This paper reports findings from the study that assessed the first year Indian ESL students’ awareness of reading strategy use. It also investigated the relationship that exists between reading strategy use and the reading comprehension achievements of the Indian ESL students. The study utilized two instruments such as SORS and RCT which is the modified version of TOEFL reading comprehension. The reading strategies are classified into the global, problem solving and supporting. The results showed that the students employed problem solving strategy the most and they least preferred to use global strategies. The difference in the strategy use is statistically significant except for supporting strategy. The high proficiency students over performed the middle and the low proficiency students in terms of strategy use. Overall, the reading strategy use moderately correlated with the reading comprehension achievement of the Indian students. There is a significant difference in the use of strategy by Gender, in which the female students reported using more strategy than that of male students. The pedagogic implications of these findings are discussed in terms of practices in the Indian society. Thus, the study identifies the Indian ESL students, reading strategy preferences and suggests remedial measures for classroom teaching.
Violence against children is continuing in schools across India in spite of the strict laws against the use of Corporal Punishment (CP) at schools. The purpose of this study is to identify the reasons for the perpetration of corporal punishments at a random selection of Indian schools as experienced by the students. The population of the sample is small but and the result may be indicative and at the same time may not reflect the condition in the whole of India. The study focuses on the notions of violence within family and the actions of violence which are socio-culturally judged as acceptable in the form of CP at school. The findings show that students moderately approve violence in the form of CP at schools. The findings also suggest that perceived parental approval of CP highly influenced the children to psychologically adjust and approve the violence at schools. The study further suggests the need to strengthen the bonds of trust among parents-child relationships in order to curb the menace of CP at schools.
In the 21 st century, the processes of learning is redefined and modified with the advancement in educational technology. The limitations of physical environment are substituted by online environment by providing opportunities to interact and discuss more widely and constructively. Discussion of content, and application of content is gaining importance along with knowing the content. In present scenario one can access courses available online and participate in discussions which may result in knowledge accumulation, building professional relationships and exposure to one's own field. Research shows significance of online interactions in teacher education and how it is closely viewed from the lenses of Social Constructivist Theory. But limited research is conducted to know how online platforms and other factors affect interactions of student teachers and in-service teachers. The present research conducts a review analysis to know about the online platform and other factors which impact interactions of both student teachers and in-service teachers in technology-supported learning environment. Through observations it is concluded that knowledge sharing coupled with knowledge construction in groups/collaborative platforms need to be encouraged keeping in view the factors which influence such process. Social interactions are essential for professional growth but while including them in educational courses the attitudes, motivational levels of course participants should be taken into consideration. This will help adding value to the process.
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