i-manager Publications

i-manager's Journal on School Educational Technology (JSCH)

Current Issue Vol. 19 Issue 2

ChatGPT as an Empowering Catalyst: Unveiling the Impact on Political Awareness and Civic Education
Demand for Private Coaching: Stakeholder's Perspective and Consequences
Revisiting Flipped Class Model Effectiveness on Learning Performance: A Meta-Analysis of Meta Analyses
Unlocking Learning Potential: An Experimental Study on the Impact of TPACK-Enhanced Flipped Learning in Mathematics Education
Effectiveness of Flipped Classroom (FC) Model in Learning Economics Subject: A Quasi-Experimental Study

Most Cited

Volume 8 Issue 2 September - November 2012

Research Paper

Counseling Instruction in the Online Classroom: A Survey of Student and Faculty Perceptions

Gina Cicco*

Assistant Professor of Counselor Education, St. John's University, Queens, New York.

Cicco ,G. (2012). Counseling Instruction In The Online Classroom: A Survey Of Student And Faculty Perceptions.i-manager’s Journal on School Education Technology, 8(2), 1-10. https://doi.org/10.26634/jsch.8.2.2022

Abstract

This article will review the design, procedures, and results of a recent study conducted to survey the perceptions of counseling students and professionals regarding the delivery of counseling instruction in online courses. Few studies have addressed the appropriateness, effectiveness, and evaluation procedures of counseling skills instruction via the online classroom (Trepal, Haberstroh, Duffey, & Evans, 2007). Counseling skills courses, especially those requiring field experiences, typically involve intensive and ongoing communication among counselors-in-training, their faculty supervisors, peers, and clinical or on-site supervisors. The frequent exchange of information among learners, faculty, and evaluators is primarily centered on critiquing and improving specific counseling skills and techniques. Exercises such as role-playing and mock counseling sessions are viewed as appropriate and necessary for the healthy development and practice of core counseling skills. Such skills are viewed as hierarchical, from basic attending skills to advanced development of personal theory (Ivey, Ivey, & Zalaquett, 2010). Essentially, courses that teach counseling skills provide opportunities for practice, review, and assessment of core and advanced skills and the interpersonal skills that are prerequisites for their development. The study described in this article utilized a researcher-made survey instrument to obtain the perceptions of counselors-in-training, counseling faculty, and active practitioners on the instructional procedures, learning, and evaluation of counseling skill development within the online classroom. Many participants offered suggestions for the improvement of instruction within online courses and the incorporation of live interaction to supplement strictly asynchronous exchanges. The results of the survey revealed participants’ concerns about the opportunities for students to practice skills sufficiently in online courses and the ethical responsibilities of academic program faculty to confirm skill mastery prior to graduation. Study findings also hold implications for pedagogues on the importance of considering learning styles in online classrooms (Cicco, 2009).

References

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[2]. Ash, K. (2011). Teachers make the move to the virtual world. Education Digest, 76(5), 32-34.

[3]. Bernstein, D., & Bass, R. (2005). The scholarship of teaching and learning. Academe, 91(4), 37-43.

[4]. Brigman, G. (2006). Research methods in school counseling: A summary for the practitioner. Professional School Counseling, 9, 421-425.

[5]. Burke, K. (2000). A paradigm shift: Learning-styles implementation and preservice teachers. In R. Dunn & S.A. Griggs (Eds.), Practical approaches to using learning styles in higher education (pp. 85-94). Westport, CT: Bergin & Garvey.

[6]. Cicco, G. (2009). Online versus in-class courses: Learning-style assessment as an advisement tool. International Journal on E-Learning, 8(2), 161-173.

[7]. Cicco, G. (2011). Assessment in online courses: How are counseling skills evaluated? i-manager's Journal of Educational Technology, 8(2), 9-15.

[8]. Cobia, D.C., & Henderson, D.A. (2007). Developing an effective and accountable school counseling program (2nd ed.). Upper Saddle River, NJ: Pearson Education.

