iosr-JRME   Volume-1 ~ Issue-2

Abstract: An attempt has been made to investigate the influence of gender differences of the children of the working and non-working mothers in perception of parental behaviour. The sample consisted of 180 boys and girls studying in the institutions of Dehradun District, Uttarakand. The perception of parental behaviour(mother's behaviour) was assesses with the help of PCRQ developed by Dr. R.A. Sing (1981). The data were analysed by Mean, S.D. and 't' ratio. The results indicate that parental behaviour (mother's behaviour) changes with respect to gender. It was found that influence of gender difference of the children of working and non-working mothers different. However, significant difference was observed in non-working mothers behaviour on dominating, rejecting and disciplining variables for boys and girls. It was also found that girls perceived their working and non-working mothers more loving than boys

[1]. Bhargava, Mahesh and Aurora, Saroj (2001): Parental Behaviour, H.P, Bhargava Publishers, Agra Baya and Amal Roby. (1993 ),The Effect of Mother‟s Employment and Social Class.
[2]. Dissertation Abstract International, 53(10),3443.
[3]. Desai, Neera. (1957): Women in Modern India, Bora and Company publishers, P.Ltd.
[4]. Hayghe, H. (1982). Dual-earner Families: Their Economic and Demographic Characteristics. In J. Alodous(Ed.), two paychecks: life in dual- earner families (27-40) Beverly hills, CA: Sage.
[5]. Pleck, J.h. (1985). Working Wioves/Working husband. Braverly Hills.
[6]. Pandey, S.K. (2005): A study of influence of Gender Differences In Perception Of Parental Behaviour, Indian Educational Review, vol.41, no.2, pp. 118-124.
[7]. Saini, Sarita (2005): Family Environment and Academic Achievement of Aolescent children of Working and Non-working Mothers, Indian Educational Review,vol.41, No.2, pp. 87-95.
[8]. Wadkar, A.J. and Palasane, M.N. (1987) "Sex-differences in child‟s perception of Parent-child relations". Journal of psychological researches Vol.31, No.3, pp.160-165.

Abstract: Everybody deals with negative, unpleasant and stressful events from time to time in every field. And they respond to their own way .Especially teaching profession is multidimensional. In this perspective sometimes their emotions affect and intertwined with many of their cognitive process like thinking, decision making and problem solving abilities. The present study was conducted to identify the cognitive emotion regulation of male and female teachers with experience above 10 years and below 10 years in sri vijay vidyalaya matriculation higher secondary school, Dharmapuri, Tamilnadu. Hence for this intention survey method was used. 55 male and 55female teachers were selected, for the sample by adopting stratified random sampling technique. The data was collected by using cognitive emotion regulation questionnaire (CERQ) (Garnefski et al., 2001) was used to assess what teachers tend to think after the experiences of threatening or stressful life events. The data was analyzed by using't' test. The findings of gender analysis indicates that female teachers possess more cognitive emotion regulation than Male teachers whereas analysis of experience indicates that teachers who are having more than 10 years are having greater cognitive emotional strategy than teachers with less than 10 years experience.

Key words: cognitive emotion regulation, teachers, gender, experience.

[1] Anderson, C. A., Miller, R. S., Riger, A. L., Dill, J. C., & Sedikides, C. (1994). Behavioral and characterological styles as predictors of depression and loneliness: review, refinement, and test. Journal of Personality and Social Psychology, 66, 549–558.
[2] Arrindell, W. A., & Ettema, J. H. M. (1986). SCL-90. Handleiding bij een multidimensionele psychopathologie-indicator (Manual for a multidimensional psychopathology-indicator/Dutch translation and adaptation). Lisse: Swets & Zeitlinger B.V.
[3] Beck, A. T. (1976). Cognitive therapy and the emotional disorders. New York: International Universities Press.
[4] Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: a theoretically based approach.
[5] Journal of Personality and Social Psychology, 56, 267–283.
[6] Derogatis, L. R. (1977). SCL-90: administration, scoring and procedures manual-I for the (revised) version. Baltimore: John Hopkins University School of Medicine, Clinical Psychometrics Research Unit.
[7] Ellis, A. (1962). Reason and emotion in psychotherapy. New York: Lyle Stuart.
[8] Fivush, R., & Buckner, J. P. (2000). Gender, sadness, and depression: the development of emotional focus through gendered discourse. In A. Fischer (Ed.), Gender and emotion: social psychological perspectives (pp. 232–253). Cambridge: University Press.
[9] Garnefski, N., Kraaij, V., & Spinhoven, Ph. (2001). Negative Life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, 30, 1311–1327.
[10] Gross, J. J. (1999). Emotion regulation: past, present, future. Cognition and Emotion, 13, 551–573.

