INTERNATIONAL CONFERENCE ON LEARNING ICL 2018

Learning for Empowerment

Conference Booklet

September 28-30 2018 Department of Education

Lady Irwin College, University of Delhi New Delhi, India


CONFERENCE COMMITTEES Organising Secretary

Dr. Renu Malaviya

Core Committee Dr. Mani Bhasin Kalra Dr.Neelima, Dr. Richa Mehta, Mr. Sultan Singh

Technical Dr. Renu Malaviya, Dr. Mani Bhasin Kalra, Dr.Neelima, Dr. Richa Mehta,

Dr. Manvi Yadav, Dr.Astha Saxena, Ms. Sangeeta Singh,

Finance Dr. Mani Bhasin Kalra, Dr. Renu Malaviya

Mr. Sultan and Dr. Manvi Yadav

Registration & Certification Dr. Richa Mehta, Dr Neelima Asthana, Dr. Astha Saxena, Dr. Manvi Yadav, Ms. Sangeeta Singh, Dr. Suraj Kumar

Press Release Dr. Richa Mehta, Dr. Garima Bansal, Ms. Anita Rai

Venue Mr. Sultan Singh, Dr.Suraj Kumar, Ms. Chetna Arora, Ms. Afshan A.Karim, Ms. Anita Rai, Ms. Jaspreet Kaur

Publication Dr. Renu Malaviya, Dr. Mani Bhasin Kalra

Dr. Neelima Asthana , Dr. Richa Mehta.

Hospitality Dr. Neelima Asthana, Dr. Richa Mehta, Dr. Suraj Kumar,

Ms. Anita Rai, Ms. Bhumika, Ms. Afshan A.Karim, Dr. Sheela Rajeshwari

Ushering Dr.Manvi Yadav, Dr. Neelima Asthana

Dr. Richa Mehta, Dr. Sheela Rajeshwari, Mr. Sultan Singh

Materials Dr. Neelima Asthana, Ms. Bhumika, Ms.Afshan A.Karim

Dr. Mani Bhasin Kalra, Dr. Sheela Rajeshwari, Dr. Astha Saxena

Visits Ms. Bhumika Batra, Dr. Sheela Rajeshwari

Dr. Manvi Yadav, Ms. Mousumi Ghosh

Cultural Dr. Sheela Rajeshwari, Ms. Chetna Arora

Printing Dr. Mani Bhasin Kalra, Dr. Aastha, Ms.Mousumi Ghosh, Dr. Sangeeta,

Sponsorships Dr. Neelima Asthana, Dr. Renu Malaviya, Ms. Chetna Arora

Ms.Mousumi Ghosh, Ms. Jaspreet Kaur, Ms.Anita Rai

Displays/Stalls Mr. Sultan Singh, Dr. Suraj Kumar, Ms. Jaspreet Kaur

Report Writing & Rapporteuring Dr. Renu Malaviya, Dr. Garima Bansal, Ms. Mousumi Ghosh, Ms. Jaspreet Kaur

Skype connections Dr. Garima Bansal, Dr. Mani Bhasin Kalra

STUDENT COMMITTEES B.Ed & B.Ed Spl Ed. SECOND YEAR

LOGISTICS GIFTS HOSPITALITY STALLS PRINTING

Nitu Sharma Spl. Ed Sampda Spl. Ed Shobha Spl. Ed Shruti Saini KeertiShehzadi Spl. Ed Shikha Spl. Ed Deepika Shah Shivani Mangla MansimranZeba Spl. Ed Monika Spl. Ed Deepshikha Simran Dhamija RanjanaAnjali Spl. Ed Akanksha Spl. Ed Gazala Tarannum SangeetaNandini Kirti Tarana MeenakshiPlasha USHERING Latika Sawre Ranjhana Aishwarya RanaPriyanshi Nancy BhavnaSimran Dhamija Kajal Spl. Ed Nazia Parveen Richa Vats REPORTTanya Shweta Spl. Ed Shweta Salony KalraUditi Harjeet Spl. Ed Chetna Ayushika Spl. EdGunjan Mehvish Spl. Ed Ayushi Sharma Deepika Spl. EdRoshni Srivastava Priya Spl. Ed Megha Soni REGISTRATION Arushi HandaAkshita Nagar Dixita Spl. Ed Priyanka Shivani ManglaAishwarya Verma Shivani Spl. Ed Sana Rashida Shruti SainiAnkita Batra Arti Shivani Neetu Singh Vatsala

Himani Rawat Kamakshi Sonam DrishtiSTALLS Lakshita Chopra Kanchan Anoushka Mehta Gursheen

Rubeena Neha Sharma Aubhuti Ashna KhuranaSonali Sanjivni Nisha Manisha Pooja KumariSonam Tavleen Nisha Parveen Papiya Srishti BhasinSudha Harshita Verma Nisha Yadav Jyoti AshmeetSummaiya Aishwarya Bhatia Srishti Jaidka Akshita Nagar AtulyaAnkita Gangwar Harkeerti Tarana Deepika Choube Srishti SoodRenu Rai Jyoti Tarannum Roshni SrivastavaRicha Vats Nitu Priyanka Nemar Ankita Batra CULTURALBhavna Parul Sakshi GargKomal Srishti Sood Nisha Spl. Ed

Aishwarya Verma Pallavi Spl. EdApoorva NegiN. Poornima

B.Ed & B.Ed Spl Ed. FIRST YEAR

LOGISTICS PRESS RELESE CULTURAL REGISTRATION HOSPITALITY

Bhawna Kathayat Aayushi Joshi Srishti Saloni Aggarwal Apeksha Dass

Deepika Deeksha Gautam Bhawna Rana Tanya Gupta Archana Lakhyani

Janhavi Pitroda Nidhi Kapoor Himanshi Singh Simran Kaur Aparna

Nitika Gupta Sakshi Maheshwari Jyoti Tomar Gaurika Gakhar Farheen

Shivani Lohia Vaishali sharma Kriti Shradha gupta Amita Kaur

Tanusha Dhawan STALLS Nidhi Chauhan Neha Chauhan Anubhuti Manrai

Malvika Anuradha Renu Umang Mangla Himani

Anjali Megha Verma Bhawna Singh VENUE Sarita Yadav

Samairaa P Gandhi Poonam Sulekha Preeti Yadav Deepika

Shweta Sood Raushan Ara Iqra Fatima Monal Bhelawe Meenu

Priyanka Pandey Vaishali Singh Kanchan Singh Akansha Jha Mimilon

Anukrity Kohli Suman Singh Anureet Kaur Aafreen Fatima Monika Yadav

Neetu Bisht Himanshi Anamika Kanika Sunita Yadav

Savita Rani Manisha Joshi USHERING Chhaya Nisha Chopra

Shreya Pathak Parul Shradha Chawla Akansha Singh Aparna Malik

Poonam Chaudhary REPORT Iram Parul PHOTOGRAGHY

Madhumita Basumati Roopal Tomar

Pavitra Choudhary GIFTS/KITS Archana Lakhani

Muskan Aashima Sharma Parul Heena Chawla Anjali Bhardwaj

VISITS Anjana Sharma Shivani Bhatia Himanshi rajora Tsering

Umang Mangla Anshu Nagar Alka Khushboo Rathor Ranu Shukla

Tanvi Goel Bhawna Simran Kaur Lamba Ngamreiphi T Garima Chittoria

Niharika Arora Dipti Nagar Anchal Shruti Sharma

PRINTING Divya Mathpal Archana prajapati Shivani Singh

Aasha Kannupriya Nishat fatima Ruksaar

Srishri Dagar Nidhi Gupta Pratibha Bhawna Singh

Shailja talwar Preeti Reshma Ekka

Priya Rani Priyanka Shalini Pandey

Radhika Khatri Pooja Vaishali Yadav

Siya Basoya Varsha

CONCEPT NOTE The major component of any education system is learning. Hence creating a healthy optimum learning environment is one of the most challenging tasks for the educators. When one conceptualises learning, one also contextualises it to the supporting and facilitating factors for a conducive environment to learning. The teaching-learning processor rather the learning-teaching processes which influences the processes of learning would include pedagogies, learning styles, learner’s background, special needs of the learner, socio-cultural variations, classroom conflicts, ecology of the classroom, management and leadership styles of the teachers and the school administrators, the socio-political environment and philosophies of the concerned states and many more.