[9]. Dahir, C.A. (2009). School counseling in the 21st century: Where lies the future? Journal of Counseling & Development, 87, 3-5.

[10]. Erford, B. (2008). Research and evaluation in counseling. Boston, MA: Houghton Mifflin.

[11]. Fraenkel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education (6th ed.). Boston, MA: McGraw Hill.

[12]. Irvine, N., & Carmichael, P. (2009). Threshold concepts. Active Learning in Higher Education, 10(2), 103- 119.

[13]. Ivey, A.E., Ivey, M.B., & Zalaquett, C.P. (2010). Intentional interviewing & counseling: Facilitating client development in a multicultural society (7th ed.). Belmont, CA: Brooks/Cole.

[14]. Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in Web-based instruction. Innovations in Education & Teaching International, 39(2), 153-162.

[15]. Kiley, M., & Wisker, G. (2009). Threshold concepts in research education and evidence of threshold crossing. Higher Education Research & Development, 28(4), 431- 441.

[16]. Reiner, C.M., & Arnold, K.E. (2010). Online course evaluation: Student and instructor perspectives and assessment potential. Assessment Update, 22(2), 8-10.

[17]. Scheuermann, M. (2010). Engaging students with synchronous methods in online courses. Online Classroom, 1-8, January.

[18]. Trepal, H., Haberstroh, S., Duffey, T., & Evans, M. (2007). Considerations and strategies for teaching online counseling skills: Establishing relationships in cyberspace. Counselor Education & Supervision, 46(4), 266-279.

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Research Paper

Using Innovative Technical Solutions as an Intervention for At Risk Students: A Meta–Cognitive Statistical Analysis to Determine the Impact of Ninth Grade Freshman Academies, Centers, and Center Models upon Minority Student Retention and Achievement

James Edward Osler II* , Carl Waden**

* North Carolina Central University, Carl Waden, Southeastern Baptist Theological Seminary.

** Assistant Principal, Eastern Alamance High School, Mebane.

Osler ,J.E. and Waden,C. (2012). Using Innovative Technical Solutions As An Intervention For At Risk Students: A Meta–Cognitive Statistical Analysis To Determine The Impact Of Ninth Grade Freshman Academies, Centers, And Center Models Upon Minority Student Retention And Achievement.i-manager’s Journal on School Education Technology, 8(2), 11-23. https://doi.org/10.26634/jsch.8.2.2023

Abstract

This paper provides an active discourse on the use of innovative solutions to conduct an in—depth investigation on the success and viability of 9th Grade Freshman Academies, Centers, and Center Models to aid in the retention of at risk students. These types of academic programs provide an active solution for the retention and projected completion of High School by minority students. The research methodology used in this study is Meta—Cognitive Analysis. This novel approach to data analysis is a mixed methods research design that involves the holistic combination and in—depth comparison of qualitative and quantitative data.

References

[1]. Cook, C., Fowler, H., and Harris T. (2008). Academies. Easing The Transition To High School. Retrieved from http://www.ncpublicschools.org/intern - research/reports

[2]. Darling, N., & Fried Laender D. (2004). Creating Excellent and Equitable Schools. Educational Leadership, (5) 14-21.

[3]. Dedmond, R.M. (2008). Launch students into their decade of transition. Techniques: Connecting Education and Careers, 83(4), 14-19. Retrieved June 22, 2010 from ERIC, Article No. EJ790422.

[4]. Donegan, Billie. (2008). The Linchpin Year. Educational Leadership 65 (8): 54-56.

[5]. Gough-Perkins, Deborah. (2005). The Adolescent Learner: Fixing High Schools Educational Leadership, 62 (7): 88-89.

[6]. Kelly, Karen. (2010). Freshman Academies: A Study of Student Outcomes. (Doctoral dissertation). Retrieved from Pro Quest Dissertations and Theses. (Accession Order No. AAT3440881).