Abstract: The reform in the health services that stresses on professionalism had brought the necessity to adopt outcome based education (OBE) in medical education. It is an approach of education that clearly identifies its intended final product – students' competencies by determining the final curriculum outcome - a head of planning the framework of the curriculum. The unambiguous outcome is used to plan the curriculum, monitor its implementation, evaluate it and assess student's achievement. The present paper is review of the origin, advantages, disadvantages, pitfalls and guidelines in implementation of outcome-based education. It is an attempt to provide a comprehensive coverage of a very popular current trend in medical education.

Key words: outcome-based education, medical education trends, curriculum planning

[1} Harden, R.M., Davis, M.H. & Crosby, J.R. (1997). The new Dundee medical curriculum: a whole that is greater than the sum of the parts, Medical Education, 31, 264–271.

[2] McNeil P H., Hughes CS, Toohey SM &Dowton SB (2006). An innovative outcomes-based medical education, program built on adult learning principles. Medical Teacher, Vol. 28, No. 6,. 527–534

[3] Harden, R.M. (2002a) Developments in outcome-based education, Medical Teacher, 24, 117–120.

[4] Harden, R.M., Crosby, J.R. & Davis, M.H. (1999). AMEE Guide No. 14: Outcome-based education: Part 1—an introduction to outcome based education, Medical Teacher, 21, 7–14.

[5] Schwartz, M.R. &Wojtczak, A. (2002) Global minimum essential requirements: a road towards competence-oriented medical education, Medical Teacher, 24, 125–129.

[6] Australian Medical Council (2002) Assessment and Accreditation of Medical Schools: Standards and Procedures, AMC, Canberra). [7] Simpson, J.G., Furnance, J., Crosby, J., Cummings, A.D., Evans, P.A., Friedman, M., et al. (2002) The Scottish doctor—learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners, Medical Teacher, 24, 136–143.

[8] Harden, R.M. (1986). Ten questions to ask when planning a course or curriculum. ASME Medical Education booklet no 20, Medical Education, 20, 356-365.

[9] Spady, W. (1988). Organizing for results: the basis of authentic restructuring and reform.Educational Leadership. Vol. 46, No. 2 4–8. [10] Spady, W. (1993).Outcome-based Education.Belconnen, ACT: Australian Curriculum Studies Association.

Abstract: The intensity of teachers' creativity, attitude and commitment are considered as key factors in the success of the current educational reform agenda, as it heavily influences the teachers' willingness to engage in cooperative, reflective and critical practice to develop students' proficiency or performance in English language. This study examined the effect of creative thinking, creative teaching, creative learning, teachers' attitude and teachers' commitment on students' proficiency in English language. Three hundred and ten teachers at private schools were surveyed for this purpose. The results of this study revealed that creative thinking, creative learning, creative teaching, teachers' attitude and teachers' commitment positively and significantly influence the students' proficiency in English language.

Keywords: Students' Proficiency, Teachers' Creativity, Attitude, Commitment, creative teaching, teachers' commitment, students' proficiency

[1]. Barron, E. (1988). Putting creativity to work, in: R.J. Sternbergy (Ed.). The nature of Creativity: contempory psychological perspectives (new York, Cambridge University Press.
[2]. Blackorby, J., Chorost, M., Garza, N. and Guzman, A. (2003). The Academic Performance of Secondary School Students with Disabilities.
[3]. Boden, M. (2001). Creativity and Knowledge. In A. Craft, B. Jeffrey & M. Leibling (Eds.), Creativity in education (pp. 95-102). London: Continuum.
[4]. Carnegie Forum on Education and the Economy. (1986). A Nation Prepared: Teachers for the 21st Century. New York: Carnegie Forum.
[5]. Cohn, E., Cohn, S., & Bradley, J. (1995). Note taking, working memory, and learning in principles of economics. Journal of Economic Education, 26, 291–308.
[6]. Conley, S. and Cooper, B. (1991). The School as a Work Environment: Implications for Reform. Boston: Allyn and Bacon.
[7]. Craft, A. (2005). Creativity in schools: tensions and dilemmas. London: Routledge

