Jliti10snpitv in ~buration - Institute for Social and Economic Change

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supplies students, it also interacts with the 6chccls In many ways. Such interactions between schools and community becomes crucial in determining the teacher accountability, the resources for teaching, regularity of the teachers as well as the quality of teaching. It must be noted at this point that the rural schoo16, where the facilities are bare minimum/have limited resources, the only resource that they can boast of IS the teacher. The above mentioned four factors revolve around the teacher and his style of functioning (Verghese & Govinda, 1993). The teacher and his style of functioning decides teaching learning the educational transactions In terms of the methods adopted, the nature of teachlngactivities and the amount of time spent active instruction. The educational transactions in turn determIne the students outcomes in the form of both school attendance and achievements. The teacher competence, students socio-economic background and students ability do effect pupil outcomes. The present study focu9ses on the variations across schools functIoning In villages with different characteristics. Variation within the school is not considered. 29
LIMITATIONS OF THE STUDY This study primarily focusses on school and community interaction in rural context which requires village level data on a large scale. Taking consideration the financial resources and time into at command for a doctoral student, it was decided to use secondary data on village characteristics and generate primary data on school community interaction. The required secondary data was available in the form of a large scale survey of representative sample of villaQes in Tumkur district. Therefore the present study is confined to only one district in Karnataka. OVERVIEW The present study is organised in eight chapters including the present one. The Second Chapter deals with the review of literature in the related areas. Inferences are drawn to give direction to the formulation of hypotheses, and the methodology to be adopted. Gaps are identified to place the present problem in a proper perspective. In the Third Chapter, the methodology for the survey of the quality inputs and the methodology for the case study are discussed separately in part A and part B. 30
Page 1 and 2: INTERACTION OF VILLAGE CHARACTERIST
Page 3 and 4: DECLARATION I hereby declare that t
Page 5 and 6: I am particularly grateful for the
Page 7 and 8: CHAPTER 3 METHODOLOGY OF THE STUDY
Page 9 and 10: LIST OF TABLES Tab le No. Page No 3
Page 11 and 12: 5.2.4 5.2.5 5.2.6 5.2.7 5.2.8 5.2.9
Page 13 and 14: 7.2. 1 One - l\Jay Analysls achleve
Page 15 and 16: L1 ST OF F I BURES Figure No. Page
Page 17 and 18: LIST OF ABBREVIATIONS AD AEO AK BBS
Page 19 and 20: is much more defined. It will be in
Page 21 and 22: more compleK state systems. The nat
Page 23 and 24: esponsibility of training women in
Page 25 and 26: These developments have been interp
Page 27 and 28: Although there was a change in the
Page 29 and 30: However, the interplay of education
Page 31 and 32: on ethnographic methods to define s
Page 33 and 34: in the Indian context. Otherwise, i
Page 35 and 36: But a high priority was given by th
Page 37 and 38: education of the weaker sections an
Page 39 and 40: The inter-sectoral allocation withI
Page 41 and 42: midst of diverse influence on educa
Page 43 and 44: education. In order to study the na
Page 45: CHART 1 OPERATIONAL MODEL OF INTERA
Page 49 and 50: CHAPTER II REV lEU OF LITERATURE Th
Page 51 and 52: Musgrave P.W. (1988), Socialising C
Page 53 and 54: Shah, Ghanshyam (1985), "Caste Clas
Page 55 and 56: Yathiraj, Kumar R. (1981), "School
Page 57 and 58: Karl Alexander and Edward Mc Dill's
Page 59 and 60: education provided to disadvantaged
Page 61 and 62: Robert Hauser ( 1968) in schools an
Page 63 and 64: serVlces and (5) School facilities.
Page 65 and 66: 4. Some studies which have examined
Page 67 and 68: • income distribution of SCs and
Page 69 and 70: did not have any effect on attendan
Page 71 and 72: finding the quantum of wastage and
Page 73 and 74: examined were mainly : ( i ) the li
Page 75 and 76: the middle castes and business for
Page 77 and 78: Moreover, the participation at the
Page 79 and 80: percentage of enrolment. The reason
Page 81 and 82: aspect of the educational opportunI
Page 83 and 84: inevitable result of scarcity where
Page 85 and 86: when the d1stribution 1S in terms o
Page 87 and 88: and cultural background of the entr
Page 89 and 90: etween classroom climate and academ
Page 91 and 92: Gupta (1979) studied the role of la
Page 93 and 94: fIndings the intervention strategie
Page 95 and 96: among different castes in a village
Page 97 and 98:
• the occupational structure of I
Page 99 and 100:
hierarchy of the higher educational
Page 101 and 102:
compounding factor, contributing to
Page 103 and 104:
in understanding the nature of subo
Page 105 and 106:
6 To compare the patterns identifie
Page 107 and 108:
In the present conte)(t the quality
Page 109 and 110:
configuration of the village commun
Page 111 and 112:
conducted by the ISEC project. Henc
Page 113 and 114:
ooks and frequency of issue of book
Page 115 and 116:
were used to relate the educational
Page 117 and 118:
headmasters/mistress at the taluka
Page 119 and 120:
(b) Area of playground ~ student: T
Page 121 and 122:
The responses to the above mentione
Page 123 and 124:
Per Pupil Expenditure: The value of
Page 125 and 126:
composite indew, the ratings of eac
Page 127 and 128:
Differential analysis using Chi-~qu
Page 129 and 130:
Based on the data generated on the
Page 131 and 132:
schools. The schedule consIsted of
Page 133 and 134:
which related to punishments. Incid
Page 135 and 136:
METHOD OF ANALVSIS USing the system
Page 137 and 138:
CHAPTER IV PROFILE OF TUMKUR DISTRI
Page 139 and 140:
PROFILE OF THE EDUCATIONAL FACILITI
Page 141 and 142:
Number of Teachers : The data avail
Page 143 and 144:
than 61 per cent of the rural upper
Page 145 and 146:
Educational and Professional Qualif
Page 147 and 148:
Table 4.7 . Average pupil teacher r
Page 149 and 150:
77.04 per cent of the schools Tumku
Page 151 and 152:
though 1n general the resources ava
Page 153 and 154:
CHAPTER V DISCRIPTIVE AND DIFFERENT
Page 155 and 156:
7 Provision for Tlme Keeping 1) Pre
Page 157 and 158:
BUllt-1n area per student 1. Less t
Page 159 and 160:
It may seen that two-thirds of the
Page 161 and 162:
1 Percentage of teacher sent for in
Page 163 and 164:
Table 5.1.3 Percentage dlstributlon
Page 165 and 166:
Table 5.1.4 Percentage dlstrlbutlon
Page 167 and 168:
Table 5.1.6 shows the distrIbutIon
Page 169 and 170:
Tab 1 e 5. 1 .7 Percentage dlstrlbu
Page 171 and 172:
2) Visits by other Agencies. The ca
Page 173 and 174:
Tab 1 e 5.1.10 shows that In genera
Page 175 and 176:
ecause of the fact that the standar
Page 177 and 178:
This is presented separately for th
Page 179 and 180:
From the discusslon of the percenta
Page 181 and 182:
eference to the overall hypothesIS
Page 183 and 184:
Table 5.2.1 Percentage distrIbutIon
Page 185 and 186:
Table 5.2.2 I Percentage distributi
Page 187 and 188:
3. The average length of serVice of
Page 189 and 190:
There is no significant difference
Page 191 and 192:
Table 5.2.4 I Percentage distributi
Page 193 and 194:
Tab I e 5.2.5: Percentage distribut
Page 195 and 196:
To test the above hypothesIs the ch
Page 197 and 198:
Table 5.2.7: P~rcentage distributio
Page 199 and 200:
From the Table 5.2.8 it IS clear th
Page 201 and 202:
To test the above hypothesIs the ch
Page 203 and 204:
To test the above hypotheses the ch
Page 205 and 206:
theoretIcal value of 9.49 and hence
Page 207 and 208:
5.99 and 9.49 respectively at 0.05
Page 209 and 210:
achievement scores in Mathematics a
Page 211 and 212:
present section an attempt will be
Page 213 and 214:
Table 5.4.2 I Comparison of the Mat
Page 215 and 216:
To fInd out which of the three pair
Page 217 and 218:
egin with, a profile of school qual
Page 219 and 220:
villages and to compare the qualita
Page 221 and 222:
LOCATION OF CASE STUDY SCHOOLS TUMK
Page 223 and 224:
SECTION I VILLAGE PROFILES VALANADU
Page 225 and 226:
source for drinking water are wells
Page 227 and 228:
It has a primary school situated In
Page 229 and 230:
the income category 01 Rs., 7001-10
Page 231 and 232:
cent have hlgher primary educatlon;
Page 233 and 234:
classlfied under non-traditional oc
Page 235 and 236:
living in 43 households. Out of a t
Page 237 and 238:
total population of 1148, 302 males
Page 239 and 240:
from the villagR. Wells form the so
Page 241 and 242:
It has one primary school which has
Page 243 and 244:
households have had education upto
Page 245 and 246:
the ewperts' opinions on the qualit
Page 247 and 248:
poor households and belong to ths l
Page 249 and 250:
some of them may not pick up at the
Page 251 and 252:
the villagers. He however e~presses
Page 253 and 254:
text books. Examples cited by him a
Page 255 and 256:
the children have to be retained in
Page 257 and 258:
objectives, it would be worthwhile
Page 259 and 260:
Dlirt J : 5chool-wis, distribution
Page 261 and 262:
long periods of service in the same
Page 263 and 264:
Insplte of it having an operatlonal
Page 265 and 266:
functioning of the sac has seen the
Page 267 and 268:
They resent the community and in tu
Page 269 and 270:
average length of a school day. Eve
Page 271 and 272:
schools are respectively 3 hours, 1
Page 273 and 274:
and helplng them to respond. lnspit
Page 275 and 276:
them. If any attention was paid to
Page 277 and 278:
Table 6.2 Percentage Distributlon o
Page 279 and 280:
The detailed descriptions of the cl
Page 281 and 282:
This mode of teaching 1S labelled a
Page 283 and 284:
(M i i ) There were no lessons done
Page 285 and 286:
This mode of learning can be labell
Page 287 and 288:
and helped students in writing the
Page 289 and 290:
Teaching is generally oriented to t
Page 291 and 292:
were read copy mere spectators. Aft
Page 293 and 294:
IS varied and consists of comprehen
Page 295 and 296:
continued to read. This method enco
Page 297 and 298:
(viii> An English lesson "The parts
Page 299 and 300:
All the above Illustrations are dis
Page 301 and 302:
not have a single instance. Balanap
Page 303 and 304:
supervised and students are left to
Page 305 and 306:
Chart 51 Classification of the scho
Page 307 and 308:
personal attributes of the individu
Page 309 and 310:
transactions which was due to frequ
Page 311 and 312:
drinking water for him is brought b
Page 313 and 314:
the AEO's offlce at Gubbi, since es
Page 315 and 316:
the stipulated time. Students pract
Page 317 and 318:
of achievement. The significance of
Page 319 and 320:
Table 6.5 gives the result of the a
Page 321 and 322:
Tab 1 e b. 7 : One-way AnalysIs of
Page 323 and 324:
After having established the influe
Page 325 and 326:
level of the heads of the household
Page 327 and 328:
( i i ) Moderate concentration of t
Page 329 and 330:
I I I I I I I I I I I I I I I I I P
Page 331 and 332:
Students' Attendance: It may be rec
Page 333 and 334:
From Figure-4 it can be inferred th
Page 335 and 336:
Fig: 5 Occupation Distribution Type
Page 337 and 338:
lible 7.1.2 I Percentage distributi
Page 339 and 340:
120, I I I I I 100 ~ I I 80 p e r c
Page 341 and 342:
-------------, Education Distributi
Page 343 and 344:
I I I I Fig: 9 I I Education Distri
Page 345 and 346:
