Schools In Delhi Research Articles

Do Teachers has In-group Bias on Basis of Student’s Caste and Socioeconomic Status in India?

This paper studies the extent of teacher’s in-group bias in occupational expectations and grading on basis of student’s caste and socioeconomic status. The paper adopts an experimental approach and draws on data generated from 122 teachers from 19 schools in Delhi, India. Student’s caste and socio-economic status were randomly assigned to a set of essays written by students such that the assigned characteristics were not related to essay quality. The results show that high caste teachers hold higher occupational expectations from their in-group category and biased against low caste category. For instance, high caste teachers assign 0.53% or 0.019 points higher occupational expectations to high caste students and assign 5.6% or 0.19 points lower occupational expectations to low caste students. The magnitude of coefficients is small but significant at 5% level (P value<0.005). In terms of marks assigned, results show, that high caste teachers assign 2.36 points or 3.22% higher marks when the assigned characteristics belong to high caste; indicating in- group bias/favour for the same caste. The coefficient is positive and significant at 5% level (P- value < 0.05). In contrast, high caste teachers are shown to be biased against low caste students as they assign 2.41 points or 3.41% lower marks when the assigned characteristics is low caste. Given the ultra-competitive nature of schooling in India and the importance of grades in determining access to higher education in India, even a point disadvantage is substantial.

Integrating social policy dimensions into entrepreneurship education: a perspective from India

Social innovation and social enterprise are often supposed as methodological solutions to address multifaceted socio-economic problems, due to the sharing of ideas and their involvement of stakeholders from different sectors. This cooperative treatise (Ziegler in Innov Eur J Soc Sci Res 30:388–405, 2017) is striking to legislators across the political gamut. This research is therefore positioned within the broader literature on social innovation and its policy relevance; even though social innovation is not a novel thought, the application of social innovation as a policy idea and its part in relation to the restructuring of the prevailing welfare establishment has gained momentum in recent years. Hence, in their paper the authors will examine how social enterprise as a concept can act as a positive catalyst for influencing policy (i.e. public and social) in the developing world. To meet the overall aim of this paper, the authors employed a case study of India and applied a three-step approach, namely: (1) a literature review process that explored a variety of policy methods that can influence on the accomplishment and measurement of social enterprises; (2) a policy survey, which entailed desk-based searches of national and state-level policies, followed by stakeholder consultation queries to complement online results; and (3) qualitative interviews with stakeholders from government agencies and departments at national and state levels, including the Ministry of Finance, representatives of private industry, chambers of commerce, social investors, social enterprise networks, and advocacy leads. The research findings that are presented in this paper were funded by Delhi School of Public Policy and Governance, Institute of Eminence at the University of Delhi.

Innovative approach of teaching ray-optics in the classroom

Abstract The present work discusses an innovative approach to teaching ray optics for students of class X. The school students were taught various concepts related to ray optics viz. Reflection, refraction, lateral displacement, mirrors, lenses, their types and terminologies, thin and thick lens, power of a lens, all cases of image formation in lenses, total internal reflection and its applications, human eye, its defects and corrections, making of telescope and microscope through practical demonstrations and hands-on approach using a self-conceived Ray Optics Kit. This activity was done independently in twenty two schools of Delhi, both government and private, with a massive total participation of 1200 students as part of SPIE Optics Outreach Activity. SPIE@ANDC Student Chapter members were trained at the college and they followed ‘Train the Trainer’ approach to create a pool of more than fifteen students who collectively conducted the workshops in teams in each of these schools. The student performance was assessed through a pre and post test as well as using a feedback form. An improvement of 65% in students’ performance was observed as indicated by comparing their pre-test and post-test results. The students as well as teachers gave a highly appreciative feedback of the whole activity. The feedback on their social media pages is a testimony of the success of the activity. Each school was awarded a Ray Optics Kit so as to make teaching and learning of ray optics interesting and engaging for batches in the future academic years.

Energy and nutrient intake by 11-13-year-old young adolescents attending private schools in Delhi, India.