Abstract: Because English and Arabic are not from the same linguistic family, they display huge grammatical differences. Indeed, some elements in English grammar are not even found in Arabic. Therefore, Arab students face difficulties understanding these elements, particularly the usage and function of the verbs be, do, and have and applying the present perfect tense correctly. This paper aims to help Arab young learners overcome these difficulties by designing a new method to facilitate and accelerate learning English grammar. This method depends on teaching each verb as a main part of a unit rather than as a small part of a grammar rule that is covered at the end of a unit, which may not serve the unit's topic. In this way, students can learn the conjugation of the verb as well as how to form questions, make negatives, and, most importantly, apply it properly in real life. Further, the present perfect tense is connected with the present, present progressive, and present perfect progressive in one unit or one chapter in order for learners to better imagine the sequence of time.

Keywords: Arab learners, English grammar, Foreign language, Language acquisition, Language and culture

[1] Abisamra, N. An analysis of errors in Arabic speakers‟ English writings. American University of Beirut. 2003, Retrieved from http://abisamra03.tripod.com/nada/languageacq-erroranalysis.html.

[2] Alam Khan, Intakhab. Role of Applied Linguistics in the Teaching of English in Saudi Arabia. International Journal of English Linguistics, Vol. 1, No. 1; March, 2011.

[3] Al-Jarf, Reima Sado. Analysis of Grammatical Agreement Errors in L1/L2 translation. International Review of Applied Linguistics, 38, 2000, pp. 1-15.

[4] Ara, Shaheen. Use of Songs, Rhymes and Games in Teaching English to Young Learners in Bangladesh. The Dhaka University Journal of Linguistics Vol. 2 No.3, February, 2009.

[5] Bisson, Christian and John Luckner. Fun in Learning: The Pedagogical Role of Fun in Adventure Education. Journal of Experimental Education, Vol. 9, No. 2, 1996, pp 109-110.

[6] Brown, H. Douglas. Principles of Language Learning and Teaching. (San Francisco University, Pearson Longman, 2000).

[7] Çakir, I. A problem tense to teach: The present perfect. ELT Weekly, 3(80), 2011. [8] Eid, A. The present tense between English and Arabic: A comparative study. Zarqa Private University, Amman, Jordan, 2006. Retrieved from http://www.scribd.com/doc/4616192/. [9] Ellis, N. C. At the interface: How explicit knowledge affects implicit language learning. Studies in Second Language Acquisition, 27, 2005, 305–352.

[10] Fenner, A-B. Cultural Awareness and Language Awareness Based on Dialogic Interaction with Text in Foreign Language Learning. (Malta: Council Publishing, 2001).

Abstract: Testing and evaluation of language skills and competencies are very important components of language teaching. Testing becomes an integral part of teaching because it provides significant information or inputs about the growth and achievement of learner's difficulties, styles of learning, anxiety levels. Effective teaching and effective testing are two sides of the same coin. A curriculum is what constitutes a total teaching- learning programme composed of overall aims, syllabuses, materials, methods and testing in short. It provides a framework of knowledge and capabilities, selected to be appropriate to a particular level. Test evaluates not only the progress and achievement of learners but also the effectiveness of the teaching materials and methods used.

Keywords: Evaluation, Evaluand, Language, Skill, Test

[1]. Rossi, P.H. Lipsey, M.W., & Freeman, H.E. (2004). Evaluation: A systematic approach (7th ed.)..
[2]. Reeve, J. Peerbhoy, D. (2007). "Evaluating the evaluation: Understanding the utility and limitations of evaluation as a tool for organizational learning". Health Education Journal
[3]. Hurteau, M.; Houle, S., & Mongiat, S. (2009). "How Legitimate and Justified are Judgments in Program Evaluation?" Evaluation
[4]. Potter, C. (2006). "Psychology and the art of program evaluation". South African journal of psychology.
[5]. Joint Committee on Standards for Educational Evaluation
[6]. American Evaluation Association Guiding Principles for Evaluators
[7]. UNEG
[8]. DAC Network on Development Evaluation Home Page
[9]. House, E. R. (1978). Assumptions underlying evaluation models. Educational Researcher.
[10]. Stufflebeam, D. L., & Webster, W. J. (1980). "An analysis of alternative approaches to evaluation". Educational Evaluation and Policy Analysis.

Abstract: Environmental protection is influenced by three interwoven factors: environmental legislation, ethics and education. Each of these factors plays its part in influencing national-level environmental decisions and personal-level environmental values and behaviors. For environmental protection to become a reality, it is important for societies to develop each of these areas that, together, will inform and drive environmental decisions. Here we are focusing about the role of environmental aspects through education in schools. In this paper an attempted has been made to study programmers' of four schools about the environmental preservation under the bharalumukh area. The objectives of he study is to know about the planning of the schools in order to preserve about environmental issues and To know about the programmers activities done by the schools. Tools for the study were self made questionnaire made by the investigator and a descriptive survey method was adopted.

[1]. Akhtar, Sahidullah, Das.environmental and population education, Assam Book Depot, second edition July 2010.
[2]. Assam Higher Secondary Education Council, A text book on Education for Higher Secondary second year. First Edition 2011.
[3]. Kaushik and Kaushik 2004 perspectives in environmental Science New age international ltd publishers
[4]. Sharma.R.A. 2009 Environmental education, Vinay rakheja Book deptt, revised edition.

Abstract: The Study examined the use of virtual oscilloscope as alternative instructional materials for teaching electronics at the technical colleges in North East geopolitical zone of Nigeria. Two research questions were formulated to guide the study. The population for the study consisted of 160 students from four science and technical colleges that offer RTE, from which 124 students were sampled and randomly assigned to either experimental group or control group. A structured questionnaire titled; researcher made achievement test (RMAT) which is same for pretest and the researcher made retention test (RMRT) but numbering varies, were used. It consists of 45 items and a researcher made performance test (RMPT) was used for data collection. The drafts of the RMAT and a table of specification were given to six experts from two universities for validation. The test-retest method was employed for testing the reliability of the instrument. The reliability coefficient obtained was r = 0.78 and was found suitable. The simple mean and standard deviation were used to analyze the data for answering the research questions. The findings include, the virtual oscilloscope was tested with no problem and could display various waveforms; measure voltages, time and frequency and detect signals. It was recommended among others that; due to its numerous advantages, which include large screen using data projector for demonstration, easier to operate, portability, among others. All hands must be on deck, to see that the virtual oscilloscope is purchased by all concerned and used to complement the real oscilloscope for teaching not only RTE but all related areas.

Keywords: Achievement test, Instructional materials, Performance test, Real oscilloscope, Virtual oscilloscope

[1] Federal Republic of Nigeria, National Policy on Education, (2nd edition, Yaba, Lagos, 1985

[2] National Business and Technical Education Board Syllabus, Engineering trades (based on modular curriculum) Benin, NABTEB,2003 .[3] National Board for Technical Education (NBTE), Annual Examination Report. (Kaduna, NBTE, 2006, 2007&2008)).

[4] H. A .Olumese, Vocational and Technical education in Nigeria. Issues, problems and prospects, Nigeria Journal of Curriculum studies 11(I) 2004, 73 – 77.

[5] A. E.. Jega, An Investigation of the Relation between Academic Achievement of Students in Physics and Electrical Technology Programme, Journal of Technical Teacher Education, 4(6), 2004, 24-27.

[6] L. Ohakwe, Problems and Prospects in the teaching and learning of Science. Nigerian Journal of Research in Education 1(1), 2004, 158-161.

[7] J.D. Medugu, The effectiveness of a digital oscilloscope for the teaching of some Radio, Television and electronics work concepts at the technical college level, doctoral diss. Vocational and Technology Education programme, A.T.B.U., Bauchi, . 2011.

