ARTICLES RELATED TO EDUCATION
15th August 1947 is a red letter day in Indian History when India got freedom. The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions. The following provisions have a great bearing on the functioning of the educational system in India: Article 28:
According to our Constitution article 28 provides freedom as to attendance at religious instruction or religious worship in educational institutions. Article 29:
This article provides equality of opportunity in educational institutions. Article 30:
It accepts the right of the minorities to establish and administrate educational institutions. Article 45:
According to this article "The state shall endeavour to provide within a period of ten years from the commencement of this Constitution for free and compulsory education for all children until they complete the age of 14 years." We notice that the responsibility for universal elementary education lies with the Central Government, the State Governments, the Local Bodies and voluntary organisations. Article 46:
It provides for special care to the promotion of education and economic interests of the scheduled caste, scheduled tribes and the weaker sections of society. Article 337:
This provides for special provision with respect to educational grants for the benefit of Anglo-Indian community. Article 350A:
This article relates to facilities for instruction in mother tongue at primary stage. Article 350B:
It provides for a special offer for linguistic minorities.
This article relates to the development and promotion of the Hindi language. The seventh schedule of the Indian Constitution contains legislative powers under three lists viz. The Union List, the State List and the Concurrent List The Union List:
This list contains 97 subjects where the following entries are related to education: Entry 13:
To provide Educational and Cultural relations with foreign countries. Entry 62:
The institutions known at the commencement of the Constitution as National Library, The Indian Museum, the Imperial War Museum, the Victoria Memorial, and Indian War Memorial. Any other such institutions financed by the Government of India wholly or in part and declared by the Parliament by law to be an institution of national importance. Entry 63:
Institutions of national importance. The institution known at the commencement of this Constitution as the BHU, AMU and Delhi University etc. declared by Parliament by law to be an institution of national importance. Entry 64:
The institution of scientific and technical education financed by the Government of India wholly or in part and declared by law to be institutions of national importance like IITs and lIMs. Entry 65:
Union agencies and institutions for:
(i) Professional, vocational or technical training, including the training of police officers. (ii) The promotion of special studies or research.
(iii) Scientific or technical assistance in the investigation of detection of crime. Entry 66:
Coordination and determination of standards in the institution of higher education or research and scientific and technical institutions.
State list consists of 66 entries, out of which the following is the entry related to education: Entry 12:
According to this entry all libraries, museums and other similar institutions controlled or financed by the state, ancient and historical monuments and records other than those declared by or under law made by the Parliament to be of the national importance. Concurrent...
Volume 24, Issue 3, April 2008, Pages 795–806
Service-learning informing the development
of an inclusive ethical framework
for beginning teachers
(School of Learning and Professional Studies, Faculty of Education, Queensland University of Technology, Victoria Park Road, Kelvin Grove 4059, Qld., Australia)
A social-cultural theory of difference informed the development of a university unit on inclusive education with a focus on broadening students’ experience and understanding about the backgrounds and values of people in society. One of the aims of the unit was to “develop and work within legal and ethical frameworks that promote diversity, equity and inclusive education”. This paper will report on pre-service teacher reflections in Service-learning Program Logs associated with a university unit on inclusive education in Queensland, Australia. Service-learning requires students to become involved in their community in order to utilise knowledge learned at university. The programme involves reciprocal relationships with organisations in which the service reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces and strengthens the service. Analysis of data presented in this paper informed the development of set of principles of an inclusive ethical framework....
...& Co., 1 Dec. 2012. Web. 28 Jan 2014
The Times of India shows the article of “ study says homework doesn’t help students get good grades.” The article explains the view on how homework could help raise grades but there is also a counterview on how homework should be abolished. They contradict on how homework effects students school and social life. Both of the views give good facts and details. These articles could help with my research paper because by giving me different ideas on what I could write about and some of the details I didn’t even know about.
Wolchover, Natalie. “Too much homework is bad for kids.” Tech Media Network, 30
March 2012. Web. 30 Jan 2014
In this article, researchers from Sydney University study the usefulness of homework on students. They concluded that piling on the homework doesn't help kids do better in school. In fact, it can lower their test scores. A group of Australian researchers taken the results of several recent studies, investigating the relationship between times spent on homework and students' academic performance. This article gives many facts, that were tested and studied on students, which could be useful for my research and gives good insight on homework times and gives different opinions from actual researchers that have studied this process.
Kohn, Alfie. “The Truth About Homework.” Alfiekohn.org, 6 Sept 2006. Web. 4 Feb
Student number: 20134571
Science 1 in the Early Years
Assessment: Item 1- Views of teaching and promoting science of young learners
The pedagogy of play can be hard to understand and part of the reason for this is it’s so difficult to explain how children learn by play because play isn’t simply; it is complex. Each child begins their early childhood education with a set of skills and prior knowledge that is influenced by their family, culture and past experiences (Fellows &Oakley, 2010). The past knowledge should become the foundation for developing an understanding of scientific concepts (Duschl, Schweingruber & Shouse, 2007). Children are naturally inquisitive, creative and aware of the world around them (Campbell & Jobling, 2012). Play is an important development tool and an effective way to teach children scientific concepts while using their prior knowledge (Preston, Mules, Baker & Frost, 2007). Learning science through play shows children that science is useful and enjoyable and is a significant aspect of the real world (Bulunuz, 2013). This essay will review teaching science through play, theorists who support play and the way in which the Australian curriculum and EYLF support play pedagogy.
