Perspective of Teachers on the Cross-Curricular Pedagogical Approach for Children with Developmental Disabilities

The National Education Policy 2020 has voiced its interest and need for an evolved pedagogy attuned to the importance of quality education for all. The policy stresses the importance of one such creative pedagogical approach called the cross-curricular pedagogical approach. This study aims to assess the level of awareness and perspective of primary teachers, on the cross-curricular approach for children with developmental disabilities. The sample includes 100 teachers (50 general teachers and 50 special educators) in inclusive schools of Delhi-NCR. The data was collected using the survey method. Results indicate that 56% of general teachers and 80% of special educators are aware of the term ‘cross-curricular pedagogical approach. However, only 22% of general teachers and 34% of special educators have attended workshops and training sessions on cross-curricular pedagogical approaches. Many of the general teachers and special educators expressed a positive perception towards forging linkages between subject disciplines for teaching children with developmental disabilities in inclusive classrooms.

Study of Instructional Management and Institutional Effectiveness in Relation to Age and Experience of School Principals

The present investigation intends to assess instructional management and institutional effectiveness concerning the age and experience of school principals. The sample comprised twenty schools of Jalandhar and Kapurthala. The researchers used Hallinger’s Instructional Management Rating Scale and a self-prepared Institutional Effectiveness Rating Scale for the investigation. The result of the study reveals that in schools with younger principals, teachers exhibit better behaviour on coordinating the curriculum, protecting instruction time and developing academic standards of instructional management than teachers in schools with older principals. In schools with more experienced principals, teachers exhibit better behaviour concerning instructional management on co-ordinating the curriculum, protecting instruction time, providing incentives for teachers, protecting professional development, developing academic standards, and providing instructions for learning than the teachers in schools with less experience. In schools with older and more experienced principals, teachers exhibit better behaviour on supervising and evaluating instruction dimension of instructional leadership than the teachers in schools with older and less experience, younger and more experienced and younger and less experienced principals. There is no significant difference in the institutional effectiveness of schools with young and old aged principals. There is no significant difference in institutional effectiveness of schools with more and less experienced principals.

Perceptions of Teachers About Teacher Leadership: A Systematic Literature Review

Teacher leadership is pivotal for the development of educational institutions. However, teachers’ perceptions about teacher leadership have been under explored. In this study, the researchers review sixteen studies conducted in the USA, South Africa and other European, Asian, and Middle Eastern countries. Four themes emerged after analysis of the texts: perceptions of teachers about teacher leadership practices, factors influencing teacher leadership, teacher leadership development, and barriers to teacher leadership. Results show that teacher leaders are engaged in mentoring teachers, coordinating with administration, curriculum development and implementation, and subject matter development. The physical environment of the school, teachers’ age, experience, qualification, and support from the administration also influences teachers’ perceptions about teacher leadership. Teacher leadership development is influenced by teachers’ own beliefs, principals’ support and teachers’ professional development. Some barriers to teacher leadership are also discussed in this paper.

Perceptions of Pre-Service Teachers Regarding the Model Eliciting Activities

This study aims to examine the perceptions of pre-service mathematics teachers about mathematical modelling activities. Participants of the study comprised 23 pre-service mathematics teachers who undertook a course on mathematical modelling. A 12-hour mathematical modelling course revealed the perceptions of participants. After it, the participants found/developed a modelling problem and explained why they evaluated it as a model eliciting activity (MEA). MEA found/developed by participants were examined by taking the principles of developing MEA into consideration. Results showed that many participants considered having more than one solution, the principle based on real-life context, and suitability for group work for MEA. The participants did not focus on the model documentation principle. Based on this result, faculty members can help pre-service teachers by using activities that can be considered appropriate for this principle in modelling education.

University Student Engagement Scale: Development and Validation in Indian Context

In academic achievement, student engagement is considered a prime factor to enhance motivation among students. Student engagement is a constructive approach that refers to the level of concentration, inquisitiveness, and enthusiasm that students demonstrate when they learn. The study aims to elucidate the development of a three-dimensional construct of student engagement based on psycho-education oriented measures such as behavioural, cognitive and emotional engagement. Data from 470 students studying in science, humanities, and engineering streams from different universities of Punjab, was collected via random sampling technique. The factor analysis of the scale reveals that 31 items had three factors, behavioural, cognitive, and affective engagement. Good internal reliability (????=0.889) and adequate convergent and discriminant validities are reported, which establishes good psychometric properties of the scale.