This entire process to enable learning cannot be visualised in the absence of the teacher be it in the form of a teacher, a guru, a facilitator or a co-learner. The importance of a teacher cannot be undervalued. A teacher can facilitate the processes of learning by helping students Construct Knowledge, become motivated and engaged in the process to learn, manage information and experience, develop knowledge, attitude and skills and help learners transfer learning from the classroom to real world situations. The teacher Fourth International Conference on Learning New Delhi, India September 28-30, 2018 continues to play a very important role in a learner’s life by being the key element in constructing a learning environment, and also a providing a platform for every learner to construct knowledge. The diverse needs of the learners and the quest to make educational institutions more learner as well as learning friendly, there is a need to evolve universal designs of learning in all educational setups which include student friendly physical and psycho-social infrastructure, appropriate approaches to relevant skill development and enhancements, pedagogical strategies and most important of all attitude to enhance every individuals strength to maximisation of potential of every individual learner. Thus, facilitating them to reach their optimum potentials and to become participating members of the society. Attitudes of learners as well as educators play an extremely important role in creating a learning environment.

The philosophy and belief of the teachers also influences the pedagogical practices. Many a times as an educator we fail to understand the nature of learner as well as learning and try to educate them from one’s own perspectives. On the other hand the educational philosophies, structures and system in existence in an educational institution or a State also create handicapping situations in implementing innovative pedagogies within both the formal settings as well as the informal settings. This creates its own limiting conditions to learning. The teachers and the learners may thus become very mechanical in their actions effecting the learning process to a large extent.

Learning from first hand and concrete experiences as well as vicarious forms of experiences is known to be more sustainable i.e. storytelling, free play, art, music, drama, audio-video sources. Creative pedagogies play an important role in information acquisition and constructing knowledge as well as understanding the tradition and culture of community in order to promote socialisation. These pedagogies which include diversity in learner and diverse way of learning based on multiple intelligence, information processing and other

theories and practices of growth and development enable teacher to elicit the best practices of teaching learning for the learner.

Meaningful interactions between teacher and parents as well as other members of the family and community bridges the gap between the learning environments at school/higher education levels and the home. The professionals at the educational institutions and the parents and the family are able to dialogue and initiate the processes of acceptance of the contemporary learner centred pedagogies. This has an influence leading to the modifications in the attitude and patterns of teaching learning processes both at the individual as well as the family levels. This create a path for teachers and parents to modify their patterns and attitude to meet the learners need in more effective ways.

In the 21st century the learning patterns have been changing with the fast advent of technology. Technology knows no boundaries. Access to open educational resources has also begun to change the role of teachers and learners where teacher is being replaced by the electronic information providers and books are replaced by the gadgets. This change in dynamics of the learner and an educator is moving toward altering the value system in the learning fraternity. Technology has also created a new socialising pattern among the learners and socialisation processes in human relationships. The global digital child has great power and access to immense information but the accountability checks and balances are yet to be in place if ever they will be possible. The social media and its constructive utilisation for learning too is well documented and cannot be underestimated.

As Teachers are engaged in one of the most ethically demanding job i.e. educating the youth, the commitment towards their profession also entails that they exhibit an ideal role model for their learners. Accountability of teachers, towards learners, other stakeholders such as parents, community and above all towards humanity and the nation is required to a far more extent as compared to other professions.

PROGRAMME Day 1: FRIDAY, September 28, 20189.30 a.m. – 10.00 a.m. Registration and Networking

10.00 a.m. to 10.30 a.m. Inaugural session Lamp Lighting

Chief Guest: Mr. Vineet Joshi, Director General, National Testing Agency, Government of India Guest of Honour: Prof Namita Ranganathan, Dean & Head, Faculty of Education, University of Delhi Director,Lady Irwin College: Dr Anupa Siddhu

10.30 a.m. to 11.30 a.m. Panel Discussion: Educational policy, Leadership and Administration.

Prof. Rashmi Diwan, NUEPA Dr. Himagshu Das, NIEPMD Mr. R.P Gupta, NDMC Prof Amitav Misra, IGNOU Dr. Saswati Singh, National Trust & Pariwar Ms. Ameeta Mulla Wattal, Springdales School Prof. Jaswinder Dhillon, University of Worcester, UK

11.30 a.m. to 12.00 p.m. Tea Break and Networking12.00 o’clock to 1.00 p.m.

Panel Discussion: Educational Technology: Engaging all learners.

Prof. Rekha Koul, Curtin University, Australia Dr. Angel Rathnabai, NCERT, CIET Ms Shilpi Kapoor Mr.Vinay Mehra, Learning links Foundation Dr. Uma Balan, Former Principal Ms. Swati Ganguly, Juana Technologies, Global Educational Partner, Microsoft

1.00 p.m. to 1:45 p.m. Lunch & Networking1:45 p.m. to 5:00 p.m. Parallel Sessions

Adolescence Education

Chair: Dr. Girish Choudhary Co-Chair: Ms. Jaspreet Kaur

Diversity and Inclusion

Chair: Dr Vandana Saxena Co-Chair: Dr. Manavi Yadav

School Education

Chair: Dr. Shashi Guglani Co-Chair: Dr. Astha Saxena

Early Childhood Education

Chair: Dr. Rekha Sapra Co-Chair: Ms.Bhumika Batra

Human Rights, Peace and Value Education

Chair: Dr. Ashish Ranjan Co-Chair: Dr. Afshan Karim

Day 2: SATURDAY, September 29, 20189.45 a.m. to 10.45 a.m. Panel discussion:

Disability, Diversity and Inclusion.

Maj. Gen Ian Cardozo, Member Secretary (former) RCI Dr Merry Barua, Director, Action for Autism Dr. Shanti Auluck, Founder Chairperson Muskaan Prof Anil Aneja, OSD -EOC & Nodal Officer PwD, Univ of Delhi Dr Alim Chandani, Associate Vice-President & Global Reach Out Intiative

10.45 a.m. to 11.00 a.m. Tea and Networking11.00 a.m to 11.30 a.m Key Note Address &

Lamp lightingChief Guest: Dr. Sanjay Goel, Director (Education), Delhi Government

11.30 a.m. to 12.30 p.m. Panel discussions: Mental health and well-being

Chair: Prof. Bharati Baveja, Ambedkar University, Delhi : Dr. Jitendra Nagpal, Senior Psychiatrist, Moolchand Medicity Hospital Dr. Roma Kumar, Senior Consultant, Sir Ganga Ram Hospital Dr. Reena Nath, Senior Family and Marital Therapist

12.30 p.m. to 1.30 p.m. Contemporary Acts and Policies

Prof. Pranati Panda, Deptt. of Comparative Education, NUEPA Ms. Anita Makkar, Director & Principal, HDFC School, Gurgaon Dr. C. B. Mishra, Education Leader & Principal, Presidium school. Ms. Malini Narayanan, Principal, Army Public School, Shankar Vihar. Delhi Cant.

