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	<title>School of Educators &#187; Research</title>
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	<link>http://schoolofeducators.com</link>
	<description>A perfect resource for Principals, Coordinators, Heads and Teachers</description>
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		<title>Annual Status of Education Report (ASER) 2011</title>
		<link>http://schoolofeducators.com/2012/01/annual-status-of-education-report-aser-2011/</link>
		<comments>http://schoolofeducators.com/2012/01/annual-status-of-education-report-aser-2011/#comments</comments>
		<pubDate>Mon, 30 Jan 2012 13:17:06 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Research]]></category>
		<category><![CDATA[RTE]]></category>
		<category><![CDATA[Statistics]]></category>
		<category><![CDATA[Annual Status of Education Report (ASER) 2011]]></category>
		<category><![CDATA[indian education statistics]]></category>
		<category><![CDATA[right to schooling]]></category>
		<category><![CDATA[school statistics]]></category>
		<category><![CDATA[school survey report]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=3288</guid>
		<description><![CDATA[The Annual Status of Education Report (ASER) 2011, a survey of government and private schools in rural areas conducted by the NGO Pratham, shows a decline in schoolchildren&#8217;s &#8220;learning outcome levels&#8221; compared with the previous year, whether in reading or arithmetic skills. &#160;]]></description>
		<wfw:commentRss>http://schoolofeducators.com/2012/01/annual-status-of-education-report-aser-2011/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Continuous Comprehensive Quality Management</title>
		<link>http://schoolofeducators.com/2012/01/continuous-comprehensive-quality-management/</link>
		<comments>http://schoolofeducators.com/2012/01/continuous-comprehensive-quality-management/#comments</comments>
		<pubDate>Tue, 24 Jan 2012 08:57:33 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[CCE]]></category>
		<category><![CDATA[Research]]></category>
		<category><![CDATA[Anshu Arora]]></category>
		<category><![CDATA[ccqm]]></category>
		<category><![CDATA[Continuous Comprehensive Quality Management]]></category>
		<category><![CDATA[quality of products and processes]]></category>
		<category><![CDATA[six sigma in schools]]></category>
		<category><![CDATA[tqm]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=3292</guid>
		<description><![CDATA[by Anshu Arora( MA, BEd, DTC, DEA )]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Cognitive Erudition plus ‘Three Level’ thinking bolstering Education</title>
		<link>http://schoolofeducators.com/2012/01/cognitive-erudition-plus-three-level-thinking-bolstering-education/</link>
		<comments>http://schoolofeducators.com/2012/01/cognitive-erudition-plus-three-level-thinking-bolstering-education/#comments</comments>
		<pubDate>Wed, 18 Jan 2012 13:04:00 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Intelligence]]></category>
		<category><![CDATA[Research]]></category>
		<category><![CDATA[Cognitive Erudition]]></category>
		<category><![CDATA[school]]></category>
		<category><![CDATA[schooling]]></category>
		<category><![CDATA[thinking bolstering Education]]></category>
		<category><![CDATA[Three Level]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2936</guid>
		<description><![CDATA[]]></description>
		<wfw:commentRss>http://schoolofeducators.com/2012/01/cognitive-erudition-plus-three-level-thinking-bolstering-education/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
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		<title>Cognitive Erudition plus ‘Three Level’ thinking bolstering Education</title>
		<link>http://schoolofeducators.com/2011/12/cognitive-erudition-plus-%e2%80%98three-level%e2%80%99-thinking-bolstering-education/</link>
		<comments>http://schoolofeducators.com/2011/12/cognitive-erudition-plus-%e2%80%98three-level%e2%80%99-thinking-bolstering-education/#comments</comments>
		<pubDate>Mon, 05 Dec 2011 08:03:32 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Intelligence]]></category>
		<category><![CDATA[Research]]></category>
		<category><![CDATA[absence]]></category>
		<category><![CDATA[idea generation; lateral thinking]]></category>
		<category><![CDATA[india]]></category>
		<category><![CDATA[reversal]]></category>
		<category><![CDATA[school]]></category>
		<category><![CDATA[thought process; learning]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2742</guid>