Science and Play
Play pedagogy is a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations. Research shows...
...University of Phoenix
Prof. María Ortíz Ortíz
1. Regulation of “home schooling”
Three major investigations were conducted in an effort to determine the impact of home school regulations on educational enrollments in the United States. Home school regulations were obtained from state departments of education and investigated to determine the strength of the accountability measures. Populations representative of the school-age population by state, school enrollment, school non-enrollment, and home school enrollment were collected using 2000 U. S. Census data. The relationship between the strength of the home school regulations and the home school enrollments was examined. Finally, the existence of a discrepant student population was assessed.
2. The effect of site-based management on accountabilty.
Site-based management, outcomes-based education and assessment, academic standards, effective assessment tools... children. A far-reaching effect of PL 94-142 has been the virtual elimination of the exclusion of disabled children from school. As the title of the act
3. Legal issues associated with “ability grouping”
4. Political aspects of phonics
Noting that the role of phonics in reading and writing has become as much a...
Ways of Talking: Patterns of Parent-Child Discourse and the Implications for Classroom Learning
SPEECH AND LANGUAGE DISORDERS OF EXCEPTIONAL INDIVIDUALS
I have been working with children for quite some time and I have always wondered why some children were coming to school being able to communicate better than others. With that being an interest of mine, I chose thearticle Ways of Talking: Patterns of Parent-Child Discourse and the Implications for Classroom Learning (Roseanne L. Flores, Educational Horizons 77 no1 25-9 Fall ’98). The purpose of this article was to examine parent-child talk within two groups of parents from the New York City area. The questions posed for this study were 1) Does home environment i.e, culture or socioeconomic status, lead to different types of discourse practices, and 2) Does one type of discourse practice parallel classroom discourse better, and if so, what are the implications for education (Flores, 1998)?
The research was conducted at two sites in New York City. A Bronx city public school servicing kindergarten children from a low socioeconomic status composed primarily of Latino and African-American children, and an elementary school servicing gifted children ranging from nursery school to eighth grade from a diverse economic and ethnic background. There were a total of fourteen...
...Education is undoubtedly a critical driver of economic growth and social mobility. But efforts to expand access to education have typically focused on the primary level, while neglecting tertiary schooling. And initiatives that have emphasized post-secondary learning have placed relatively little emphasis on educational quality. This has to change.
The influence of higher education on social mobility is particularly pronounced in low-income countries, where the scarcity of skilled human capital gives tertiary-educated workers a significant wage premium. The problem is that many of these countries lack high-quality institutions of higher education, leaving even university graduates at a disadvantage within an increasingly interconnected global economy.
This is where study abroad programs can help. Sending students to high-quality foreign institutions can help to advance a country’s international integration, including into global knowledge networks, as it has for many countries in Asia and the Middle East.
The advantages become even greater at the world’s elite universities. In the United States, roughly 54% of corporate leaders and 42% of government officials are graduates of just 12 institutions, including Yale, Harvard, Princeton, and Stanford – meaning that the friendships and associations formed at such universities ultimately shape the global economy, the political system, and public opinion.
...INDIA'S GROWTH THROUGH ADVANCEMENT IN EDUCATION SECTOR
*Research scholar,sri Venkateshwara university,gajraula
**Supervisor, Maharaja agarsen college,Delhi university.
Education in India today is nothing like it was in Pre-Independence and Post-Independence Era. Education System in India today went through a lot of changes before it emerged in its present form. Presenteducation system in India is also guided by different objectives and goals as compared to earlier time. Present system of education in India, however is based around the policies of yesteryears. After independence, it was on 29th August 1947, that a Department of Education under the Ministry of Human Resource Development was set up. At that time the mission was the quantitative spread of education facilities. After, 1960’s the efforts were more focussed to provide qualitative education facilities. The present research focus on steps through which our indian education system had gone through. The basic moto of this research is to show that india has done serious efforts in education nd has shotremendous development but it is still lacking in comparison with developed nations. This study is an effort to suggest some measures for its improvement.
Education in every sense is one of...
2) A critical review of competencies, skills, theories and approaches
3) Bureaucratic Views
4) Theory X and Theory Y
5) The Systems Theory
6) The Contingency Theory
7) Role Theory
8) Paradigm 1: Christian scientific education management
9) Paradigm 2: Education management
10) Paradigm 3: Education governance and management
11) Collegiality Theory
12) What should Effective Educational Management look like in schools?
14) Reference Page
Schools in South Africa are a unique kind of organisation, with clearly defined goals and policies. Schools function through a hierarchical structure of authority whereby every aspect of the school needs to function accordingly. Schools are also, a dynamic and ever- changing system continually responding to influences both externally and internally. In order for schools to render an effective service of education certain structures need to be in place, and effective undertakings of various management functions need to be prioritised (Naidu, 2008:74). ‘Educational organisations, are human endeavours’ (Owens and Valensky, 2011: 84), and to deal with them effectively is to deal with human social systems. Management effectiveness in schools relates to competencies, skills and approaches. However, school management teams interventions which are aimed at improving their current...