There are no high-quality data on dietary behaviour of adolescents in India. This study aimed to assess the intake of energy (E), macronutrients and selected micronutrients in a sample of 11-13-year-old schoolchildren in Delhi, India. Participants from private schools (n=10) recorded dietary intake using a 3-d food diary. Information was entered into the dietary assessment tool, Intake24, to ascertain portion size and convert data into nutrient intake through integrated food tables. Of the 514 consenting participants, 393 (76·4 %) (169 girls, 224 boys) aged 11·4 (±1·8) years completed the study. The median (interquartile range (IQR) daily E intake was 2580 (2139·3-2989·8) kcal (10·8 (9·0 - 12·5) MJ) for girls and 2941·5 (2466·7-3599·3) kcal (12·3 (10·3-15·2) MJ) for boys. The median (IQR) daily nutrient intakes for girls and boys respectively were protein 64·6 (54·8-79·3) g, 74·4 (61·4; 89·4) g; carbohydrate 336·5 (285·3-393·6) g, 379·6 (317·8-461·8) g; and saturated fat 45·6 (34·8-58·3) g, 54·6 (41·9-69·5) g. There were no significant between-gender differences in percentage E from protein (10·2 (9·2-11·4)), or carbohydrate (52·4 (48·7-56·7)). Girls obtained less percentage E from saturated fat (16·1 (11·0-18·2) compared with boys 16·3 (14·2-19·1) (P < 0·05). E from saturated fat was above FAO recommendations in >74 % of participants. The estimated average requirement for iron was achieved by < 40 % of girls. In conclusion, strategies to optimise the dietary intake of adolescents in India should focus on preventing excess intakes of E and saturated fat and improving iron intake in girls.

Motivation &amp; work efficacy of MBA course in online teaching mode during and after pandemic

The Covid-19 pandemic has had a profound impact on various sectors worldwide, including education. This research investigates the effects of technology, communication, and administrative support on the motivation and work efficacy of business school teaching faculty engaged in online teaching during the pandemic. A structured questionnaire was distributed among 105 faculty members from business schools in Delhi, Haryana, and Uttar Pradesh. Statistical analysis techniques including KMO &amp;amp; Bartlett’s Test, Exploratory Factor Analysis (EFA), regression analysis, and correlation analysis were employed using IBM SPSS 26.0. The findings reveal that online platforms were highly effective for communication and teaching during the pandemic, contributing to increased motivation and work efficacy among teachers. This study provides valuable insights into the role of technology in crisis education management.

Schooling and Constructions of Citizenship: Some Reflections on Student Agency and Choice

A national system of education in modern nation-states is usually geared towards nation-building and schools play a significant role in grooming children as future citizens. While the dominant and powerful usually emerge as the ‘ideal citizen’ in the national imagination, the marginalized are constructed as the ‘other’, vilified, and stigmatised. The school, with its overt and hidden curriculum, operates as a major site for the reproduction of dominant ideology while at the same time creating opportunities for exercising human agency. This article, an ethnographic study, conducted in a government co-educational school in Delhi examines how it sought to mould the students into ‘ideal’ citizens and how this was received by them. Belonging to a relatively lower socio-economic background compared to the teaching community did they give their acquiescence? Or were they able to exercise their agency to challenge the entrenched power structures in society? Were their responses shaped by their specific social locations and the unfolding of ‘cultural politics’? Moreover, when the nature of ‘official knowledge’ itself has undergone radical shifts and the idea of citizenship has been redefined with the introduction of the National Curriculum Framework 2005, were the students able to leverage the epistemological shifts embodied in the textbooks to reimagine and construct ideas of citizenship regarding marginalised communities? These are some questions that the present article seeks to address.