		<description><![CDATA[Abstract – Education in modern world faces the challenge of ever-increasing volume of knowledge. Knowledge faces an explosion with internet resources discharge with ease of access to new researches and discoveries. The student society rather the learners are poised to face the discomfort id consolidating this bulk of knowledge. Cognitive science equipping us with tools and methodologies of modern learning help conquering such a challenge. This paper proposes a solidified cognitive methodology to improve classroom experience using lateral approach. The viewpoint we try to define is from the learner as well as trainer’s side, as identified crucially under the principles defined by DALE CARNEGIE&#8217;S in his principles to be an effective and virtuous trainer. Cognitive science is vast and has various intricate angles one which we try to bring focus upon is ‘Problem Based Learning’, which has been explored widely for logic building. Work proposed here is based on the brain structuring which is identified in its virtual functional capability. The essence of proposed method is to endow a learner with realization of vast mental capabilities to endure volumes of knowledge and stay abreast. Standards specified here require fundamental knowledge of surrounding environment. Applications of such method may also help in mining techniques for smarter educating methodologies. Download : Cognitive Erudition plus Three Level thinking bolstering Education By, Akhil Mangla Dept. of Computer Engineering. Smt. Kashibai Navale College of Engineering. Pune, India akhilmangla@gmail.com Parikshit N. Mahalle Dept. of Computer Engineering. Smt. Kashibai Navale College of Engineering. Pune, India parikshitmahalle@yahoo.com]]></description>
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		<item>
		<title>Proposed National Commission for Higher Education and Research (NCHER) Bill</title>
		<link>http://schoolofeducators.com/2010/06/proposed-national-commission-for-higher-education-and-research-ncher-bill/</link>
		<comments>http://schoolofeducators.com/2010/06/proposed-national-commission-for-higher-education-and-research-ncher-bill/#comments</comments>
		<pubDate>Sat, 19 Jun 2010 04:15:56 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Legislations and Policies]]></category>
		<category><![CDATA[Research]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2213</guid>
		<description><![CDATA[The HRD Ministry introduced the draft bill on creation of National Commission for Higher Education and Research (NCHER) that will replace existing statutory bodies like University Grants commission (UGC), All India Council of Technical Education (AICTE) and National Council of Teachers Education (NCTE). Under criticism from his Cabinet colleagues, Union Human Resource Development Minister, Kapil Sibal sought to clarify that the final decision on the proposed National Commission on Higher Education and Research (NCHER) remained with the government at the “highest level” and that the decision would be “acceptable” to the Ministry. The Union Health and Family Welfare Ministry and the Bar Council of India oppose the idea of transferring medical and legal education to the Human Resource Development Ministry, which is piloting the legislation and which has set up the task force on the draft NCHER bill. The task force decided to set up an ‘informal’ committee of four eminent persons. It will study the drafts of the NCHER and National Council for Human Resource in Health (NCHRH) bills to ensure there was no overlap. The committee will comprise Srinath Reddy and Ranjit Roy Choudhary (both members of the NCHRH task force) and M.K. Bhan and Syeda Hamid (both members of the NCHER task force.) Mr. Sibal said the inputs received at the consultation would be taken into account while finalizing the draft NCHER bill before it was placed before the Central Advisory Board of Education (CABE) next month. After the CABE approved it, the draft Bill would be ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Volume 3 Month 1 Day 31- Overcoming Difficulties in Research by Being a Good Researcher</title>
		<link>http://schoolofeducators.com/2010/01/volume-3-month-1-day-31-overcoming-difficulties-in-research-by-being-a-good-researcher/</link>
		<comments>http://schoolofeducators.com/2010/01/volume-3-month-1-day-31-overcoming-difficulties-in-research-by-being-a-good-researcher/#comments</comments>
		<pubDate>Sun, 31 Jan 2010 04:00:34 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Research]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1984</guid>