[8] J. L. Adeyanju, Production of cheap Instructional Materials for the 6-3-3-4 System of education with emphasis on the first six years. Trends and Research in Educational Technology, 2000, 45-53.

[9] E. N. Ezeanya., The status of instructional materials in schools, Nigeria Journal of curriculum studies, special, 2002, 67-73.

[10] N. Bill, Computer as an Instructional aids. Journal of Educational Computing Research.5 (11), 2003, 431-444.

Abstract: John Dewey is considered to be the philosophical father of experiential education or "progressive education", his theory of experience will continue to be read and discussed not only within education but also in philosophy and psychology. In "Experience and Education" Dewey started by saying that education had been divided into traditional and progressive education.

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Abstract: On Aprill8, 1967, Norwood Russell Hanson, Professor of Philosophy at Yale University, U.S.A., who was one of the greatest 20th century American Philosophers of Science, was flying his own plane to lecture at Cornell University, died in the crash near Cartland in New York State, when he was just 43 years old. Hanson, who was popularly known as "The Flying Professor", critically evaluated the fundamental presuppositions of the British positivist tradition in philosophy of science and gave a new direction to the history and philosophy of science. N.R.Hanson , a student of Wittgenstein, was a pioneer in advancing the thesis that observation is theory laden. For him observation language and theory language are deeply interwoven. Hanson made serious efforts to formulate a logic explaining how scientific discoveries take place. The recognition of centrality of patternizing in scientific theorizing by NR Hanson will enable us to realize what mode of thinking we must inculcate in the minds of science students and also how to enable them to see the relation between science and other domains of human creative endeavor such as art,craft,dance , literature ,etc. This article is an attempt to understand how Hanson addressed the question how are scientific ideas generated and the significance of his contributions to education.

Key Words: hypothesis, hypothetic-deductive logic, abduction, retroduction, inductive reasoning, patternizing.

[1]. Baumrin,B. (1963).( Editor) , Philosophy of Science. The Delaware Seminar, Interscience Vol.2. D Reidel Pub.
[2]. Duschl, R. A. and R. I. HAMILTON, (1992): Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice. Albany: State University of New York Press.
[3]. Giere, R. N. Ed. (1992): Cognitive Models of Science. Minnesota Studies in the Philosophy of Science, vol. 15. Minneapolis: University of Minnesota Press.
[4]. Giere, R. N. (1994): "The Cognitive Structure in Scientific Theories", Philosophy of Science, 61: 276-296.
[5]. Hanson, N.R. (1963). The Concept of the Positron. Cambridge: Cambridge University Press.
[6]. Hanson, N.R. (1963). " Retroductive Inference." In Baumrin:26-27
[7]. Hanson, N.R. (1972). Observation and Explanation: A Guide to Philosophy of Science. London: George Allen and Unwin.
[8]. Hanson, N.R. (1981). Patterns of Discovery. Cambridge University Press. Leplin, Jarrett. 1980. "The Role of Models in Theory Construction." In Nickles:267.
[9]. Lugg, Andrew. (1985). " The Process of Discovery." Philosophy of Science 52:2:209.
[10]. Monk, Robert.( 1980). " Retroductive Reasoning and the Structure of Scientific Research." In Nickles:342.

Abstract: Tertiary education usually indicates higher education particular to undergraduate and graduate programs of study, which comes after elementary and high school completion. After the enactment of the Private University Act in 1992, the private universities in Bangladesh recorded a phenomenal growth. Both the sectors are providing a higher education and making a competitive environment. But in practice, some private universities are very weak and some questions are here about the quality of education. May be those universities are using all modern training aids but are the students benefiting? We know prime aim of a teacher is to make his/her listeners understand and for that a flow of communication between these two agents is very vital. A teacher has to be very likely with the capability of making other's understand. On the other hand, listeners have to be responsive. Earlier chalk, black-board etc. were used by the teachers as a training aid. But with the advancement of science and technology, slide projectors came into play, after that overhead projectors and now we are in the age of multimedia projectors. But the question remains about the effectiveness of these advance technologies. Are these advance technologies making students more responsive or making a scope for them to remain silent?

