Assessing teacher effectiveness in India: Overview and critical appraisal

Prospects

Volumn 28, Issue 1, 1998, Pages 137-150

  Rajput, J S ^a   Walia, K ^b  

^a National Council for Teacher Education   (India)

^b JAMIA MILLIA ISLAMIA CENTRAL UNIVERSITY   (India)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0011098877     PISSN: 00331538     EISSN: 15739090     Source Type: Journal    
DOI: 10.1007/BF02737785     Document Type: Article

References (12)

1. Arora, K. 1978. Differences between effective and ineffective teachers. New Delhi, Chand & Company Limited.
2. Buch, M.B. 1987. Third survey of research in education. New Delhi, National Council of Educational Research and Training.
3. Chaya. 1974. An investigation into certain psychological cbaracteristics o[ an effective teacher bebaviour. (Ph.D. thesis, University of Kanpur.)
4. Delors, J., et al. 1996. Learning: the treasure within. Paris, UNESCO. (Report to UNESCO by the International Commission on Education for the Twenty-First CenturywThe Delors Report.)
5. India. Ministry of Human Resource Development. 1992. National policy on education, revised. New Delhi, Department of Education.
6. Kulandalvel, K.; Rao, T.R.B. 1968. Qualities of good teachers and good students (A study of students" rating). Coimbatore, Ram Krishna Mission Vidyalaya.
7. National Council of Educational Research and Training. 1970. Education and national developmentwReport of the education commission. New Delhi, NCERT.
8. National Council for Teacher Education. 1996. Discussion document teacher education curriculum framework. New Delhi, NCET.
9. Rajput, J.S. 1994. The facets of educational change. Teacber today (Bikaner), vol. 36, no. 4, p. 9-23.
10. Rajput, J.S.1996. Search for futuristic curriculum framework in teacher education. University news (New Delhi), vol. XXXIV, no. 13.
11. Shah, B. 1995. Determinates of teacher effectiveness. Ambala Cant't, The Indian Publication.
12. Sohoni, B.K., et al. 1977. A study of the development olCteacber effectiveness through teaching practices. (Ph.D. thesis, SNDT College of Education for Women, Pune.)