A STUDY OF EMOTIONAL INTELLIGENCE OF TENNIS PLAYERS AND SUBSEQUENT GENDER COMPARISON

This research work was undertaken to study and compare the emotional intelligence of male and female tennis players from Delhi, NCR, India. The emotional Intelligence Scale (EIS- SANS) by Dr. Arun Kumar Singh and Dr. Shruti Narain was used as a tool in the present study. 70 state and national level tennis players (38 males and 32 females) in the age group of 16 to 21 years from various sports academies and schools in Delhi, NCR, India were randomly selected. Upon gender analysis, the study revealed that subjects showed the same level of emotional intelligence for both genders (p &gt; .05). However, there seemed to be a difference between the male and female tennis players on understanding motivation (p &lt; .05). partial correlation showed that there was no significant relationship between emotional intelligence and body mass index of tennis players while controlling for their age, r(67) = -.132, N = 70, p &gt; .05.

School Teacher’s Readiness to Raise Awareness About Menstruation and Cervical Cancer Among Adolescent Girls in Schools of Delhi. A Cross-Sectional Study

School Teacher’s Readiness to Raise Awareness About Menstruation and Cervical Cancer Among Adolescent Girls in Schools of Delhi. A Cross-Sectional Study

Intake of energy and macronutrients in the diets of 11–13-year-old schoolchildren living in Delhi India

National surveys in India, through measures of anthropometry and biomarkers, have identified a triple burden of malnutrition (undernutrition, micronutrient deficiencies and overnutrition) in adolescents(1). However, there is a dearth of high-quality data on individual dietary behaviour of this population(2) and the importance of sub-national dietary surveys in filling this gap has been identified(3). The objective of this study was to assess the intake of energy (E) and macronutrients and the contribution of macronutrients to E in a random sample of 11–13-year-old schoolchildren in Delhi, India. Method: The study was approved by The University of Adelaide Human Research Ethics Committee and the Independent Ethics Committee of the Centre for Chronic Disease Control, New Delhi. The target sample size of 360 was based on a ± 5% margin of error in estimated sugars intakes. Using the list of private schools in Delhi (n = 1374), a statistician external to the research team generated a random sample of 150 schools stratified by districts (n = 11). Using this list, schools were invited to participate, and recruitment continued until 10 schools consented. Teachers shared study information with parents; interested parents filled in the online consent form. Assent was obtained from schoolchildren. Participants recorded all food and drink consumed over three consecutive days, including one weekend day, in a food diary. Information recorded was entered into an online dietary assessment tool, Intake24 Southeast Asia version, during an interview with each participant. The Intake24 database of over 2400 food photographs of more than 100 foods was used to ascertain portion size. The Intake24 database converts food and drink reported into the intake of nutrients through integrated food compositional tables. Of 514 pupils providing consent, 393 participants (76.4%) (169 girls, 224 boys) completed the study. The median daily E intake was 10.8 (IQR 9.0 −12.5) MJ for girls, and 12.3 (IQR 10.3- 15.2) MJ for boys. For the 97 girls and 144 boys providing body weight data, Physical Activity Level ratios were 2.0 and 2.1 respectively. The median daily intakes for girls were: protein 64.6 (IQR 54.8-79.3) g; carbohydrate 336.5 (IQR 285.3- 393.6) g; and saturated fat 45.6 (IQR 34.8-58.3) g. The respective values in boys were: protein 74.4 (IQR 61.4; 89.4) g; carbohydrate 379.6 (IQR 317.8; 461.8) g; and saturated fat 54.6 (IQR 41.9-69.5) g. There were no significant between-gender differences in percent E from protein (10.2 (IQR 9.2; 11.4)), or carbohydrate (52.4 (IQR 48.7; 56.7)). Girls obtained less E from saturated fat (16.1 (IQR 11.0-18.2) compared with boys 16.3 (IQR 14.2 - 19.1) (P&lt;0.05). In conclusion, in this sample of adolescents from private schools in Delhi, E intake was above FAO recommended levels and median total fat intake exceeded the recommended threshold of 35%(4).