Fig : 10 Education Distribution Typ
Page 347 and 348:
Based on the gini coefficients pert
Page 349 and 350:
income distribution have two out of
Page 351 and 352:
Fig: 13 Income Distribution Types S
Page 353 and 354:
Fig; 14 Income Distribution Types l
Page 355 and 356:
lable 7.1.~ Percentiqe distribution
Page 357 and 358:
Fig: 16 Land Distribution Types Tea
Page 359 and 360:
educes wi th the increase in the in
Page 361 and 362:
Fig: 19 Land Distribution Types Len
Page 363 and 364:
Fig: 20 Land Distribution Types Edu
Page 365 and 366:
positive mind set regarding the mea
Page 367 and 368:
,.... I I Fig: 23 Caste Structure T
Page 369 and 370:
IS comparatively lower in schools l
Page 371 and 372:
The other bases of stratification i
Page 373 and 374:
different types of villages perform
Page 375 and 376:
Table 7.2.3 gives the result of the
Page 377 and 378:
Table 7.2.4: Comparison of the Achi
Page 379 and 380:
This is done by a combination 01 st
Page 381 and 382:
OBJECTIVES OF THE STUDY: 1 • To m
Page 383 and 384:
villages in Tumkur District. The sl
Page 385 and 386:
The School Quality Indicator Questi
Page 387 and 388:
FINDINGS The school quality inputs
Page 389 and 390:
Except for the provision of kho-kho
Page 391 and 392:
found that latter. the former group
Page 393 and 394:
Channigappanapalya, Areyur, Brahmas
Page 395 and 396:
3. Nature and e~tent of student par
Page 397 and 398:
(38.46) are pooled in the functiona
Page 399 and 400:
quo. The power structure In the pre
Page 401 and 402:
a copy of the text book for the tea
Page 403 and 404:
uSing time-sampling, amounting to s
Page 405 and 406:
Environmental Science of Std IV wer
Page 407 and 408:
also be real ised that in the rural
Page 409 and 410:
All these years the teachers traini
Page 411 and 412:
APPENDICES
Page 413 and 414:
(~~ a:>Glo..iJejJ ~.do~ O1a:jrG:Sn1
Page 415 and 416:
(~) ~~"Y"P 30n~n~rtn ( ~) ~,Jo::nc;
Page 417 and 418:
8 ~'nJ..u 9 ~.,~ .. 10 ~t.J' ~t.:f
Page 419 and 420:
APPENDIX II MATHEMATICS competencle
Page 421 and 422:
7 Understands the factors contrlbut
Page 423 and 424:
P ::'0 .1.) 350 + 3G1 ::. 5) ';;(1
Page 425 and 426:
" o l) 11 '1' 11 6 .) '''1' .1" 5 r
Page 427 and 428:
.. · :)-:a. -."1""_ ....... 1" ..
Page 429 and 430:
,41. _'~ -,,,~• .""",., •. '='
Page 431 and 432:
1.3. -;- ..... , - / ." - -'-~., ..
Page 433 and 434:
.~ -),.: (. rh~ ...) tj :") '3 )] ,
Page 435 and 436:
3.1.;; C;:;~.JJ ~. '. '" .:E..;-.)
Page 437 and 438:
'1b U ..,)~ :> ~ H )".: I '" ).) x
Page 439 and 440:
'Qo ... '\II }1" ',) ,:: 't)'6 . H)
Page 441 and 442:
.. , .;.......,.".....-v..i ~''''''
Page 443 and 444:
~ J~~ 'iJ IQ' .~ tJ ", ,',' ", ~:tJ
Page 446 and 447:
!: • J. 1 j,. ~'S;~P",~OJ "~~:n;-
Page 448 and 449:
APPENDIX VII OPINIONNAIRE Do the fo
Page 450 and 451:
Community Resources 8 Frequency of
Page 452 and 453:
TEACHING AIDS 18 The list of teachi
Page 454 and 455:
27 Average length of the school day
Page 456 and 457:
37 The mode of conductlon of litera
Page 458 and 459:
47 The hidden curriculum of IndivId
Page 460 and 461:
NOTE: Here uniqueness ImplIes somet
Page 462 and 463:
APPENDIX VIII OBSERVATION BUIDELINE
Page 464 and 465:
Literacy The total No. of books in
Page 466 and 467:
The length of the school day on the
Page 468 and 469:
On the day of observation details o
Page 470 and 471:
Lower level of applicat Ion based H
Page 472 and 473:
APPENDIX X CALCULATION OF CHI-SQUAR
Page 474 and 475:
Where is equal to the total sum at
Page 476 and 477:
BIBLIOGRAPHY Acharya, Poromesh (198
Page 478 and 479:
Brophy, Jere Learning" E. (1982) "C
Page 480 and 481:
Friere. Paulo (1972), Pedagogy of t
Page 482 and 483:
Friere, Paulo (1972), Pedagogy of t
Page 484 and 485:
Heyns, Roger Complex 8. W. (1984),
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