1.30 p.m. to 2.00pm Lunch & Networking2.00 p.m. to 4.00 p.m. Parallel Sessions29th Sept 2018 Skill Development

and Rural Education

Chair: Prof. D.D. Aggrawal Co-Chair: Dr. Sheela Rajeshwari

Best practices in schools

Chair: Mr. Ravinderan Kumar Co-Chair: Mr. Sultan Singh

Teacher Education Chair: Dr.Alka Behari Co-Chair: Dr. Garima Bansal

Pedagogy and ICT Education

Chair: Prof. Jayanti Pujari Co-Chair: Ms. Chetna Arora

Disability Studies Chair: Dr. Bipin Tiwari Co-Chair: Ms. Mousumi Ghosh

4.00 p.m. to 5.30 pm Valedictory Dr. Uma Tulli, Director, Amar Jyoti Research, Karkardoma Mr. Subhod Kumar, Dy. Director (Academics), RCI

Day 3: SUNDAY, September 30, 20189.00 am to 10 am Re-registration and welcome of guest and participants

10am to 11.30am

11.30 am to 12.00

12.00 to 1.30 pm

1.30 pm to 2.30 pm

2.30 pm to 4.00 pm

4.00 pm to 5.00 pm

Inaugural

Chief Guest: Dr. J.P. Singh, Member Secretary, (Former) RCI Guest of Honour: Sh. Mukesh Gupta, Chairperson, Vision Divyang Foundation & ZCC, RCI Guest of Honour: Dr Lalit Narayan, Dy. Director, PDUIPD & Vice-President, ARPP Guest of Honour: - Dr Rajesh Sheoran, Director, Adarsh Rehabilitation Centre for Physically & Mentally Handicapped Children

Tea break and Networking

Paper Presentations

Dr J P Singh, Former Member Secretary, RCI ( Chairperson) Mr. Dipak Prasad Sh. Parul Sharma Dr Joginder Singh Bhati: Dr. Sangeeta Singh

Lunch & Networking

Paper Presentations:

Dr S K Prasad, Dy. Chief Commissioner for Persons with Disabilities ( Chair) Sh Rajesh Kumar Trivedi Dr Rohnika Sharma Ms. Aabaha Pradhan

Valedictory Dr S K Prasad, Dy. Chief Commissioner for Persons with Disabilities

PARALLEL SESSIONS ADOLESCENCE EDUCATION

Day 1: 28th September, 2018 (Friday) Time: 2.00 p.m. to 5.00 p.m

Venue: MPR 1 Chair: Dr. Girish Choudhary Co-Chair: Ms. Jaspreet Kaur

TITLE AUTHOR & AFFILIATION

AE.1 Explor ing Iden t i ty fo rmat ion o f S ikh Adolescents: Experiences at School

ChanpreetKaur, Human Development and Childhood Studies Lady Irwin College, kaur28chanpreet@gmail.com, DimpleRangila, Human Development and Childhood Studies Lady Irwin College, dimplerangila@gmail.com

AE.2 How Farida Became Farman?: Subalternity in sexual orientation in Iran with reference to the 2030 Agenda for Sustainable Development.'

Jahanshah Safari, Department of English Jamia Millia Islamia jahanjamia@gmail.com

AE.3 Perception of learning- Findings of a doctoral study with adolescent girls in Assam and Delhi

Dipjyoti Konwar, Vinita Bhargava, Bhanumathi Sharma Lady Irwin College, Delhi University, New Delhi, India deepjyotikonwar@gmail.com

AE.4 A study of self efficacy of adolescents in relation to their social maturity

Saleha Akram and Jessy Abraham Jamia Millia Islamia, New Delhi salehaakram@rediffmail.com

AE.5 Self- Awareness And Empathy: Essential Life Skills For Emotional Stability Of Adolescents With Learning Disability

Jyoti Bhardwaj, Deaprtment of Special Education, St Thomas School bjyotee@gmail.com

AE.6 Delineating The Skill Development: Imperative For India's Growth

Praveen Kumar, Assistant Prof. Ch. Dheerpal Govt. College Badli , Haryana, M.D.U. ROHTAK sachin.nair2015@gmail.com

AE.7 Role of Education in Strengthening Women’s Reproductive and Sexual Decision Making In the Indian context

Gunjan Chandhok, Department of S o c i a l W o r k chandhokgunjan@gmail.com

AE.8 Educational Interventions to Improve Menstrual Health: Approaches and Challenges

Shreya Rastogi, Department of Food and Nutrition, Lady Irwin College University of Delhi shreya.rstg@gmail.com

AE.9 Experience of adult addicts in a de-addiction center

Neha Kardam, Assistant Professor, Bhagini Nivedita College, University of Delhi, nehakardam126@gmail.com Dr. Dolly Florence Murmu, Assistant professor, Lady Irwin College, U n i v e r s i t y o f D e l h i dollyflorencemurmu@gmail.com

mailto:kaur28chanpreet@gmail.commailto:dimplerangila@gmail.commailto:jahanjamia@gmail.commailto:deepjyotikonwar@gmail.commailto:salehaakram@rediffmail.commailto:bjyotee@gmail.commailto:sachin.nair2015@gmail.commailto:chandhokgunjan@gmail.commailto:shreya.rstg@gmail.commailto:nehakardam126@gmail.com

HUMAN RIGHTS, PEACE AND VALUE EDUCATION Venue: Hall

Day 1: 28th September,2018 (Friday) Time: 2.00 p.m. to 5.00 p.m Chair: Dr. Ashish Ranjan

Co-Chair: Dr. Afshan Karim

AE.10

Counselors: Stakeholders for promoting child mental health

Shruti Pokhriyal, Delhi University, shruti.pokhriyal10@gmail.com

AE.11.

Education and Identity formation of East Bengal Migrant Community: A Case Study of Champaran,,

Sanjit Kumar Das, Research Scholar, Department of Education (CIE), University of Delhi

TITLE AUTHOR & AFFILIATION

HPV.1 Human Rights in Education Udit Malik & Rahesha Sehgal, summymalik13@gmail.com

HPV.2 Human Rights In Education Cheshta Arora, Indian Institute Of Human Rights cheshta.arora@outlook.com

HPV.3 Children in difficult circumstances: Review of Indian laws, policies and programmes

Farheen Jahan, Research Scholar, Department of Home Science, University of Delhi & Dr. Renu Malaviya, Associate Professor, Department of Education, Lady Irwin College, University of Delhi Farheenjahanamu@gmail.com

HPV.4 Concept of Peace and Value Education: A comparative study

Savitrisuraj2010@gmail.com Deepti Kavathekar, Ph.D. Research Scholar, IASE, Jamia Millia Islamia, New Delhi, deep123k@gmail.com

HPV.5 Mental Peace through Pranayama and Self-Disclosure

Manish Agrawal ,Junior Research Fellow, Department of Education, Aligarh Muslim University, Aligarh, Uttar Pradesh, India manish05agrawal@gmail.com

HPV.6 Global Challenges and Need for Peace and Value Education to attain Sustainable Development

Prerna Vashistha, Department of Education, KR Mangalam University prernaalok19@gmail.com

HPV.7 Yoga education: panacea for self empowerment Prakash Chandra Jena, School of E d u c a t i o n , K . R . M a n g a l a m University, Delhi-NCR (India) drpcjena@gmail.com Priyanka Bhardwaj Research Scholar, School of Education, K.R. Mangalam University, Delhi-NCR

mailto:summymalik13@gmail.commailto:cheshta.arora@outlook.commailto:Farheenjahanamu@gmail.commailto:Savitrisuraj2010@gmail.commailto:deep123k@gmail.commailto:manish05agrawal@gmail.commailto:E-mail-drpcjena@gmail.commailto:shruti.pokhriyal10@gmail.com