Glocalising Education: Reflections from an International School in Delhi, India

This article documents, describes and discusses the dynamics of an international school located in south Delhi, India. It discusses the means and ways via which the international school designs and delivers its curricular and pedagogic content that tend to shape and reinforce an element of ‘internationalism’ among its pupils. The international school form of education primarily embeds teaching and learning processes within the domain of the school as well as outside of it. While the school places enormous emphasis on the concept of ‘global’ or at times even ‘international’ to promote and brand itself, it is deeply rooted to the local and national conditions and cultures as well. This aspect of inter-mixing the global with the local and national is strongly emphasized by the school, whose stakeholders believe that the true spirit of internationalism lies in becoming ‘glocal’ and not simply global. The school as well as parents want their students and children to possess a holistic understanding of the world, and not an exclusive one. Thereby, it can be argued that there is a transition from the much-hyped era of globalisation to one of ‘glocalisation’. Thus, this system of schooling is critically analysed through this article, which centrally argues that the school functions in a manner that enables students’ global compatibility of body and mind, and aims to lend them a competitive edge in the global education and job market.

Sociology and the Vagrant: Beggars, Welfare and Tradition in Writing about the New Citizen in 1950s India

Exploring the work of M.S. Gore and the Delhi School of Social Work on Delhi’s ‘Beggar Problem’, which was published in 1959, this article shows how the ostensibly ‘secular’ solutions to the phenomenon were premised on a series of assumptions about caste-oriented mores and traditions of religious gifting, suggesting normative categories of citizenship based around these forms of identity. The article explores, in depth, the sociological approaches of Gore’s (and others’) study of beggary and argues that the emergent social policy on vagrancy connected to emergent concepts of social citizenship and rights to welfare. In the body of the reformable beggar receiving indiscriminate religious charity lay one of the core symbols of India’s drive towards a modern citizenry. This position on the sociology of beggars was also the product of two larger processes at work in mid twentieth century social sciences: firstly, the development of interdisciplinary approaches by anthropologists and sociologists as they came to terms with new research challenges in democratic India, and secondly, the move to consider new forms of direct social policy applications for research, via government sponsorship. Using Gore’s study, the article looks in detail at researchers’ concerns with labour productivity, religious charity and the possible secular forms of beggar rehabilitation. But ultimately, the School of Social Work’s study, in its apparent critique of draconian colonial controls, did not overturn the continued application of Indian anti-beggary laws in subsequent decades. This article argues that this was a product too of its configuration of social welfare as an outcome of longer-term societal change rather than state policy.

Effects of Stress and Procrastination on The College Application Process in High School Students Belonging To Elite Schools

The primary research has been conducted on 11th and 12th-grade students from higher socioeconomic strata in India planning to apply for further studies outside the country. The methodology involved a survey conducted on 60 high school students from elite (top- ranked) schools in New Delhi, India. The results indicated that the students experienced high stress levels during the application process, leading to procrastination. This conformed to various research studies that were conducted on students of the same age in other countries of the world. To reduce these high levels of stress for these students various steps have been identified.

A descriptive study to assess the knowledge and attitude regarding Internet usage and its level of addiction among adolescents in a selected school of Delhi

A descriptive study to assess the knowledge and attitude regarding Internet usage and its level of addiction among adolescents in a selected school of Delhi

Nurturing Tomorrow's Antibiotic Stewards: An Innovative School Campaign to Combat Antimicrobial Resistance in Delhi.

Antimicrobials are lifesaving medicines, but their misuse drives antimicrobial resistance. Schools, as educational hubs wield transformative potential in fostering responsible antimicrobial behavior among students and the broader community. An online campaign targeted Delhi schools, training teachers as master trainers who, in turn, educated 359,940 students. Significant pre- to post-test score improvements were observed among teachers (6.98-8.14; P < 0.01) and students (5.20-6.56; P < 0.01). The campaign received excellent feedback (85%), with 966 students participating in the "IDEAthon" competition. While a single session improved knowledge, continuous engagement and activities are imperative for sustained behavioral change in antibiotic usage.

