Researches in the discipline of education utilize the methods of behavioural sciences and social sciences. Yet some researches take the advantage of the methods of humanities, the methods which are based on the phenomenological paradigm. Two types of research emerge: one, quantitative and two, qualitative. Quantitative research is based on logical positivism whereas qualitative research is based on the phenomenological paradigm. The qualitative research emerged in 1970s. The subjective experiences are the most important and necessary part for this research. It aims at providing very thorough and detailed description of persons’ experience. In qualitative research, data collection is done in natural setting and the research follows an inductive and holistic approach. The process of the research is emergent where the role of the researcher is very important. Sometimes, triangulation is also done to assure completeness of findings or to confirm findings. The content analysis is most suitably utilized. The present paper is an outcome of library study.

This study has been done to compare the institutional organizational climate as perceived by teachers teaching at different grade levels. To begin with a scale was prepared to measure teachers’ perception of their interactions with the principal or the head of the department (in case of universities) of their institutions with respect to six dimensions, viz.- Openness, Favouritism, Humane, Task orientation, Apathy, and Control. Sample consisted of 112 teachers. Findings reveled that with increase in grade level of students taught by teachers, their perception of apathy, task orientation ,and openness in institutional climate decreases. But it does not influence perception of humane climate and control

Punishment is one of the hazardous aspects in educational course of a student that is persevering to vacate the roots of personality development and academic career of the subject students. This study aimed to establish the relationship between teachers’ punishment and its effects on student’s academic achievements. The study was carried out in Itarsi in Madhya Pradesh, India. The study employed survey research design. Questionnaire was the main instrument for data collection. Two schools were randomly selected in which one was government and another was non government school in Itarsi city, 80 students (40-40 each) in which 20-20 were boys and girls were the sample of the study. The major findings of the study revealed that Students between the ages of 10 but below 13 dominated the study with disagree that punishments were administered to them at the right cause, also 60% of the student disagree with the statement that disciplinary committee was maintained to handle students in school. The correlation result showed that at 0.05 level of significance administration of punishment is negatively related to academic achievement implying that as punishment increases there is a decline in the achievement of students. The study came up with the following conclusions based on the findings that punishments were poorly administered to students; this creates room for chaos in schools characterized with school property destruction, and thus affecting students’ general academic achievement. There are proposed some recommendations in the study to deal with the wide spread and increasing levels of indiscipline among children. These include counselling and guidance in schools, strengthening school rules and regulations. As to address the effects of indiscipline in schools, a strong parent-teacher relationship need to be established and to achieve its objectives teachers should be the role models of discipline if this struggle

Information is the driving force in today’s age. Each and every organizations and institutions depend on information and contents. For managing information and contents different tools and technologies are being used. The huge amount of information leads to the concepts of securing such information. Today computers are the most important tool for information related activities leading to collection, selection, organization, processing, management, and dissemination so its security is also an important concerned. Information Assurance is a field of study and practice responsible for data and information privacy including securing devices and systems holds information. The field is very close with few other domains viz. IT Security, information security, computer security, etc. Internationally many universities have started programs on Information Assurance and allied fields as a merged domain viz. Information Assurance and Cyber Security. Important to note that in India exact specialization on Information Assurance till not offered in any of the educational levels; though few universities have provided allied fields as a program of study. In India, IT and Computing Masters are available in two tracks; first as Science program viz. M.Sc. and another is MTech. In both, Information Assurance can be a new and innovative program as a super specialty or emerging field in IT. However, this paper is proposed on M.Tech. in Information Assurance and allied field with possible proposed curricula

Technology is driving factor of Fourth Industrial Revolution in which digital automation, artificial intelligence, mobile supercomputing, intelligent robots are at its momentum. International competitiveness and global challenges demands highly innovative and competent school environment. Digital era and globalization has led to a new trend in education. One such trend is Blended Learning. The objective of the present paper is to analyse the concept of blended learning and to review the evolution of blended learning. Further, the paper discusses the intricacies and technical complications involved during implementation of blended learning in Indian context. In addition, the paper also critically analyse the competencies needed for handling blended learning along with benefits and challenges of blended learning

There have been efforts internationally to include children with disabilities in the educational mainstream. In order to achieve truly inclusive education, we need to think about and incorporate children with special needs into regular schools. Especially, because these kids face some sort of barriers to learning and participation in the classroom. Within the human right and social justice movement of including students with special needs into the regular classroom; it found that there are different classroom teaching practices should be taking into account. It brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students. It is one of the most effective ways in which to promote an inclusive and tolerant society. Inclusive Education denotes that all children irrespective of their strengths and weaknesses will be part of the mainstream education. It is clear that education policy in India has gradually increased the focus on children and adults with special needs, and that inclusive education in regular schools has become a primary policy objective. Keeping in view, Govt. of India had accelerated the new scheme of Inclusive Education to achieve the target of Education for All (EFA) by 2010. Inclusion is an effort to make sure that diverse learner – those with disabilities, different languages and cultures, different homes and family lives, different interests and ways of learning.