[7]. North Carolina Department of Public Instruction (2011). Websites : http://newschoolsproject. org/page.php?p=2.5 http://www.dpi.state.nc.us http://www.ascd.org/publications/newsletters/infobrief/wint er07/num48/toc.aspx at http://www.ncpublicschools.org/ research/dropout/reports

[8]. Part land, James, M. (2012). Talent Development High School Program Center for Research on the Education of Students Placed At Risk. John Hopkins University, Baltimore, Maryland http://www.csos.jhu.edu/talent/high.html

[9]. Quint, Janet. (2008). Lessons From Leading Models. Educational Leadership, 65 (8): 64-68.

[10]. Quint, J. (2008). Reshaping High Schools: Lessons from Leading Models. Educational Leadership, 65(8), 64-68.

[11]. Snell, J.C., & Marsh M. (2003). Meta–cognitive analysis: an alternative to literature reviews and meta–analysis for the sciences and the arts. Education, Vol. 124. Winter, 2003.

[12]. Wise, Bob. (2008). High Schools at the Tipping Point. Educational Leadership, 65 (8): 8-13.

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Research Paper

Modern Educational Technology: Educational Usages of Cell phone As Perceived by Students of Education Faculties

Ali Harba*

Lecturer, Education Faculty, Tishreen University.

Harba,A.M. (2012). Modern Educational Technology: Educational Usages Of Cell Phone As Perceived By Students Of Education Faculties.i-manager’s Journal on School Education Technology, 8(2), 24-32. https://doi.org/10.26634/jsch.8.2.2024

Abstract

This study investigated the educational use of cell phones at two Syrian education establishments. The research sample consisted of (n=184) students from the Department of Teacher Education at Tishreen and Damascus Universities. During the study, students filled in a self-report 17—item questionnaire. Survey results imply that cell phone use encourages students (41.30%) to acquire higher technological skills. In addition, (40.76%) of students who participated in the research also used the internet on their cell phone to look up related information. Further results showed that students at Tishreen University used the internet on their cell phone for more prolonged educational purposes than their peers at Damascus University.

References

[1]. Al-Mabrouk., Khalid and Soar, J. (2009). A delphi study on issues for successful information technology transfer in the Arab world. The International Arab Journal of Information and Technology. 6 (1),pp. 7-13. 2009.

[2]. Brown, J., and Metcalf, D. (2008). Mobile Learning Update. The MASIE Center & The Learning Consortium Saratoga Springs, NY 12866 USA. Retrieved June 9,2010 from www.masie.com.

[3]. Chen, G.D., Chang, C.K., and Wang. C.Y. (2008). Ubiquitous learning website: Scaffold learners by mobile devices with information-aware techniques. Computers & Education, 50 (2008). pp.77–90. Retrieved January 9,2011, from www.sciencedirect.com

[4]. Ferry, B. (2009). Using mobile phones to enhance teacher learning in environmental education. Research online. Faculty of Education, University of Wollongong, pp 45 - 55. Retrieved May 9,2010 from http://ro.uow.edu.au/.

[5]. Georgieva, E.S., Smarikarov, A., and Georgieva., T.S. (2011). Evaluation of mobile learning system. Procedia Computer Science 3 (2011). pp. 632–637.Retrieved December14,2011 from www.sciencedirect.com

[6]. Hakoama, M., and Hakoyama, S. (2011). The impact of cell phone use on social networking and development among college students. The American Association of Behavioral and Social Sciences Journal, Vol.15, pp.1- 20. Retrieved December 14, 2011 from www.sciencedirect.com

[7]. Hartnell, E., and Heym, N. (2008). How mobile phones help learning in secondary schools. A report to Becta March 2008, Learning Sciences Research Institute, University of Nottingham. Retrieved February15,2010 from www.lsri.nottingham.ac.uk.