		<description><![CDATA[ Difficulties in Research Research is a complex task that requires great skill and knowledge. It is a big responsibility that requires great effort from researchers. Many factors affect the research and it is conspicuous that researcher would face some difficulties while conducting a research on a particular problem. Research problems are itself complex in nature. The major step is to identify a research problem properly. However, the problem is not as easy as prima facie it looks. There are several difficulties in the way of research. Some difficulties are: 1.     Problem of finding a good investigator: No research can be successful unless the investigator is sincere and properly qualified. A researcher should possess qualities of both head and heart. They should not allow their prejudice to enter their research work. They must be devoted to the cause that they have undertaken upon themselves. Researcher should work with some missionary zeal. It is a usual material that research investigators cook the material, do not take the trouble to going to the field for getting first hand information. They are easy going and cannot establish rapport with the respondents.   2.     Problem of Collecting Information: Then another difficulty is that of collecting information. An investigator is to collect information from human beings. Usually people are not ready to cooperate with the researcher. They have no interest either in researcher or in research. They find no justification in divulging secrets. A researcher is often mistaken as a government servant who can misuse the ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Volume 3 Month 1 Day 23- Making Dissertation in Education</title>
		<link>http://schoolofeducators.com/2010/01/volume-3-month-1-day-23-making-dissertation-in-education/</link>
		<comments>http://schoolofeducators.com/2010/01/volume-3-month-1-day-23-making-dissertation-in-education/#comments</comments>
		<pubDate>Sat, 23 Jan 2010 04:00:35 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Research]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/2010/01/volume-3-month-1-day-23-making-dissertation-in-education/</guid>
		<description><![CDATA[Educational Research Opie (2004:3) defines educational research as ‘the collection and analysis of information on the world of education so as to understand and explain it better’, whereas Clark (2005: 289) defines educational research as ‘the scientific construction of the causes of “effective” teaching’. Bassey (1990: 39), defined educational research as entailing ‘systematic, critical and self-critical enquiry which aims to contribute to the advancement of knowledge’. Bassey provides details of what this term means, noting: ·        Enquiry: Research is conducted for a purpose in order to get answers to questions, however, this is an attempt and one that may not be achieved. ·        Systematic: The importance of collecting and analyzing data in a regular pattern has at its foundation, a theoretical rationalized basis. ·        Critical: The research ensures that the data presented is as accurate as possible, for example by being a representative sample. ·        Self-Critical: The importance of a researcher needing to be critical of their methods of collecting, analyzing and presenting data. ·        Advancement of Knowledge: Research should aim to increase the individual’s knowledge through informing them of something they did not know beforehand. This knowledge may in turn be shared with others should it be beneficial through publication. ·        Knowledge: Knowledge is the understanding about events, things and processes. Such knowledge includes descriptions, explanations, interpretations and value orientations. Writing Chapters of Dissertation in Education There are a number of chapters that are generally expected in any education dissertation. They may have different terms depending on your institutions. ...]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Volume 2 Month 12 Day 26- ETHNOGRAPHIC STUDIES IN EDUCATION</title>
		<link>http://schoolofeducators.com/2009/12/volume-2-month-12-day-26-ethnographic-studies-in-education/</link>
		<comments>http://schoolofeducators.com/2009/12/volume-2-month-12-day-26-ethnographic-studies-in-education/#comments</comments>
		<pubDate>Sat, 26 Dec 2009 07:18:56 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Research]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1858</guid>
		<description><![CDATA[      Abstract Ethnography is a qualitative research method often used in social sciences, particularly in anthropology and in sociology. It is often employed for gathering empirical data on human societies/cultures. Data collection is often done through participant observation in which the researcher becomes a part of the community on which research has to be done. Data can also be collected through interviews, questionnaires, etc. Ethnography aims to describe the nature of those who are studied (i.e. to describe a people, an ethnos) through writing. It can also be called a “case report”. Ethnography can be widely used in education. It helps in addressing the educational problems of a particular group such as teachers, students, administrators, managers, disadvantaged groups, girls with disabilities, etc. Researcher has to become a part of the particular group in order to conduct ethnographic study where the focus is to get familiar with group’s culture and then sensing the underlying problems. The present paper focuses on answering what are ethnographic studies? What is the procedure for carrying out ethnographic research? How do these help in developing theoretical base for problems in education of a particular group?   