Effect of Life Skills Training on Suicidal Behaviour of Adolescents

The study aims to investigate the effect of life skills training on the suicidal behaviour of adolescents. The study employs a quasi-experimental research design. The sample comprised 970 adolescents studying in the ninth grade. The study was carried out in three phases. Life skills training programme was conducted in 30 sessions within the school premises. For each life skill, sessions were activity-based and participatory. The techniques used to impart training were role play, small group activities, lectures and group discussions. The results show a significant decremental effect of life skills training on suicidal behaviour of adolescents. Life skills training was effective in reducing suicidal behaviour among adolescents. Life skills training improves decision-making, problem-solving, goal setting, conflict resolution, advocacy, coping, and mindfulness skills in students. Hence, schools should provide skill-building opportunities for adolescents to reduce risk factors and enhance protective factors. Also, schools should embed life skills training in general mental health promotion rather than specific suicide prevention activities.

Effect of Synectic Model on Achievement Motivation in Relation to Its Cognitive Style Among Secondary School Students

The Synectic method assists in achieving goals in the English language by incorporating reflective and imaginative tools rendering the teaching-learning process more interactive and breaking the monotonous routine of a classroom. Achievement motivation typically refers to the level of one’s motivation to engage in achievement behaviour. Achievement is task-oriented behaviour that allows the individual’s performance to be evaluated according to some internally or externally imposed criterion that involves the individual in competing with others, or that otherwise involves some standard of excellence. The study examines the effect of the Synectic model on achievement motivation with its cognitive styles among secondary school students. The sample for the investigation comprised 100 students of class IX English medium private schools of Patiala affiliated to CBSE within the age ranges of 13-15 years. The results show that the mean gain achievement motivation of the group taught by the Synectic model was significantly higher than the group taught through the conventional method. The mean gain achievement motivation of the field-independent cognitive style group was also significantly higher than the field-dependent cognitive style group. The interaction effect of the different instructional strategies with different cognitive styles in respect of gain achievement scores on achievement motivation was also significant.

A Survey of Teachers’ and Students’ Perspective On E-Learning During Covid-19 in Delhi

In the unprecedented times today, brought about by the outbreak of the COVID-19 pandemic globally, the education sector has been affected, just like the other industries. Many educational institutes have shut down and suspended traditional physical classroom activities. There has been a shift to the online mode of teaching-learning or ‘e-learning’, which is a web-based digital system that incorporates innovative ICT for facilitating interactive and learner-centered learning environment. In this work, the strengths, drawbacks, and opportunities offered by various popular online educational platforms are explored and compared. Furthermore, data is collected from teachers and students across different courses from various colleges in Delhi through surveys, with questions pertaining to their perspectives and experiences with respect to online educational platforms. Their responses were analyzed statistically and based on the analysis, suggestions, and recommendations have been made, which can contribute implementation and growth of e-learning methods in the future.

Quantitative Research on Gifted Students’ Scientific Epistemological Beliefs

This study explores the scientific epistemological beliefs of gifted students. It attempts to investigate gender, age and grade level-based differences in scientific epistemological beliefs. The study group comprised 120 gifted students (67 girls, 53 boys). To determine the scientific epistemological beliefs of these students, the Scientific Epistemological Beliefs Survey was employed. The results reveal that while the average scores of fifth and sixth-grade students were close to each other, the highest mean epistemological beliefs score was at the seventh and eighth-grade levels. Thus, there is a positive change in the scientific epistemological beliefs of gifted students who receive more science education. Statistically, the results showed that the difference between the epistemological beliefs scores of the female and male students was not statistically significant.

Intrapersonal Intelligence and Decision-Making Ability of Higher Secondary School Students

The study aims to explore the level and relationship between intrapersonal intelligence and the decision-making ability of higher secondary school students. The study employed a survey-based quantitative method. The sample includes 500 higher secondary level school students in West Bengal, India. The investigators applied two self-made questionnaires, one for measuring intrapersonal intelligence and another for measuring decision-making ability. The results reveal that gender (3.22, p<0.01) and stream (4.05, p<0.001) have significant influences on the intrapersonal intelligence of the higher secondary school students. Decision-making Ability has a statistically significant and positive association with intrapersonal intelligence (0.42, p<0.001). Results show that all the four dimensions of intrapersonal intelligence, i.e., self-awareness (2.871, p<0.01), self-retrospection (2.540, p<0.01), self-regard (5.265, p<0.001), and self-adaptation (4.983, p<0.001) significantly increase the decision- making ability of the higher secondary school students.