SCHOOL EDUCATION Venue : MPR2

Day 1: 28th September, 2018 (Friday) Time: 2.00 p.m. to 5.00 p.m Chair: Dr. Shashi Guglani Co-Chair: Dr. Astha Saxena

HPV.8. Emotions and Student Achievement: Role of Teachers in Development of Positive Emotions among Students

Poonam Yadav, Zakir Husain Centre for Educational Studies, Jawaharlal N e h r u U n i v e r s i t y , N e w Delhi,py11poonam@gmail.com

HPV.9. Towards Reformation through Art Susmita lakhyani, Department of Education, University of Delhi susmitalakhyani@gmail.com

TITLE AUTHOR & AFFILIATION

SE.1 Equity Pedagogy- A Tool of Reformation in Multicultural Classroom

Parminder Kaur, Research scholar, M.Phil at National Institute of Education, Planning & Administration (NIEPA), New Delhi. parminderkaur.smile@gmail.com

SE.2 All you need is love: Children’s ideas of a happy school

Pooja Maggu, Ph.D. Research Scholar, Delhi University, maggu.pooja@gmail.com

Shraddha Kapoor, Associate Professor, Department of Human Development and Childhood StudiesLady Irwin College, Delhi University

SE.3 Implementing Assurance of Learning: An exploratory study

Aditi Pathak, MBA II yr. (Marketing and Sports management) Banasthali Vidyapith, Faculty of Management Studies aditi12pathak@gmail.com

SE.4 Flipped Classroom: Challenges and Prospects of Constructivist Approach of Learning

Sonal Chabra & Indrajeet Dutta

sonal.chabra77@gmail.com

SE.5 Professional independence of teachers and their effectiveness in classroom and school

Babita Maher, Ahvaan trust

babitamaher91@gmail.com

SE.6 No Detention Policy of the Right to Education Act 2009: A Failed Thought or a Failed Implementation

Ruchira Guglani, Assistant Professor , Institute of Home Economics, University of Delhi. ruchiraguglani@gmail.com

SE.7 A study of the beliefs and practices of parents of Delhi regarding Homework

Sonali Aggarwal, Jawaharlal Nehru University, sonalibhardwaj78@gmail.com

SE.8 Students’ perceptions regarding culturally sensitive classrooms: a case study of delhi schools

Geeta Pathak, Guru Ramdass College of Education, GGSIPU. pathak.edu@gmail.com

mailto:py11poonam@gmail.commailto:parminderkaur.smile@gmail.commailto:maggu.pooja@gmail.commailto:aditi12pathak@gmail.commailto:sonalibhardwaj78@gmail.commailto:pathak.edu@gmail.com

SE.9. vidyalayi shiksha mein netratva prashikshad ka vishleshadatmak addhyyan

िवद्यालयी िशक्षा मेंनेतत्◌ृि◌ प्रिशक्षण का िवश्लेषादात्मक अध्ययन

Joginder Kumar, TGT Social Science ,mentor teacher, SBV sector 20 Rohini ,Directorate of Education NCT delhi.yogi_jaiswal2009@yahoo.com,

Neeta Rani, TGT Maths, mentor teacher, g. co-ed Sarvodaya Vidyalaya, C block Mangol Puri , Directorate of Education NCT Delhi.

SE.10. Classroom Ergonomics Afshan Abdul Karim, Department of Education, Lady Irwin College. afshan.abdul.karim@gmail.com

SE.11 Perspectives of School Ergonomics Stuti Khanna, Assistant Professor, ISIC IRS, stuti_sehgal@yahoo.com

Priyanka Vijay, Assistant Professor, ISIC IRS, priyanka_vijay02@yahoo.co.in

Sneha, Research Student, ISIC IRS, sneha95add@gmail.com

Ruby Aikat, Assistant Professor, Amity University, ruby_aikat@rediffmail.com

SE.12 Salutogenesis in educational contexts: applications & implications

Nazneen Fatima, Department of Teacher Training and Non Formal Education, Institute of Advanced Studies in Education. fatmanazneen@gmail.com

SE.13 Problem Solving Ability Among Secondary School Students of Kashmir Valley

Usma Nazir & Prof. Nasrin, Aligarh Muslim University,. usma.amu@gmail.com

SE.14 Re-conceptualizing the construct of 'Educational Leadership' through a promising framework

Mukesh Kumar, Regional Head, Agastya International Foundation, mukesh.kumar@apu.edu.in

SE.15 Transactional theory of Reading- an exploratory study

Harsha Jaisinghani and Dr Vanita Chopra , Central Institute of Education and British Council, University of Delhi jaisinghani.harsha22@gmail.com

SE.16 Addressing Inequalities in School Education

Manvi Yadav, Assistant Professor, Lady Irwin College, Delhi University manaviy2006@gmail.com

SE.17 School Performances in India: Implications for Policy and Practices for Quality Improvement

Prof. Pranati Panda, School, Standards and Evaluation unit, NIEPA, N.Delhi , Dr. Rasmita Das Swain, School Standards and Evaluation unit, NIEPA, N.Delhi, rasmitanuepa@gmail.com

SE.18 Assessment analysis and Remediation, . Mr. Ashutosh Tripathi and Mrs. Priyanka Tripathi, Bhavishyat, manpreet@bhavishyat.in

SE.19. Financial Literacy in the School Eco-System,

Mrs. Priyanka Tripathi and Mr. Ashutosh Tripathi, Bhavishyat, manpreet@bhavishyat.in

mailto:delhi.yogi_jaiswal2009@yahoo.commailto:afshan.abdul.karim@gmail.commailto:stuti_sehgal@yahoo.commailto:ruby_aikat@rediffmail.commailto:fatmanazneen@gmail.commailto:usma.amu@gmail.commailto:mukesh.kumar@apu.edu.inmailto:jaisinghani.harsha22@gmail.commailto:manaviy2006@gmail.com

EARLY CHILDHOOD EDUCATION

Venue : Old Block Day 1: 28th September,2018 (Friday)

Time: 2.00 p.m. to 5.00 p.m Chair: Dr. Rekha Sapra

Co-Chair: Ms.Bhumika Batra

TITLE AUTHOR & AFFILIATION

EC.1 Exploring the Imaginaries of Affective learning in Childhood : A Psychoanalytic Discourse Analysis of a Hindi Novel 'Uska Bachpan' by Krishna Baldev Vaid (1957)

N i t y a P r a k a s h , J N U . nityaprakash2912@gmail.com

EC.2 Soft Skills Development in ECE: Early development for later challenges

Manpreet Mitra and Sidhartha Mitra, Bhavishyat Society of Training & D e v e l o p m e n t , C h h a t t i s g a r h . manpreet@bhavishyat.in

EC.3 Storytelling as a Facilitative Medium in Primary Classrooms

Dimple Rangila, Human Development and Childhood Studies, Lady Irwin College, dimplerangila@gmail.com

EC.4 Influence of Home on Intellectual Development of Children

Shilpa Kaushal, Post-Doctoral Scholar, Department of Education, lady Irwin College skaushal53@gmail.com

EC.5 Tra in ing Ea r ly Ch i ldhood Educa t ion Professionals: Care Stimulation and Learning

Ridhi Sethi, Dr. Asha Singh and Dr. Bhanumathi Sharma, Lady Irwin College, Delhi University ridhisethi@gmail.com

