discus the need and importance of ICT in present education scenario. The need to being information to various users has encouraged the creation of much innovative work with new technology. Also focused how information technology has made in inevitable for school education to keep pace by constant innovative atmosphere in the educational organization. The present paper focused with prime objectives are (i) To understand the concept and importance of ICT. (ii) To analyze the challenges and barriers to integration of ICT in Indian schools. (iii) To discuss the role of teacher in the Information and communication Technology.

THE ROLE OF SOCIAL SYSTEMS IN THE CONCEPTION AND PERPETUATION OF BULLYING CULTURE IN INDIA

The pervasiveness of bullying in schools is a major concern that needs to be addressed. Bullying culture involves a manifestation of the power dynamics seen in a particular society. Despite the significant amount of research conducted in this area, there is still a lack of literature pertaining to bullying culture in India, especially involving the victimization of children. Indian society feeds off on social inequalities perpetuated by differences in class, caste, or religion. This sets the stage for notable variations in power, and on this stage masquerades the bullies. India finds itself with a bullying culture at different organizational levels; from schools to big companies. Indian schools, which represents a microcosm of society, is a direct reflection of the power dynamics seen in society at large. A lack of research about bullying in Indian schools opens the door to a wider range of concerns that includes a lack of initiative taken by schools or parents to curb the onslaught of bullying. This paper seeks to throw light on how this is the case due to the misperceptions regarding bullying that society propagates. For example, children and adults are often confused as to what constitutes bullying because to them certain acts of bullying mirrors traditionally accepted forms of disciplinary actions taken against children. This paper reviews literature showing how children are often misguided about what bullying is and the role that societal, familial, or school structures play in perpetuating said misconceptions. Furthermore, the paper also provides examples of certain non-traditional forms of bullying that reflect the misguided perceptions that children have about bullying.

Effective Teaching Practices for Success During COVID 19 Pandemic: Towards Phygital Learning

Following the outbreak of COVID 19 in February 2020, Indian universities were shut down and used digital platforms to teach their students since then. Drawing from Kolb’s Learning Theory, John Dewey’s theory, Jack Mezirows transformative learning theory, and Jean Piaget’s theory, the authors in this paper offer a viewpoint on some of the practical teaching practices which can be adapted in business schools in India to be successful in this emerging blended or phygital environment. Using a Community of Inquiry (CoI) framework, the authors reflect on the effective teaching practices based on their own experience, theoretical knowledge gained from an exhaustive web search of various databases of the period, particularly from February to August 2020. The authors performed a careful manual content analysis of the selected research papers. They concluded seven principal teaching methods to create an effective blended environment for students and faculties in Indian business schools: a) reframing virtual spaces in India through online knowledge repository and virtual labs b) using reflective thinking for andragogical and pedagogical Indian approach c) Indian teachers’ readiness to offer various genres of courses on demand d) reinforcing resilience in Indian schools through meaningful participation and conflict resolution e) purposeful learning and inquiry-based learning for Indian students f) experiential learning through an inclusive online pivot in India g) useful apps are discussed to reach out to Indian parents community. These initiatives can influence academicians, educationists, podcasters, and the entire teacher fraternity to design an efficient and adequate teaching plan for the student community in India.