[8]. Hashemi, M., and Ghasemi, B. (2011). Using Mobile Phones in Language Learning/Teaching. Procedia Social and Behavioral Sciences 15 (2011), pp. 2947–2951. Retrieved December 14, 2011, from www.sciencedirect.com

[9]. Idrus, R., and Ismail, I. (2010). Role of institutions of higher learning towards a knowledge-based community utilising mobile devices. Procedia Social and Behavioral Sciences 2 (2010) 2766–2770. Retrieved January 9, 2011, from www.sciencedirect.com

[10]. Katz, J.E. (2004). Mobile Phones in Educational Settings. Retrieved Februar y 15, 2010 from www.sciencedirect.com

[11]. Kumar, A., Tewari, A., Shroff. G., Chittamuru, D., Kam, M., and Canny, J. (2010). Exploratory Study of Unsupervised Mobile Learning in Rural India. CHI 2010, pp10–15, 2010, Atlanta, Georgia, USA. Retrieved April 9, 2011.

[12]. Lopez, G., Royo, T.M., Laborda, J.G., Calvo, F.G. (2009). Methods of adapting digital content for the learning process via mobile devices. Procedia Social and Behavioral Sciences 1 (2009),pp. 2673–2677. Retrieved February 2,2010 from www.sciencedirect.com

[13]. Misfsud, L. (2003). Learning 2go: Making reality of the scenarios?. In Proceeding of m-learning 2003:Learning with mobile devices” London: Learning and skills Development Agency. pp. 99 – 104.

[14]. Nordin, N., Embi, and Yunnis, M.M. (2010b). Mobile Learning Framework for Lifelong Learning. International Conference on Learner Diversity 2010. Procedia Social and Behavioral Sciences 7(C) (2010), pp. 130–138. Retrieved January 9,2011, from www.sciencedirect.com

[15]. Nordin, N., Embi, M.A., Hamza, M.I., and Yunnis, M.M., (2010a). The Mobile Learning Environment for the In-Service School Administrators. International Conference on Learner Diversity 2010. Procedia Social and Behavioral Sciences 7(C) (2010), pp. 671–679. Retrieved January 9,2011, from www.sciencedirect.com

[16]. Seibu, M.J., Biju, I. (2008). Mobile Technologies and its impact – an analysis in higher education context. IJIM –Vol 2, No 1, pp.17.

[17]. Sharples, M. (2007). Big issues in mobile learning. Report of a workshop by theKaleidoscope Network of Excellence Mobile Learning Initiative. The university of Nottingham, UK, pp.4-9.

[18]. Stockwell, G. (2010). Using mobile phone for vocabulary activities: examining the effect of the platform. Language Learning & Technology, Vol. 14, No.2, pp. 95–110. Retrieved January 9, 2011, from http://llt.msu.edu/vol14num2/stockwell.pdf

[19]. Suki, N.M., & Suki, N.M. (2007). Mobile Phone Usage for m-Learning: Comparing Heavy and Light Mobile Phone Users. Capmus - Wide Information System. Vol.24, No.5. pp 355-365. Retrieved January 9, 2011, from www.emeraldinsight.com/1065-0741.htm

[20]. Traxler, J. (2005). Defining mobile learning. In proceeding of International Conference Mobile Learning 2005.IADIS.University of Wolverhampton, pp.261-266.

[21]. Wentzel, P., Lammeren, R.V., Molendijk, M., Bruin, S. and Wagtendonk, A. (2005). Using Mobile Technology

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Research Paper

Listening to the reactions of people in the midst of change

Jill Friestad-Tate* , Craig McCoy**

*-** Professor, Kaplan University.

Friestad-Tate,J. and Mccoy,C. (2012). Listening To The Reactions Of People In The Midst Of Change.i-manager’s Journal on School Education Technology, 8(2), 33-43. https://doi.org/10.26634/jsch.8.2.2025

Abstract

The purpose of the study was to listen to reactions of key stakeholders experiencing profound organizational change. A case study was used to gather data from participants’ interview responses. Data analysis identified research-supported reactions; in addition, two unique themes were identified: constructive critique and ill-effects of good intentions. Listening to, understanding, and appreciating reactions and emotions during change provide valuable insights that help build organizational community and enhance the success of a change initiative.

References

[1]. Argyris, C. (1982). Reasoning, learning, and action: Individual and organizational. San Francisco: Jossey-Bass.

[2]. Ashkanasy, N., Zerbe, W.J., & C. Härtel (2002). Managing emotions in the workplace. Armonk, NY: ME Sharpe, Inc.

[3]. Austin, J. (2009). Mapping out a game plan for CHANGE. HRMagazine, 54(4), 39-42. Retrieved from Business Source Complete database.

[4]. Bacharach, S., Bamberger, P., & Sonnenstuhl, W. (1996). The organizational transformation process: The micropolitics of dissonance reduction and the alignment of logics of action. Administrative Science Quarterly, 41, 477-507.

[5]. Bartunek, J.M., Rousseau, D.M., Rudolph, J.W., & DePalma, J.A. (2006). On the receiving end: Sensemaking, emotion, and assessments of an organizational change initiated by others. Journal of Applied Behavioral Science, 42, 182-206.

[6]. Bateson, G. (1979). Mind and nature: A necessary unity. New York: Dutton.

[7]. Bell, V. (2006). Coping with change in the workplace: Four ways that people deal with change, available at: http://www.thefabricator.com/article/shopmanagement/c oping-with-change-in-the-workplace.

[8]. Bergquist, W. (1993). The modern organization: Mastering the art of irreversible change. San Francisco: Jossey-Bass.

[9]. Creswell, J.W. (1998). Qualitative inquiry and research design: Choosing among 5 traditions. Thousand Oaks, CA: SAGE Publications.

[10]. Dent, E.B., & Powley, E.H. (2002). “Employees actually embrace change: The chimera of resistance,” Journal of Applied Management and Entrepreneurship, 7(2), 56-73.

[11]. DuFour, R. (May 2004). What is a professional learning community? Educational Leadership, 61(8), 6-11, available at: http://pdonline.ascd.org/pd_online/ secondary_reading/el200405_dufour.html.

[12]. George, J.M., & Jones, G.R. (2001). Towards a process model of individual change in organizations. Human Relations, 54, 419-444.

[13]. Judge, T.A., Thoresen, C.J., Pucik, V., & Welbourne, T.M. (1999). Managerial coping with organizational change: A dispositional perspective. Journal of Applied Psychology, 84, 107-122.

[14]. Kanter, R.M., Stein, B.A., & Jick, T.D. (1993). The challenge of organizational change. New York: Free Press.

[15]. Kiefer, T. (2002). Understanding the emotional experience of organizational change: Evidence from a merger. Advances in Developing Human Resources, 4(1), 39-61.

[16]. Kuhn, T., & Corman, S.R. (2003). The emergence of homogeneity and heterogeneity in knowledge structures during a planned organizational change. Communication Monographs, 70, 198-229.

[17]. Leadership-and-Motivation Training (n.d.), available at : http://www.leadership-and-motivation- training.com/strategies-for-managing-change.html (accessed 7 March 2010).

[18]. Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.

[19]. Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: SAGE Publications.

[20]. National Academy for Academic Leadership (2007). Leadership and institutional change, available at: http://www.thenationalacademy.org/ready/change.html. NVivo qualitative data analysis software. QSR International Pty Ltd. Version 9, 2010.

[21]. Oreg, S. (2003). Resistance to change: Developing an individual differences measure. Journal of Applied Psychology, 88, 680-693.

[22]. Oreg, S., Vakola, M., & Armenakis, A. (2011). Change recipients' reactions to organizational change: a 60-year review of quantitative studies. Journal of Applied Behavioral Science, 47: 461. DOI:10. 1177/ 0021886310396550.