EC.6 Teachers ' bel iefs about early l i teracy development

Yatika Arya, Department of Human Development and Childhood Studies, Lady Irwin College University of D e l h i , N e w D e l h i , I n d i a yatikaarya6@gmail.com

EC.7 Representation of adoption and adoptive families in children’s literature

Nikita Aggarwal, Assistant Professor, Department of Human Development and Childhood Studies, Lady Irwin College, University of Delhi nikitaagg94@gmail.com

EC.8 Storytelling- a medium to develop oral language and imagination among young children

S n e h a p r a d h a n , A z i m P r e m j i U n i v e r s i t y , pradhansneha294@gmail.com

EC.9 English language teaching in South-West district of Sirohi, Rajasthan

Abhishek Kumar, IL&FS Education and Technology Services Limited abhishekjha2481@gmail.com

EC.10 Teacher’s Language Transformation Initiative: Early development for later challenges

Mrs. Manpreet Mitra and Mr. Sidhartha Mitra, Bhavishyat Society o f Tr a i n i n g & D e v e l o p m e n t , C h h a t t i s g a r h ( B S T D ) manpreet@bhavishyat.

mailto:dimplerangila@gmail.commailto:skaushal53@gmail.commailto:ridhisethi@gmail.commailto:yatikaarya6@gmail.commailto:nikitaagg94@gmail.com

DIVERSITY AND INCLUSION Venue: B.Ed Classroom (First floor) Day 1: 28th September,2018 (Friday)

Time: 2.00 p.m. to 5.00 p.m Chair: Dr Vandana Saxena

Co-Chair: Dr. Manavi Yadav

EC.11 What is worth learning? : A critical reflection on the draft of New National Policy on Education 2016

Renu Sharma, IASE Faculty of Education, Jamia Millia Islamia

EC. 12 Children in Institutional Care: Strengthening life skills and learning outcomes

Prof. Zubair Meenai, Honorary Director (zmeenai@jmi.ac.in),Dr. Anubha Rajesh, Chair Professor, Dr. Seema Naaz, Assistant Professor,Dr. Monu Lal Sharma,Assistant Professor, Ms. Aghna Shujat,Research Associate, Ms. Apoorva Tripathi, Research Associate,Ms. Sana Parveen, Research Assistant cum Counselor, Ms. Namrita Singh, Programme Officer (namrita87@gmail.com), C e n t r e f o r E a r l y C h i l d h o o d Development and Research , Jamia Millia Islamia

EC. 13 Laying the Foundation For Handwriting Ruby Aikat, Assistant Professor, A m i t y U n i v e r s i t y , ruby_aikat@rediffmail.com Harsh i t a Mis ra , Occupa t iona l T h e r a p i s t , S a m v e d n a C e n t r e , harshita.misra@gmail.com Stuti Khanna, Assistant Professor, ISIC IRS, stuti_sehgal@yahoo.com

EC.14 Enhancing language readiness of pre-primary children in MCD schools of Delhi

Reetu Chandra, Department of Elementary Education, NCERT, New Delhi ncert.reetu@gmail.com

TITLE AUTHOR & AFFILIATION

D.1 उच्च प्राथिमक स्तर की कक्षाओं में िशक्षण अिधगम प्रिक्रया का समावेशी िशक्षा माडल के संदभर् में अध्ययन

Akhilesh Yadav Research Scholar, Department of Education, University of Delhi, akhileshyadav.edu@gmail.com

D.2 Social behavior among divyang children, Suman Sharma, Research Scholar Department of Education, University of Delhi, Parashaar@gmail.com

D.3 Perception Towards Inclusive Education among Primary School Teachers of MCD Schools

Dr. Roohi Fatima, Assistant Professor, IASE, Faculty of Education, Jamia Milia Islamia, New Delhi 110025, drroohiazam@yahoo.co.in

mailto:akhileshyadav.edu@gmail.commailto:Parashaar@gmail.commailto:drroohiazam@yahoo.co.inmailto:zmeenai@jmi.ac.inmailto:namrita87@gmail.commailto:stuti_sehgal@yahoo.commailto:ncert.reetu@gmail.com

D.4 Case Study of How Ergonomic Principles Enhance Inclusive School Environment,

D r R e e m a L a m b a , reemalamba73@gmail.com

D.5 Tactile Thoughts for the Blind Fatemeh Amiri, Department of Education(IASE), Jamia Millia Islamia, fatane0amiri@gmail.com

D.6 Gender and Disability Inclusion: In Context of Rights of Persons with Disabilities Act, 2016,

Shamsad Alam, Deprtment of Community Education and Disability Studies, Panjab University

D.7 Perceptions of secondary school teachers of Delhi with regards to teaching and learning of history

Arti Bhatnagar, Guru Ram Dass College of Education, GGSIPU, New Delhi artibhatnagar3@gmail.com

D.8. Multiple Intelligences Perspective for Conceptualising Diverse Abilities in Children

Charu Sha rma , Depa r tmen t o f Education, S.P.M. College, University of Delhi, New Delhi, India charusharma86@gmail.com

D.9 Computer Based Intervention for students with Autism: A Longitudinal study on effective way of Designing Lesson Plans and Strategies for Challenges

Dr. Krishna Veni Achary Senior Researcher, Tamana, School of Hope, New Delhi, India

D.10 The Role of Executive Functioning in Children’s Mathematics Ability: Complexities in Dyscalculia

Kailash Chandra Vashistha, Dean & Head, Faculty of Education, Dayalbagh Educat ional Ins t i tu te , (Deemed U n i v e r s i t y ) , D a y a l b a g h , A g r a kcvashishtha@gmail.com Aditi Bapte, UGC-SRF, Faculty of Education, Dayalbagh Educational Inst i tute , (Deemed Universi ty) , Dayalbagh, Agra aditibapte@gmail.com

D.11 Educational Experiences of Students With Physical Disabilities In Higher Education .

Harleen Kaur, Research Scholar, National Institute of Educational Planning and Administration harleen.inquilab@gmail.com

D.12 Pop Culture and Disability Ratika Malhotra, Department of Education, Lady Irwin College, University of Delhi sagaciousratika@gmail.com

D.13. Challenges for inclusive education faced by private school's special educators in delhi ,

Navjot Kaur, Reema Gupta Institutional affiliation: Undergraduate student, Dept of Psychology, Daulat Ram College, University of Delhi ; PhD Scholar, Dept of Psychology, University of Delhi Email: navjootkaaur@gmail.com

D.14. MOOCs in Distance Education – a means of inclusion or exclusion?,

Arunima Naithani, M.Phil Scholar, Educational Studies, School of Social Science, Jawaharlal Nehru University

D.15. Multiple intelligence, Learning Styles, and Student Choice: Implications for differentiated science instruction, Aysha mohammad ubaidullah,

Department of Teacher training and Non Formal Education. Institute of Advance Studies in Education, Jamia Milia Islamia

mailto:reemalamba73@gmail.commailto:fatane0amiri@gmail.commailto:artibhatnagar3@gmail.commailto:charusharma86@gmail.commailto:kcvashishtha@gmail.commailto:aditibapte@gmail.commailto:harleen.inquilab@gmail.commailto:sagaciousratika@gmail.commailto:navjootkaaur@gmail.com

DISABILITY STUDIES Day 2, 29th September 2018 (Saturday)

