SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE & ENGLISH LANGUAGE

3775-3778

Authors: Mr. Shekhar Prabhakar Patil

In this study, conducted in Dhule City and Taluka (Tahasil) of Dhule District inMaharashtra state, the investigator tried to find out the Examination Anxiety of teacher trainees and found that Most of the trainees (38.12%) have Extremely Low Examination Anxiety Level. Significant mean difference of Examination Anxiety was found between male and female teacher trainees of Urban and Rural D.T.Ed.Colleges.. While no Significant mean difference of Examination Anxiety was found between teacher trainees of Govt.-aided and Self-financed D.T.Ed. colleges. Keywords:- Examination Anxiety, Teachers, Trainees, D.T.Ed., D.Ed.

3792-3799

Authors: Pooja Jain

NA

3807-3820

Authors: Poonam Gupta

With the attainment of education and economic freedom educated women become conscious of their individual identity - the independent status. But there is a great discrepancy between the idealised concept of women and the real life situation in India which women find them-selves. The issuesaffecting women's status in India is vast, complex and dynamic. Change in the status of women is a long term aspect of our social progress. The role conflicts of working women result to a great extent from the cleavage between the new social and economic goals (education and employment) and the rigid social structure, above the family structure, which stands in the way of a realisation of these goals. As per norm the family role of woman have priority before all other role. Various factors like a busier working day, wider areas of social interaction and experience and an independent income have some significant consequences on the status, behaviour pattern and the life styles of employed women. This paper is an endeavour to make sociological study of status, role adjustment and role conflict of working women of selected secondary school teachers. Key Words: Status, Role Adjustment, Role Conflict, Working Woman

3832-3838

Authors: Surendra Chandrakant Herkal

Examinations play an important part in one’s educational career. The present examination system in India is predominately focusing on the intellectual skills mainly and the present and the society further supporting it, the psycho motor and affective domains of holistic learning have not received their due importance. But the aim of education is developing the ‘whole child’. Holistic education demands development of all aspects of individual’s personality including cognitive, affective and psycho motor domains. In the present scenario it is very stressful for the parents, teachers and students only to be working on cognitive aspects without learning the processes of learning. Teachers’ professional self esteem and promotions are geared to the scholastic marks attained by their learner. Focusing on excellence in academics alone undoubtedly result in lop “sided development of personality. In order to bring about the improvement in the quality of the education and the holistic development of the child who is tomorrow’s global citizen, evaluation process should focus adequately on both scholastics and non scholastic areas of development. Hence the focus needs to shift to continuous and comprehensive evaluation. Continuous and comprehensive Evaluation refers to a system of school based assessment that covers all aspects of student’s development. It helps in improving student’s performance by identifying his/her learning difficulties at regular time intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance.