Bertrand Russell’s educational thoughts significantly deal with reforming education for school going children and he also supported pre-primary education. He favored early childhood education for physical, intellectual and character development. His emphasis on character development of a child shows the significance of early years of life for development of an individual. This paper aims at exploring Bertrand Russell’s thoughts on early childhood education. It is an attempt to understand the significance of early childhood education for the holistic development of the children. Though there are early childhood education is prevalent in our country, but it was not mandatory to get early childhood education till the approval of National Education Policy (N.E.P., 2020). It has included early childhood education in compulsory school education for promoting better learning and well being of a child. It is a qualitative research in which historical method has been used where data has been collected from primary and secondary sources. The finding of the study shows that Bertrand Russell’s thought on early childhood education is relevant in present Indian context for developing good values, physical and mental development as well as in future learning. This shows that the encouragement to early childhood education and Bertrand Russell’s thoughts on early childhood education would be helpful for holistic development of children.

The purpose of the present study was to assess relationship between Grit and Academic Resilience among school students. The sample consisted of 120 school students with equal number of males and females (Male=60 & Female=60) from various private schools of Chandigarh, Ludhiana and Phagwara. Short Grit Scale, Grit- S (Duckworth & Quinn, 2009) and Motivation and Engagement Scale-High School (MES-HS) 12th edition (Martin, 2012) were used to gather data. It was hypothesized that there will be a positive correlation between self-belief, persistence and control components of Academic Resilience and Grit; and negative correlation between anxiety component of Academic Resilience and Grit. Males were hypothesized to score higher on Grit scale than females. Pearson Product Moment correlation was used to analyze the data and t–test was used to determine the gender differences. The results of the analysis showed a positive correlation between self-belief and persistence components of Academic Resilience and Grit and a negative correlation between control and anxiety components of Academic Resilience and Grit. T–test indicated no significant differences in Grit amongst male and female participants. The findings of the present study have very important implications for Indian education system. It paves a way for further exploration of Academic Resilience and Grit amongst school students and their contribution to student efficiency.

The present study focuses on the perceived stress in 353 parents, whose Children with Intellectual disability underwent training in special education schools of (Bavitha Readiness Centres), Chittoor dist., Andhra Pradesh. The overall perceived stress (scale) score was measured through family assessment scheduled (FAS) developed by NIMHANS. The concerned mean scores were computed and compared at two stages of special training given to children i.e., at the time of joining and after two years of training with a paired t-test of significance. The overall findings reveal that the overall score, as well as its four sub–scales score of parent’s perceived stress, have been reduced after providing 2 years of special training to their Children with Intellectual disability as compared to joining the school (training).

Background: The nitty-gritty of the teacher education chiefly rests on its curriculum implementation at institutional level, transaction in classrooms, assessment, evaluation, as well as the degree of its suitability. Thanks to the NCTE Regulations (Norms and Standards), 2014, the duration of the B. Ed. Programme has been extended from one year to two years across India from academic session 2015-16 to prepare the teachers professional and well-equipped with sound theoretical knowledge and pedagogical skills. However, the attitude of the teacher-educators and pupil teachers towards Two-Year B. Ed. Programme matters to a great extent for its assessing suitability of the new regulations.

Purpose: The present study has been undertaken to review only ten selective research studies only on the attitude of the teacher-educators and pupil-teachers towards the Two-Year B. Ed. Programme, aiming at grasping their attitudinal status or trend in a single frame with a broader spectrum of views value towards the Programme.

Methods: The review-based content analysis method was adopted and its approach was qualitative for analysing the attitude of the Teacher-Educators and Student-Teachers towards two-year B. Ed. Programme.

Results: the entire gamut of the Two-Year B. Ed. Programme under the NCTE Regulations, 2014 is effective and more promising for preparing professional and accountable teachers from the lens of the teacher-educators. Only the student-teachers need to be oriented with prescribed theoretical knowledge base through viable pedagogical strategies as most of the student-teachers have not hold favourable attitude towards the Two-Year B. Ed. Programme.

Conclusion: As a whole, the attitudinal trend among the teacher educators and pupil-students towards the two year B. Ed. Programme irrespective gender, locality, experience and types of institution hints at the pressing need to ensure that all the B. Ed. Institutions must comply with the norms and standards stipulated in the NCTE Regulations, 2014 for preparing professional and accountable teachers in the future ahead.

Examination is a part and parcel of Teaching-Learning Process. In examination or tests different types of question are asked by teachers. These are Essay, Short Answer, Multiple Choice, Fill-in the Blanks, and Matching Types. These are not very suitable for Open Book Examination. Multiple Answers Type Items in Research Methodology were developed for the research. It is a new type of question which can be used by school, College and University teachers irrespective of the subject taught by them. The objective of this research was to study the influence of Discipline, Gender and their interaction on Performance of participants on Multiple Answers Type Items in Research Methodology. The Hypothesis formulated in null form was there is no significant influence of Discipline, Gender and their interaction on Performance of participants on Multiple Answers Type Items in Research Methodology. This study was conducted on Sample of 423 Deans, Professors, Associate Professors, Assistant Professors, Research Fellows and Postgraduate students from 26 states and six countries. Data were collected online using WhatsApp and emails during Covid-19 period. The findings were: (1) Social Science participants were found to have better understanding of Research Methodology than Science as well as Humanities participants. Further Science as well as Humanities participants were found to similar understanding of Research Methodology. (2) Male and Female Participants were found to perform equally well on Multiple Answers Type Items in Research Methodology. (3) Performance on Multiple Answers Type Items in Research Methodology was found to be independent of interaction between Discipline and Gender of Participants.