Time: 2.00 p.m to 4.30 p.m Venue MPR 2

Chair: Dr. Bipin Tiwari Co-Chair: Ms. Mousumi Ghosh

TITLE AUTHOR

DT.1 DT.4 Title: Early Intervention Project - How Deaf Kids Learn?,

Ashish Doval, Project Coordinator (Deaf) ; Abha Bisht, Language Trainer (Deaf); Deepak Sehrawat, Art Trainer (Deaf) ; Dr. Sharanjeet Kaur, Vice President and Chairperson, HWSPSHI; Pallavi Kulshrestha, Academic Coordinator (Interpreter) doval.ashish9@gmail.com

DT.2 Addressing common nutritional behaviour among children with autism

Tarubhi Agarwal, Research Scholar, Delhi University, lady Irwin college (taru.567@rediffmail.com) and Dr. Neelima Asthana, Assistant Professor, Delhi University, lady Irwin college (Neelima.asthana@gmail.com)

DT.3 DT.6 Impact of Indian Classical Music On The Performance Of Children With Intellectual Disability Having Attention Deficit Hyperactivity Disorder,

Bhawna Dhoni, M.Ed. SE.MR.DSMNRU, Lucknow, Mahesh Kumar Choudhary, Assistant Professor (MR) DSMNRU, Lucknow bhawnadhoni.5@gmail.com

DT.4 Smart Phone Uses By Children With Intellectual Disabilities To Develop Social Skills,

Ram Niwas, School Of Education, Central University Of Gujarat Gandhinagar prnce1977@gmail.com

DT.5 Learning disabilities: What parents need to know?

Dr. Shalini Yadav, Principal Rao Abhay Singh PG College of Education, Sharanwas, Rewari shaliniyadav765@gmail.com

DT.6 Sexuality Education for Persons with Intellectual Disabilities – Parental Concerns and Perceptions

Dr. Shilpa Manogna, Ms. Buelah Susan, Mr. J. Ravi Kumar, Department of Special Education, National Institute for the Empowerment of Persons with Intellectual Disabilities, (NIEPID),Secunderabad. shilpamanogna@gmail.com

DT.7 Psycho-social functioning in Children with Dyslexia: Implications for intervention

Deepali Bajaj, Department of Psychology, University of Delhi-NCR deeepalibajaj@gmail.com

DT.8 Visually Challenged and Assistive Technology

Nida Shahab, Research scholar, IASE, JMI, New Delhi, Prof. Sara Begum (IASE, JMI, NEW DELHI) nidashahab3@gmail.com,

mailto:doval.ashish9@gmail.commailto:taru.567@rediffmail.commailto:Neelima.asthana@gmail.commailto:bhawnadhoni.5@gmail.commailto:prnce1977@gmail.commailto:shaliniyadav765@gmail.commailto:shilpamanogna@gmail.commailto:deeepalibajaj@gmail.commailto:nidashahab3@gmail.com

SKILL DEVELOPMENT AND RURAL EDUCATION Day 2, 29th September 2018 (Saturday)

Time: 2.00 p.m to 4.30 p.m Venue: B.Ed Classroom( First Floor)

Chair: Prof. D.D. Aggrawal Co-Chair: Dr. Sheela Rajeshwari

DT.9 Assistive technology as a Learning Tool for Visually Impaired Students at Secondary Level: Extent of Use

Sarfaraz Equbal, Research Scholar, Department of Teacher Training and Non formal Education, IASE, Faculty of Education, Jamia Millia Islamia sequbal141@gmail.com,Sara Begum, Professor & Head, Department of Teacher Training and Non formal Education, IASE, Faculty of Education, Jamia Millia Islamia sbegum@jmi.ac.in

DT.10 I am more than just a Hearing Impaired child” A Qualitative approach to Study the Identity Development of Deaf students in Inclusive schools

Sunita Kathuria, Guru Gobind Singh Indraprastha University, New Delhi, India, sunit.kath@gmail.com

DT.11 Digital Sign Language Lab Sibaji Panda, Digital Sign Language Lab, Haryana Welfare Society for Persons with Speech and Hearing Impairment, Ankur Kumar Panchal, Pallavi Kulshrestha, Dr. Sharanjeet Kaur, Mr. Deepak Sehrawat

DT.12 Quality Education- Who is accountable? Analysis of Deaf/Special Schools through an Ethnographic Approach,

Alim Chandani, Associate Vice President, Centum-GRO Initiative Alim.chandani@centumlearning.com

DT.13 Literacies in Context: Engaging deaf primary school children in their learning and assessment,

Deepu Manavalamamuni, Delhi Foundation of Deaf Women deepu.p2p@gmail.com

TITLE AUTHOR

SR.1 Entering a rural community: A case of schooling, privatisation and daily economics beyond the PROBE report,

Bhavna Negi, Shraddha Kapoor and Nandita Chaudhary, Department of Human Development and Childhood Studies, Lady Irwin College bhavnanegi2016@gmail.com

SR.2 Impact of Neo-liberal forces in Higher Education

Megha Kaushik, Department of Education, University of Delhi meghaakaushik@gmail.com

SR.3 Rural Education: A Case Study of Socially Deprived Section,

Rajni, Ph.D Scholar, Department of Education rajnis49@gmail.com

SR.4 Employability , emerging labour market conditions and the role of education in Rural West Bengal

Dr. Pooja Chatterjee, Assistant Professor & Head , Department of Psychology, Asutosh College,Kolkata. poojachatterjee7@gmail.com

SR.5 "Household decisions and school dynamics” – an insight in to the educational system of rural India

Sneha Dutta, Business Administration, University of Calcutta, Asutosh College Kolkata dutta.sneha09@gmail.com

mailto:rajnis49@gmail.commailto:poojachatterjee7@gmail.commailto:dutta.sneha09@gmail.commailto:sequbal141@gmail.commailto:sbegum@jmi.ac.inmailto:sunit.kath@gmail.commailto:deepu.p2p@gmail.com

PEDAGOGY AND ICT EDUCATION Day 2, 29th September 2018 (Saturday)

Time: 2.00 p.m to 4.30 p.m Venue : Main Hall

Chair: Prof. Jayanti Pujari Co-Chair: Ms. Chetna Arora

SR.6 R o l e o f A d u l t E d u c a t i o n i n Improvement of Literacy Rate and Skill Development in India

Md. Rashid Hussain Ph.D. Research Scholar, Department of Adult & continuing Education & Extension Jamia Millia Islamia, New Delhi-110025 rashid.amzad@gmail.com

SR.7 Educating the Marginalized: Effect of Parental Socio-Economic Variables on Academic Performance of Students

Jannat Fatima Farooqui, Department of Social W o r k , U n i v e r s i t y o f D e l h i , jannat.me@gmail.com

SR.8 Review on policies /programmes for adult education

Smriti, Lady Irwin College & Neha Kardam, Bhagini Nivedita College, Kair, Near Najafgarh, Delhi University, New Delhi, India, nehakardam126@gmail.com

SR.9 Higher education challenges in Afghanistan,

M a h r a m A l i S h e b a r , A f g h a n i s t a n , alinowrozy5@gmail.com

SR.10 A study on Adaptive Skills of Staff Members (in absentia

Dr. K. K. Murugan, Assistant Professor, Department of Education, Gandhigram Rural Institute (DU), Gandhigram - 624 302, murughankk@gmail.com

SR.11 Incorporating Digital Citizenship in E l e m e n t a r y Te a c h e r Tr a i n i n g Curriculum- Need of the Hour'

Taranjit Kaur, PhD scholar at Mewar University, Chittorgarh taranjitresearchwork@gmail.com

SR .12. Situating Women in Higher Education: Context, Contestations and Emerging Trends,

Anjali Tiwari,Research Scholar, Department of Education (CIE), University of Delhi

SR.13. Media as A Source of Learning – A Comparative Study

Smriti, Assistant professor, Deptt. of Human Development and Childhood Studies, Lady Irwin College, University of Delhi

SR.14. . Cyber Security Workshop: Learning and further expectation of students of University of Delhi

Khola Anwer, M.Sc. Scholar, Lady Irwin College, University of Delhi & Dr. Renu Malaviya, Associate Professor and HOD at the Department of Education, Lady Irwin College, University of Delhi

TITLE AUTHOR

PT.1 Making Science Classroom Inclusive: An Analysis of Science Curriculum

Namrata Singh & Ms Shruti Chopra, Bharatiya Vidya Bhavan's Leelavati Munshi College of Education & Department of Elementary Education Lady Sri Ram College, University of Delhi namrata.du86@gmail.com

mailto:rashid.amzad@gmail.commailto:jannat.me@gmail.commailto:nehakardam126@gmail.commailto:alinowrozy5@gmail.commailto:murughankk@gmail.commailto:namrata.du86@gmail.com

PT.2 Sc ience Communica t ion in Ea r ly Childhood through Online Videos

Bharti Shandilya, School of Journalism and New Media Studies, IGNOU bs.dreams07@gmail.com

PT.3 Personal Strategies for Mathematical Problem Solving : A Gateway to Mathematisation

Waseem Ahmed, IASE, Facul ty of Education, Jamia Millia Islamia, New Delhi-110025 sri.ahmed2008@gmail.com

PT.4 4 Study on good teaching practices of E n v i r o n m e n t a l S t u d i e s ( E V S ) i n Government schools of Sirohi Block,

Aditi Sharma, Environment Education Unit, Centre for Science and Environment aditi.s.16@gmail.com

PT.5 Effects of Information and Communication Technology on Productive English Language Skills

Sadiya Jalal, Research Scholar, Department of English, A.M.U. sadiya.jalal93@gmail.com

PT.6 Translating Knowledge into pictures: A Powerful Tool for Learning

Rahul Uniyal, JAMIA MILLLIA ISLAMIA indresh.rahul@gmail.com

PT.7 Process Drama as an Instructional Method in ESL Classrooms: Expressing the Unexpressed

Sohaib Alam & Farhan Ahmad, Research Scholar, Dept. of English, AMU, Aligarh, ( U P ) , S o h a i b a l i g 8 0 @ g m a i l . c o m , Farhanahmad038@gmail.com

PT.8 I n f o r m a t i o n a n d C o m m u n i c a t i o n Technology and the young child

Pranjali Dev, Ph.D. Scholar, Dept. of HDCS, Lady Irwin College, University of DelhI pranjali.dev@gmail.com, Priti Joshi, Associate Professor, Dept. of HDCS, Lady Irwin College, University of Delhi, pritissjoshi@gmail.com

PT.9 Use Of Learner Centred Teaching Learning Strategies

Ruchi Banerjee, Institute of Advanced Studies in Education, Jamia Millia Islamia, New Delhi, India, ruchiban01@gmail.com

PT.10 ICT for English language learning: recent trends, future directions

Shilpy Raaj, Department of Education, Delhi University , shilpyraaj@gmail.com

PT.11 Integrating E-Learning in the Educational Process: A Study

Ajithkumar.C, Ph.D. Research Scholar, IASE, Jamia Millia Islamia, New Delhi aj i thchali l@ignou.ac.in, Prof. Jessy Abraham, IASE, Jamia Millia Islamia, New Delhi jabraham@jmi.ac.in

PT.12 Creating Connections: Integrating Art in Social Sciences

Manvinder Kaur, Guru Ram Dass College of Education, GGSIPU Delhi manvinderkaur1@gmail.com

PT.13 Orchestrating dialogic interactions in science classrooms for sustainable development

Garima Bansal, Assistant Professor, Department of Education, Lady Irwin College, garima1agg@gmail.com

PT.14 Nature of Learner Influence the process of Teaching and Learning: A reciprocal relationship

Bhumika Batra, Assistant Professor, Department of Education, Lady Irwin College, bhumi.batra@gmail.com

PT.15 Diagnosing Students’ opinions on Ethical Issues: Role of New Media

Astha Saxena, Assistant Professor, Lady Irwin College, Delhi University Saxena.astha2010@gmail.com

mailto:Farhanahmad038@gmail.commailto:pranjali.dev@gmail.commailto:pritissjoshi@gmail.commailto:ruchiban01@gmail.commailto:shilpyraaj@gmail.commailto:ajithchalil@ignou.ac.inmailto:jabraham@jmi.ac.inmailto:manvinderkaur1@gmail.commailto:garima1agg@gmail.commailto:Saxena.astha2010@gmail.com

TEACHER EDUCATION Day 2, 29th September 2018 (Saturday)

Time: 2.00 p.m to 4.30 p.m Venue: MPR 1

Chair: Dr.Alka Behari Co-Chair: Dr. Garima Bansal

PT.16 Science education in multicultural classrooms

Sangeeta Singh, Assistant Professor, Lady Irwin College, Delhi University sangeeta29singh@gmail.com

PT.17 Alternative Concepts of Students on Birth and Death of Cell: Challenges and Opportunities in Teaching of Science at Secondary school Level’

Asif Akhtar, Science Education, Azim Premji Foundation

TITLE AUTHOR & AFFILIATION

TE.1 Whither Teacher Education: Analyzing the different models of B Ed Teacher Preparation programmes

Manjari Gopal, Maharshi Valmiki College of Education, University of Delhi, manjarigopal@msn.com

TE.2 The Influence of Teacher Autonomy with Respect to Curriculum Planning and Transaction on Teacher Motivation And Student Achievement in Secondary Schools.

Shweta tewari , Research Scholar , GGSIPU & Prof. Dhananjay Joshi, USE, GGSIPU, shwetatewari2441@gmail.com

TE.3 सािहत्य का अिधगम पर प्रभाव Pargat Singh Jathol, Prarambh School For Teacher Education Jhajjar, Maharshi Dayanand University Rohtak, psingh3910@gmail.com

TE.4 Mentor Teacher: An Experiment in the Agency of Teachers.

Murari Jha, Directorate of Education, Delhi, Government of Delhi murarijha1984@gmail.com

TE.5 Education as a site of ideological, philosophical and pedagogical struggle: Advocating Socially Just Teacher Education.

Smriti Sharma, Department of Elementary Education Lady Shri Ram College for Women, University of Delhi smritionnet@gmail.com

TE.6 Perspectives on ‘Learning’ from the English inspectorate, and some philosophical tensions

Steven Puttick, Professor, School of Teacher Development , Bishop Grosseteste University, Lincoln, UKSteven.puttick@bishopg.ac.uk

TE.7 Teachers’ Understanding about l i teracy acquisition

Yatika Arya and Priti Joshi , Lady Irwin College, University of Delhi yatikaarya6@gmail.com

TE.8 Mentoring Undergraduate Students - A Framework

Anand Saxena, Associate Professor, Department of Commerce, Deen Dayal Upadhyaya College ,University of Delhi anand040564@yahoo.com

TE.9 Learning to Teach: The Centrality of Reflection in Teacher Education

N i t i k a B o s e , D e p a r t m e n t o f Education, Delhi University, New Delhi, bosenitikajmi@gmail.com

mailto:sangeeta29singh@gmail.commailto:manjarigopal@msn.commailto:Steven.puttick@bishopg.ac.ukmailto:yatikaarya6@gmail.commailto:bosenitikajmi@gmail.com

BEST PRACTICES IN SCHOOLS Day 2, 29th September 2018 (Saturday)