[23]. Singleton, R.A., & Straits, B. (1999). Approaches to social research. New York: Oxford University Press.

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[25]. Towne, J. (2011). Next generation: Computers in the classroom can transform education, available at: http://www.whotv.com/news/who-story-next-generationschools- 052110,0,4464731.story.

[26]. Trochim, W. (2001). The research methods knowledge base. Cincinnati, OH: Atomic Dog Publishing.

[27]. Weick, K., & Sutcliffe, K. (2001). Managing the unexpected-assuring high performance in an age of complexity. San Francisco: Jossey-Bass.

[28]. Wheatley, M. (1997). Goodbye, Command and Control. Leader to Leader, Summer, (5).

[29]. Whissell, C. (2001). The emotionality of William Blake's poems: A quantitative comparison of songs of innocence with songs of experience. Perceptual & Motor Skills, 92, 459-467.

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Research Paper

Multimedia Approach and Its Effect In Teaching Mathematics For The Prospective Teachers

D. R. Robert Joan* , S.P. Denisia**

* Research Scholar, Manonmaniam Sundaranar University, Tirunelveli.

** Principal, College of Education, Alagappa University.

Joan,D.R.R and Denisia,S.P. (2012). Multimedia Approach And Its Effect In Teaching Mathematics For The Prospective Teachers.i-manager’s Journal on School Education Technology, 8(2), 44-49. https://doi.org/10.26634/jsch.8.2.2026

Abstract

Multimedia improves the effectiveness of teaching learning process of multimedia in formal or informal setting and utilizing scientific principle. It allows us to sort out the information to analyse and make meaning for conceptualization and applications which is suitable for individual learners. The objectives of the study was to measure the effectiveness of the multimedia approach in teaching Mathematics for prospective teachers and the experimental research is essential for finding out into effective from the population of prospective teachers, the investigator selected 30 students from a college of education in Tamil Nadu. Tools used were Multimedia package for Mathematics prospective teachers developed by D. R. Robert Joan and S. P. Denisia, 2012 and Achievement test in Mathematics developed by D. R. Robert Joan and S. P. Denisia, 2012. In the experimental group, student teachers were taught the subject Mathematics by using this Multimedia package for Mathematics. The control group student teachers were taught using Active learning methodology. Findings of the study showed that there was significant difference between pre-test and post-test scores for the experimental group in learning Mathematics.

References

[1]. Al-Abbasi, Daniah. (2012). The Effects of Modality and Multimedia Comprehension on the Performance of Students with Varied Multimedia Comprehension Abilities when Exposed to High Complexity, Self-Paced Multimedia Instructional Materials. Journal of Educational Multimedia and Hypermedia, Vol 21. No 3, p215-239, Jul 2012.

[2]. Croy. (2002). Students produce with power point using multimedia in high school geometry. Dissertation Abstracts International, 63 (5).

[3]. Iserbyt, Peter, Mols, Liesbet, Elen, Jan, Behets, Daniel. (2012). Multimedia Design Principles in the Psychomotor Domain: The Effect of Multimedia and Spatial Contiguity on Students' Learning of Basic Life Support with Task Cards. Journal of Educational Multimedia and Hypermedia, Vol 21. No 2, p111-125, Apr 2012.

[4]. Marina.,& Aleksandar. (2011). Multimedia Approach in Teaching mathematics-Example of lesson about the Definite Integral application for determining an area. International Journal of Mathematical Education in Science and Technology, 42.