Inclusive practices in an independent private school: Insight into teachers' perspectives, beliefs and practices

AbstractThis descriptive case study examines the perspectives, beliefs and practices of independent private schoolteachers in India about the inclusion of students with special educational needs in general education classrooms. Data were collected through one‐to‐one interviews and focus group discussions with 10 teachers in an independent private school in South Delhi. The analysis of the data highlights that teachers possess limited knowledge regarding meeting the educational needs of students with disabilities in their classrooms. Teachers are faced with challenges in implementing full inclusion in the absence of consistent guidelines on inclusion, the definition of inclusive education in the legislative framework, the knowledge gap and the student‐centred approach. Additionally, the study identifies a lack of collaboration between teachers and parents as a potential factor leading to the non‐implementation of inclusive education practices. The study highlights the significance of professional development sessions in raising teachers' awareness about the importance of differentiation, individualised instruction and technology integration for achieving full inclusion. Key Points Private schoolteachers in India face challenges similar to those in public schools regarding the inclusion of students with special educational needs. Limited opportunities for collaboration and communication with stakeholders, coupled with financial considerations and a profit‐driven approach in some private schools, can overshadow the inclusion of students with special educational needs. Professional development sessions are crucial in enhancing teachers‘ awareness of collaboration, differentiation, individualised instruction and technology integration for achieving full inclusion. Policy makers should prioritise the development of clear and unambiguous guidelines for inclusive education in independent private schools, outlining responsibilities and mandating training programs for educators and administrators.

Coping as a mediator in the relationship between Trait emotional intelligence and adolescent stress

ABSTRACTAdolescents are the drivers of social change and transformation in any community. Their ability to deal with stressors will determine their well-being and ability to contribute to society. Thus, the present study assessed the relationship between trait emotional intelligence (Trait EI), coping styles, and adolescent stress. In particular, it investigated the role of coping styles as a mediator between Trait EI and adolescent stress. Three hundred fifty-seven adolescents studying in schools in Delhi participated in the study. The study revealed a significant association between Trait EI, coping styles, and adolescent stress. Furthermore, the mediation analysis revealed that the relationship between Trait EI and adolescent stress was partially mediated by emotion-oriented coping style. Task and avoidance-oriented coping did not act as mediators. The current findings have implications for psychologists, school counsellors, and mental health researchers involved in building stress management programs to nurture life skills among adolescents.

EFFECTIVENESS OF PARENTING SKILL PROGRAM ON CHILDS ADAPTIVE BEHAVIORAMONG PARENTS OF CHILDREN WITH INTELLECTUAL DEVELOPMENTAL DISABILITY

Background: A child brings happiness, love and joy in the family and society and if a child born with Intellectual Developmental Disability (IDD), then parenting of IDD children requires a huge amount of liability, accountability, commitment and dedication. Children with intellectual disability are having debilitate physical and mental health conditions, lower longevity1. As parents are the primary caregivers, but lives of parents of children with IDD are much more complicated and stressful as compared to the lives of non-disabled childrens parents. Methodology: Quasi-experimental Time Series Research Design was used to assess the effectiveness of Parenting Skill Program on childs adaptive behavior among parents of children with Intellectual developmental disability in selected Special Schools of Delhi NCR.The tools used for data collection included a socio-demographic proforma and the Vineland Social Maturity Scale (VSMS). Structured interviews and pre-assessment tools, such as socio-demographic proforma and the Vineland Social Maturity Scale (VSMS), were administered to both experimental and control groups in the first month. Subsequently, the parenting skills program, consisting of 12 sessions, was implemented over a three-month period, with one session per week for parents in the experimental group. At the 6th, 9th, and 12th months, structured interviews using post-assessment tools were conducted with parents from both groups. Results: The findings of the study revealed thatthere was an improvement in the mean posttest score of childs adaptive behavior over the time. Specifically, at 6th month, it increased to (53.425±8.95), followed by (52.850±9.77) at 9th month and (55.288±8.87) at 12th month when compared to baseline score (46.362±8.09).This increase was found to be statistically significant within the group (F= 163.040, p 0.001).However, the control group, showed no significant change in the mean score of childs adaptive behavior and it remained same in 6th month, 9th month and 12th month as baseline, and no significant difference was observed within the group (F= 6.00, p 0.112). Hence, it could be interpreted that parenting skill program was effective in improving the childs adaptive behavior score of children with IDD in experimental group than in control group. Conclusion:It was concluded thatparenting skill program was effective in improving the childs adaptive behavior of children with IDD.