Ethnographic Research “Ethnography literally means &#8216;a portrait of a people’. Ethnography is a written description of a particular culture &#8211; the customs, beliefs, and behavior &#8211; based on information collected through fieldwork.&#8221; &#8211;Marvin Harris and Orna Johnson, 2000.   &#8220;Ethnography is the art and science of describing a group or culture. The description may be of a small ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Volume 2 Month 12 Day 25- ACTION RESEARCH IN CLASSROOM</title>
		<link>http://schoolofeducators.com/2009/12/volume-2-month-12-day-25-action-research-in-classroom/</link>
		<comments>http://schoolofeducators.com/2009/12/volume-2-month-12-day-25-action-research-in-classroom/#comments</comments>
		<pubDate>Fri, 25 Dec 2009 11:19:00 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Research]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1845</guid>
		<description><![CDATA[Action Research in Classroom   Action research is a research that is carried out by the practitioners to improve their own practices or to solve the problems of workplace. Learn about action research and be a RESEARCHER TEACHER! Read and learn how to do action research in your classroom!   What is Action Research?   Taking action to improve teaching and learning plus systematic study of the action and its consequences.   It is typically designed and conducted by practitioners who analyze data from their workplace to improve their own practice.   ACTION RESEARCH is a rather simple set of ideas and techniques that can introduce you to the power of systematic reflection on your practice. Our basic assumption is that you have within you the power to meet all the challenges of the teaching profession. Furthermore, you can meet these challenges without wearing yourself down to a nub.   The secret of success in the profession of teaching is to continually grow and learn. Action research is a way for you to continue to grow and learn by making use of your own experiences. The only theories involved are the ideas that you already use to make sense of your experience. Action research literally starts where you are and will take you as far as you want to go.   Five Steps to Action Research 1.      Making the commitment (The call to enquiry)                                 i.            A professional stance                               ii.            A way of learning about your classroom: a.       What ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Volume 2 Month 8 Day 20 &#8211; Yashpal Committee report</title>
		<link>http://schoolofeducators.com/2009/08/volume-2-month-8-day-20-yashpal-committee-report/</link>
		<comments>http://schoolofeducators.com/2009/08/volume-2-month-8-day-20-yashpal-committee-report/#comments</comments>
		<pubDate>Thu, 20 Aug 2009 07:06:27 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Research]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1653</guid>
		<description><![CDATA[Report of ‘The Committee to Advise on Renovation and Rejuvenation of Higher Education’ FOREWORD It is a pleasure to present the report of the “Committee to Advise on the Renovation and Rejuvenation of Higher Education”. This has been a deep immersion for my colleagues and me. We hope that we have come out with something that would make a difference. To give you some background of our work, it would be best if I start by quoting from the letter I wrote to the then Minister of Human Resource Development, Shri Arjun Singh, while forwarding our Draft Report on 1st of March, 2009: “I am submitting the Draft Interim Report of the Committee you had set up through a Notification on 28th of February 2008. You had given us a year. The committee was originally supposed to review UGC/AICTE and various other Councils connected with higher education. The expressed, and the overall implied, hope was that we might be able to suggest ways of moving our higher education to a more active and creative form. I felt that engaging with listing the limitations and faults of these two organizations would not be very productive, besides being very limiting. We did not want to expend our energies in suggesting minor and major modifications in their structures; instead we decided to explore some basic aberrations in our system that are generally ignored. Therefore, a few months down the line I came to you to suggest that our task might be made broader; ...]]></description>
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