[5]. http://www.mgutheses.in/page/? q=T%201286 &search=E-content+learning+package& page

[6]. http:// search.proquest.com/

[7]. www.eric.ed.gov

[8]. www.inflipnet.com

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Research Paper

Technical Education in Pre and Post Independent India

Janardhan* , M Rajasekhar**

G. Janardhana * M. Rajasekhar **
* Department of Commerce, Sri Venkateswara University, Tirupati.

** Professor, Department of Commerce, Sri Venkateswara University, Tirupati, and Andhra Pradesh.

Janardhana,G. and Rajasekhar ,M. (2012). Technical Education In Pre And Post Independent India.i-manager’s Journal on School Education Technology, 8(2), 50-55. https://doi.org/10.26634/jsch.8.2.2027

Abstract

This paper deals with technical education growth, policies in pre and post independent India. The world is moving forward rapidly and positively, into an era where societies and economies are incrementally based on knowledge. The importance of nations in the 21st Century shall be judged not by their economic strength alone, but also by their power to conceptualize, innovate, invent and bring the benefits of these inventions to their people. With the beginning of the Industrial Revolution, new technologies like business management, pharmacy, and computer technology were developed. The Government emphasized the need for technical manpower to handle these organizations and directed the states to develop technical education on a fast track mode. The All India Council for Technical Education (AICTE) was set-up in November 1945 as a national level apex advisory body and, later on, in 1987 it was given the statutory status by an act of parliament. Due to efforts and initiatives taken during successive Five Year Plans technical education witnessed tremendous growth in quantitative terms with the establishment of engineering colleges, polytechnics, Industrial Training Institutes and so on. But mere quantitative increase in the number of institutions imparting technical education will not help India in realizing her dream of establishing the knowledge society of the future.

References

[1]. Association of Indian Universities http://www.aiuweg.org/index.asp.

[2]. All India Council for Technical Education http://www.aicte.india.org/.

[3]. Abbot-wood Report, (1936-37). Zakir Hussain Committee's Report, See http://www.education.nic.in/ cd50years/g/w/16/0W160301.htm.

[4]. Calcutta University Commission, (1917). See http://www.education.nic.in/cd50years/g/w/16/0W160301. htm

[5]. Committee on Emotional Integration (1961). Ministry of Education, New Delhi.

[6]. Committee on Plan Projects, (1961). Study Team for Selected Educational Schemes. New Delhi.

[7]. Education Commission: Education and National Development (1964-66). Ministry of Education, New Delhi.

[8]. Government of India, (1913). Government Resolution on Educational Policy (1913) See http://www.education.nic.in/ cd50years/g/w/16/0W160301.htm.

[9]. Government of India, Planning Commission (2011). Faster, Sustainable and more Inclusive Growth: An Approach paper to the 12th Five Year Plan.

[ 1 0 ] . Hartog Committee, (1929). See http://www.education.nic.in/cd50years/g/w/16/0W160301. htm.

[11]. Indian Education Commission, (1882). See http://www.education.nic.in/cd50years/g/w/16/0W160301. htm.

[12]. Indian Universities Commission (1902). See http://www.education.nic.in/cd50years/g/w/16/0W160301. htm.

[13]. National Policy on Education, (1986). Programme of Action 1992. Department of Education, Ministry of Human resource Development, New Delhi.

[14]. National Knowledge Commission, (2006-09). See http://www.Knowledge commission.gov.in/.

[15]. Prof. Yashpal Committee Report, (2009). Report of 'The Committee to Advice on Renovation and Rejuvenation of Higher Education'. See http://www.hinduonnet.com/nic/ Yashpalreport.htm.

[16]. Report of the University Education Commission, (1948-49). Ministry of Education, New Delhi.

[17]. Report of the Secondary Education Commission, (1952-53), Ministry of Education New Delhi.

[18]. Report of the Committee on Higher Education for Rural Areas, (1954). Rural Institutions, Ministry of Education New Delhi.

[19]. Report of the National Committee on Women's Education, (1958). Ministry of Education, New Delhi.

[ 2 0 ] . Sapru Committee (1934). Report See http://www.education.nic.in/cd50years/g/w/16/0W160301. htm.

[ 2 1 ] . Sargent Report (1944). See http://www.education.nic.in/ cd50years/g/w/16/ 0W160301.htm.

[22]. Study Group on the Training of Elementary Teachers in India (1961). AICEE, Ministry of Education, New Delhi.

[23]. Study Group on the Study of English in India, (1964). Ministry of Education, New Delhi.

[24]. Teacher Education in Five Year Plans, (1951-97). Planning Commission, New Delhi.

[25]. University Grants Commission, (1960). Report of the Review Committee on Education UGC, and New Delhi.

i-manager's Journal on School Educational Technology (JSCH)

Current Issue Vol. 19 Issue 2

Most Read

Most Cited

Volume 8 Issue 2 September - November 2012

Counseling Instruction in the Online Classroom: A Survey of Student and Faculty Perceptions

Gina Cicco*

Assistant Professor of Counselor Education, St. John's University, Queens, New York.

Cicco ,G. (2012). Counseling Instruction In The Online Classroom: A Survey Of Student And Faculty Perceptions.i-manager’s Journal on School Education Technology, 8(2), 1-10. https://doi.org/10.26634/jsch.8.2.2022

Abstract

References

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Using Innovative Technical Solutions as an Intervention for At Risk Students: A Meta–Cognitive Statistical Analysis to Determine the Impact of Ninth Grade Freshman Academies, Centers, and Center Models upon Minority Student Retention and Achievement

James Edward Osler II* , Carl Waden**

* North Carolina Central University, Carl Waden, Southeastern Baptist Theological Seminary. ** Assistant Principal, Eastern Alamance High School, Mebane.

Abstract

References

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Modern Educational Technology: Educational Usages of Cell phone As Perceived by Students of Education Faculties

Ali Harba*

Lecturer, Education Faculty, Tishreen University.

Harba,A.M. (2012). Modern Educational Technology: Educational Usages Of Cell Phone As Perceived By Students Of Education Faculties.i-manager’s Journal on School Education Technology, 8(2), 24-32. https://doi.org/10.26634/jsch.8.2.2024

Abstract

References

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Listening to the reactions of people in the midst of change

Jill Friestad-Tate* , Craig McCoy**

*-** Professor, Kaplan University.

Friestad-Tate,J. and Mccoy,C. (2012). Listening To The Reactions Of People In The Midst Of Change.i-manager’s Journal on School Education Technology, 8(2), 33-43. https://doi.org/10.26634/jsch.8.2.2025

Abstract

References

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Multimedia Approach and Its Effect In Teaching Mathematics For The Prospective Teachers

D. R. Robert Joan* , S.P. Denisia**

* Research Scholar, Manonmaniam Sundaranar University, Tirunelveli. ** Principal, College of Education, Alagappa University.

Joan,D.R.R and Denisia,S.P. (2012). Multimedia Approach And Its Effect In Teaching Mathematics For The Prospective Teachers.i-manager’s Journal on School Education Technology, 8(2), 44-49. https://doi.org/10.26634/jsch.8.2.2026

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Technical Education in Pre and Post Independent India

Janardhan* , M Rajasekhar**

G. Janardhana * M. Rajasekhar ** * Department of Commerce, Sri Venkateswara University, Tirupati. ** Professor, Department of Commerce, Sri Venkateswara University, Tirupati, and Andhra Pradesh.

Janardhana,G. and Rajasekhar ,M. (2012). Technical Education In Pre And Post Independent India.i-manager’s Journal on School Education Technology, 8(2), 50-55. https://doi.org/10.26634/jsch.8.2.2027

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* North Carolina Central University, Carl Waden, Southeastern Baptist Theological Seminary.

** Assistant Principal, Eastern Alamance High School, Mebane.

* Research Scholar, Manonmaniam Sundaranar University, Tirunelveli.

** Principal, College of Education, Alagappa University.

G. Janardhana * M. Rajasekhar **
* Department of Commerce, Sri Venkateswara University, Tirupati.

** Professor, Department of Commerce, Sri Venkateswara University, Tirupati, and Andhra Pradesh.