Background: National Education Policy 2020 aims to eliminate existing disparities in access to education for children from any gender or any under-represented group. After independence, India makes considerable strides in reducing gender gaps in education, but even today the goal of gender parity in school enrolments remains elusive. India provides Universal Elementary Education to all and this commitment has been articulated through Constitution, National Education Policies and other Innovative Programmes. All these initiatives put a strong emphasis on the education of girls and some of the programmes have been started particularly to eliminate gender gaps in school education.

Purpose: This paper is an attempt to review the Innovative Programmes started by the Government of India to redress the gender gaps in school education and also to analyze the impact of these programmes on female literacy rates and enrolment rates of girls in elementary education. Before analyzing the innovative programmes and their impact on educational statistics, the paper briefly assesses the status of education in the Constitution of India and also studies the national policy perspective regarding universal elementary education of girls in the country in order to provide a sound background to this study.

Methods: The method of document analysis for the review of policy documents and innovative programmes has been utilized and trend analysis method has been applied to study the educational statistics from the year 1950 to 2015.

Results: The female literacy rates and enrolment of girls in total enrolments for the classes VI-VIII have registered an increase after the implementation of these programmes.

Conclusions: It has been observed that these community-based programmes of the country have received a lot of international recognition for their contribution towards reducing gender gaps in elementary education. So, the experiences of these Innovative Programmes can prove quite beneficial for other countries struggling with gender gaps in school education.

Background: In recent years, the importance of school as a stake-holder in CSR activities is gaining recognition. Companies channel financial and human resources into developing schools. School Development and Monitoring Committee (SDMC) plays an important part in the management of Primary schools in Karnataka and as such should have a role in CSR activities.

Purpose: This exploratory study attempted to answer the following questions- (1) How aware are SDMC members of CSR and its role in schools (2) what is their perception of CSR in their schools? (3) Do rural and urban SDMC members differ in their perception of CSR

Methods: Sample consisted of SDMC members from 50 rural and 50 urban Government run primary schools in Bangalore Educational districts. 100 SDMC members, one from each school, were interviewed using a semi structured information schedule developed for this study.

Results: Management is not very clear about the nature of CSR support . However, 75% of them perceive CSR as beneficial to their schools. Rural subjects have a more favourable perception of CSR impact and they differ significantly from urban counterparts in rating ‘ how CSR has benefited students’ (t = 2.052).

Conclusions: SDMC members do not clearly distinguish between support provided under CSR and support received from other sources. Overall, CSR is seen as beneficial to school by supplementing government support and helping the management. Rural schools seem to benefit more from CSR support. Though SDMC is supposed to monitor the developmental activities of the school, they are not often consulted by companies about the requirements for the school. Involving SDMC in planning, executing and monitoring would enhance the efficacy of CSR programmes.

Productive thinking is the cognitive ability to plan, reason logically, analyse, synthesize, evaluate, and make decision to reach at the solution of the problem or we can say that it is the ability by which one can refine their creative work with critical thinking to give strength and value to it. It is a way to solve problems creatively. For this research, a model has been developed called as FIESI (Foundation, Ideation, Evaluation, Stabilization and Implication) for fostering productive thinking. Researchers conducted an experiment to foster productive thinking among VIII standard students with the help of this model as elementary level is delimited to standard VIII. Quasi-experimental pre-test post-test control group design was used. Two Kendriya Vidyalayas (Central Schools) were selected purposively for experiment purpose. One section of standard VIII from each school was selected as the sample for the experiment and control groups. Students of both the classes were made equivalent on the basis of a science achievement test. The equivalent groups consist of 26 students each. Researchers taught Science to the experimental group for one academic year (2019-2020) using FIESI model and the control group was taught by their regular teachers. Researchers developed and validated a productive thinking test for data collection. Data were analysed using chi-square. The finding revealed that FIESI model was found significant in fostering productive thinking among standard VIII students.

The study was executed to investigate the effects of teaching via WebQuest Based Instruction on students’ critical thinking in comparison to teaching through traditional mode of instruction. Murthy Critical Thinking Scale (2014) was used to assess students’ critical thinking. The study was carried out with ninth grade science students who were selected from government schools of Chandigarh and were randomly separated into two groups: the control group who received conventional mode of instruction and experimental group exposed to WebQuest based instruction created by the researcher. Both descriptive as well as inferential statistics (t-test) were employed to analyze the data. The findings of the research illustrated a noteworthy variation in critical thinking between two groups where students of experimental group dominated over control group students, hence demonstrating the substantial positive effect of WebQuest based instruction on student’s critical thinking. In view of the acquired results, the researcher recommended the use of WebQuest based instruction during teaching learning process and also proposed to provide proper training to teachers in how to implement the WebQuest in educational practices.

The use of Information and Communication Technologies (ICT) is increasingly affecting every aspect of our daily lives, including the educational field where new approaches and methodologies are being developed. CLIL is currently one of the most popular educational approaches in Europe as it combines specifically created online course materials with more traditional teaching strategies. The case study introduced in this paper involves a charter school in Castilla-La Mancha called La Merced where CLIL was introduced in 2013. In the academic year 2018-2019, the school was taken over by an international educational network named Red Educativa Arenales, which decided to modernize the school by introducing highly innovative education teaching strategies related to ICT methodology. The initial stage of the modernization plan consists of equipping every classroom with digital devices such as laptops and tablets, as physical textbooks have been substituted by an online learning platform. Most school stakeholders agree that this first year has proved to be highly satisfactory regarding students’ motivation and academic achievement. Drawing on my experience as an English teacher in La Merced since 2011, in this paper I compare the classroom atmosphere and the academic achievements of my students until 2018, when more traditional methods were in use, to last year’s textbook-free pilot program. I will focus on my own grade, namely 3rd level of secondary education class (age 15-16) whose exam results have remarkably improved since the implementation of ICT blending methodology.