Key Words: Higher Education, History, Few Recommended methods, Present Experience, Solution.

[1]. Dabbagh, N. (2005). Pedagogical models for E-Learning: A theory-based design framework.
[2]. International Journal of Technology in Teaching and Learning, 1(1), 25-44.
[3]. Dabbagh, N., & Kitsantas, A. (2009). Exploring how experienced online instructors use integrativelearning technologies to support self-regulated learning. International Journal of Technology in Teaching and Learning, 5(2), 154-168.
[4]. Daniel, S.K. (2004). Conception and Implementation of Rich Pedagogical Scenarios through Collaborative portal sites, in Mario Tokoro and Luc Steels (eds.) The Future of Learning II, Sharing representations and Flow in Collaborative Learning Environments, IOS Press, 2004.
[5]. Deden, A (2005). Program packaging and e-support for online student retention. Retrieved from http://:www.odlaa.org/events/2005conf/nonref/odlaa2005Deden.pdf
[6]. Hathaway, D.M. (2009). Assessing quality dimensions and elements of online learning enacted in a higher education setting. PhD dissertation, George Mason University. Retrieved from http://digilib.gmu.edu:8080/bitstream/1920/4593/1/Hathaway_Dawn.pdf
[7]. Jara, M., & Mohamad, F. (2007). Pedagogical templates for e-learning. Occasional papers in Workbased learning 2, Institute of Education, University of London. Internet 8 November 2007: Retrieved from http://www.wlecentre.ac.uk/cms/files/occasionalpapers/wle_op2.pdf

Abstract: Generic skills are key competencies that can be used across a large number of different occupations and they provide a platform for the development of employability skills needed by young people and adults. This study investigated the influence of generic skills on the employability of Electrical Installation and maintenance students in Technical Colleges of Akwa Ibom State. It employed the survey research design, 3 research questions and 2 null hypotheses guided the study. A total of 60 Electrical Installation students drawn from a population of 80 students were randomly stratified to form the sample. The researchers developed instrument tagged "electrical Installation employability indices" (EIEI) was used for data collection. The instrument was face and content validated and the reliability index was established at .89 using the test retest method. The statistical tools used for the study were mean and Analyysis of Variance (ANOVA). The research findings reveal that Electrical Installation students possess essential generic skills and it was concluded that the generic skills have an influence on their employability. It was recommended that lecturers emphasize the importance of generic skills and they should also encourage group discussions in classrooms.

Keywords: generic skills, employability, TVET, Electrical Installation and maintenance

[1]. Ali S., & Frederickson, N. (2006). Investigating the evidence base of social stories. Educational Psychology in Practice, 22(4), 355–77.
[2]. Clayton, B. (2002. July 10th-12th). Impacting on policy and practice: implications of assessment research. Paper presented at the 11th national VET research conference, Brisbane.
[3]. Coates, D. E. (2006) People Skills Training: Are you getting return on investment? Performance Support Systems, Retrieved 2 March 2011 from http://www.praxisconsulting.org /PeopleSkills.pdf.
[4]. Firth, M. (2011).What job skills are employers looking for today? Retrieved from http://www.suite101.com/content/what-job-skills-are-employers-looking-for-today-a282039#ixzz1CWcHpHQy
[5]. Imeokparia, P. & Ediagbonya, K. (2012). Employability of business education graduates. International Research Journals, 3(8), 645-651
[6]. Jane, H.(2012). Instructional design and e-learning. Retrieved from www.thelearningcoach.com/elearning2.0/social-media-and-learning/
[7]. Kearns, P. (2001). Generic Skills for the New Economy. Australia: National centre for vocational education and research.
[8]. Leuven, E. & Oosterbeek, H., (2011). Overeducation and mismatch in the labour market. Institute for the study of labour (Iza). Discussion Paper No. 5523 February 2011.
[9]. Smith, E. M., Ford, J. K., & Kozlowski, S. W., (1997). Building adaptive expertise: Implications for training design. In M. A. Quinones and A. Dudda (Eds.). Training for 21st century technology: Applications of psychological research. Washington, DC: APA Books.