Investigation of Development of Phonology using Artificial Intelligence: A Preliminary Study

Background: Investigation of the development of acquisition of phonological processes is a very important phenomenon to predict language development in childhood. Phonological development refers to the gradual acquisition of an adult-like speech system used to convey meaning in a language. Adequate phonological development can lead to higher speech intelligibility, essential for perception and speech production. The test battery approach for phonological assessment includes formal as well as informal testing modalities. Speech intelligibility is a vital parameter for the assessment of phonological development. This is done via scoring collected audio speech samples, followed by IPA transcription and scoring and analysis of data manually. The primary objective of the study was to investigate the speech intelligibility score across real-timed stimuli (rhyming, storytelling, open-ended questions, and picture description tasks) across two age categories, i.e., 3-4 and 4-5 years among 40 Hindi-speaking children. Methods: A total of 40 children (15 girls and 25 boys) in the age range of 3 to 5 years were randomly selected from a junior high school in New Delhi, India. Groupwise speech intelligibility score was calculated for rhyming, storytelling, open-ended questions, and picture description tasks. Results: It was observed that the speech intelligibility score for open-ended questions was significantly higher in the 4-5 years group (94.09 ± 3.7) than the 3-4 years (89.83 ± 8.2), t (1, 38) =2.12, p =0.04). However, no significant improvement in rhyming task [t (1, 38) =1.14, p =0.18), storytelling [t (1, 38) =1.81, p =0.07), and picture description [t (1, 38) =1.89, p =0.06) was observed. Conclusion: Chances of error in conventional method of phonology assessment still persists which may be controlled using Artificial Intelligence (AI). The target phonetic stimulus can be customized based on the linguistic experience and environment.

Pattern of Smokeless Tobacco Initiation and Use among School Going Adolescents in Delhi, India: A Mixed Method Study.

With growing trends in tobacco consumption, it has been observed that the age of initiation is gradually decreasing. To combat the deep-rooted problem of the Society, we need to target the adolescents at the time of their first consumption of tobacco forms. Hence, this study was conducted to assess the pattern of smokeless tobacco use among school going adolescents in senior secondary schools with the assessment of the sociodemographic factors responsible for initiation of smokeless tobacco use by adolescents. A cross-sectional survey of total sample of 714 students across 9-11 standards in 3 schools of Delhi was done using a self-administered questionnaire after obtaining approval from Institutional Ethics Committee and School Health Scheme, Delhi. Consumption of tobacco was found to be 27.9% at a frequency of 6-9 days in a period of one month and a majority of 31 (39.2%) students initiated the use in the age group of 10-11 years. Among the different SLT products, pan masala combined with zarda with 56 (70.8%) users, was found to be the most commonly consumed SLT product. Grocery shops were preferred POS among the students as (67%) of students obtained the SLT product from this POS. 56 (70.8%) of the students wanted to quit the habit of SLT use whereas 49 (62%) students tried to quit the habit and 43 (54.4%) students sought help in order to quit the habit. Such alarming results in terms of low age of initiation in Delhi is an emerging health problem. Adequate cessation programmes and schemes must be developed and strict implementation of laws and policies to achieve a tobacco free youth is the need of hour.

The teachers’ discourse on religion and morality

ABSTRACT This paper presents a study which was done to investigate schoolteachers’ discourse on morality. The teachers used three dimensions to construct and present their discourse on morality: food, religion and relationship. These teachers were drawn from different types of private and public schools in Delhi, the capital of India. The teachers considered religion as a defining aspect of their lives and associated morality with it in an intricate manner. They taught in schools that did not impart religious education; however, their own religious beliefs formed a strong and reliable reference point for their professional role.