Time: 2.00 p.m to 4.30 p.m Venue: Old Block

Chair: Mr. Ravinderan Kumar Co-Chair: Mr. Sultan Singh

TE.10 Need for expressive arts therapy (E.A.T) in school education

Deeba Qureshi, department of teacher training and non formal education. Institute of advanced studies in e d u c a t i o n , J a m i a M i l l i a Islamia,kureshi.deeba@gmail.com

TE.11 Transforming Teacher Education in India : Some Reflections

Ms Nisha, Assistant Professor, Maharishi Valmiki College of Education, University of Delhi. nishaarya39@gmail.com

TE.12 Humane Reflective Teacher: Plea for Excellence in Teaching &Learning

Dr. Kshama Pandey Associate Professor, Department of B.Ed. /M.Ed., Faculty of Education & Allied Sciences, Mahatma Jyotiba Phule Rohi lkhand Univers i ty, B a r e i l l y U P . 2 4 3 0 0 6 . k s h a m a s o h a m @ g m a i l . c o m Pravendra Singh Birla, Senior Research Fellow, Department of Foundations, Faculty of Education, D a y a l b a g h E d u c a t i o n a l Institute,Dayalbagh, Agra, UP. 282005 praverdra.20@gmail.com

TE.13 Learning: Views from comparative lens Mahima Chhabra, Assistant Professor, Department of Education, Delhi University S h a g u f t a , R e s e a r c h S c h o l a r , Department of Education, Delhi University mahima.chhabra@gmail.com

TE.14 Professional Preparation of Elementary School Teachers: A Study of Teacher Education Program in Delhi University

Parminder Kaur, Research scholar, M.Phil at National Institute of Education, Planning & Administration ( N I E P A ) , N e w D e l h i . parminderkaur.smile@gmail.com

TITLE AUTHOR & AFFILIATION

BP1 Role of Schools in strengthening the psycho- social and emotional well-being of children and adolescents

Rima Sehgal, Samvid Gurukulam Senior Secondary School, rima.sehgal@fulbrightmail.org

BP2 Getting Started Tulika Talwar, Special Educator, Delhi Public School, talwar_sameer@yahoo.com

mailto:kshamasoham@gmail.commailto:praverdra.20@gmail.commailto:mahima.chhabra@gmail.commailto:rima.sehgal@fulbrightmail.orgmailto:talwar_sameer@yahoo.com

BP3 Best Practices of Schools: Engaging All Learners

Jyoti Bhardwaj, Special Educator, St. Thomas’ Girls Senior Secondary School, bjyotee@gmail.com

BP4 BP4. Inclusive practices in School

Sonam Agarwal Sachdeva, Special Educator, Springdales Schoolsonam_ags@yahoo.co.in

BP.5 Technology is the language that students speak today.

Nidhi Tewari, Head, Technology & Supervisior Std. XI,Springdales School, New Delhi nidhitiwarisps@gmail.com

BP.6. Innovative Pedagogies to Teach Science, Tripti Gupta, Lecturer Home Science, R.S.V.No-1, Bhola Nath Nagar, Directorate of Education, GNCTD, Indiatrips1780@yahoo.co.in

BP.7 Integrating technology into the classroom to improve teaching of mathematics

Shaveta Sachdeva, PGT Mathematics, Ramjas School, shwetachadu@yahoo.com

mailto:bjyotee@gmail.commailto:sonam_ags@yahoo.co.in

ABSTRACTS ADOLESCENCE EDUCATION

Day 1: 28th September,2018 (Friday) Time: 2.00 p.m. to 5.00 p.m

Venue: MPR 1

AE.1. Exploring Identity formation of Sikh Adolescents: Experiences at School, Chanpreet Kaur, Human Development and Childhood Studies Lady Irwin College, kaur28chanpreet@gmail.com, Dimple Rangila, Human Development and Childhood Studies Lady Irwin College, dimplerangila@gmail.com

The present paper attempts to explore the role of school experiences in identity formation of adolescents from Sikh community. It was part of a larger study undertaken to explore how the process of identity formation unfolds among Sikh adolescents studying in schools where they were a religious minority. Adolescent identity is influenced by the Ecological system an individual lives in, Bronfenbrenner (1986). Sikh followers hold a distinctly visible identity through their dressing, religious symbols, and length of their hair, thus researches have shown that adolescents may juggle with their identity during this phase of life. Thus the present study is an effort to explore how the forces of modernization and westernization influence their developing sense of self, identity formation, role played by school experiences, issues they face if any and how they resolve the same. The participants were 30 Sikh adolescents studying in 9th to 12th standard in a Catholic school in Delhi. The method of purposive and snowball sampling was used to select the sample. Equal number of boys and girls were part of the study. The tools used to collect data were semi structured interviews conducted on one-on-one basis and Drawing-as-Dialogue (Shaver, Francis and Bernett,1993). The findings of the study revealed that family & religious values didn’t change in school which practiced religion other than that of theirs. The adolescents remained close to their religious identity. The diversity in the school brought knowledge about other religions which further resulted in more aware and sensitive individuals.

Keywords: Adolescence, Sikh, Identity, School experience

AE.2. How Farida Became Farman?: Subalternity in sexual orientation in Iran with reference to the 2030 Agenda for Sustainable Development.',Jahanshah Safari, Department of English Jamia Millia Islamia, jahanjamia@gmail.com

This paper explores ' Subaltern ' LGBT in Iran. Lesbian, gay, bisexual and transgender citizens not only have been disenfranchised from access to the power, but they also have been limited or highly restrictive to have rights. The reason is the system of education that has been influenced by the political system of the Islamic Republic of Iran. What makes LGBT citizens be 'Subaltern' in Iran? How to awaken national will and generate political will against the brutal laws that are far too restrictive? By writing a real story of ‘How Farida became Farman? ' this essay will advance the idea that education has a key role in understanding LGTB fundamental rights as well as ' gender equality’. Referring to UNESCO’s Global Education 2030 Agenda and some traditional attempts to awareness people regarding sex/gender education, breaking taboos and boundaries are targeted. Finally, the article invites all

mailto:kaur28chanpreet@gmail.commailto:jahanjamia@gmail.com

educators to gather under the colorful umbrella to raise the voice of ‘Subaltern’ LGBT in Iran and draw a map for a better future work for all together.

Keywords: Subaltern, rights, gender equality

AE.3. Perception of learning- Findings of a doctoral study with adolescent girls in Assam and Delhi, Dipjyoti Konwar, Vinita Bhargava, Bhanumathi Sharma,Lady Irwin College, Delhi University, New Delhi, India, deepjyotikonwar@gmail.com

This paper discusses the findings of a recent doctoral research with adolescent girls of age 15-19 years, in the states of Assam and Delhi. The main objective was to find out the overall impact of cash transfer (CT) schemes on adolescent girls. One of the objectives was to understand the role of CT on the academic achievement of the girls. 120 adolescent girls were personally interviewed in the process. Two interview schedules were developed along with administering the “The Subjective Well Being Inventory” (SUBI) by Sell & Nagpal (1993). One of the interesting finding was the perception of learning among the girls. While teachers generally quantify the learning and academics on pre-set standards, adolescent girls found to be reporting of their learning in more qualitative and subjective manner. Teachers reported that most of girls were average in their studies; the girls own perceptions were otherwise. It may be concluded that although there was not much improvement in terms of the educational performance as per the teachers’ records, the perception of girls about their improvement shows a positive trend. There was noticeable hope and confidence among them in terms of their education. This finding indicates to emphasize more on subjective teaching and learning approach which could be researched more in future.

Keywords: learning, adolescent girls, approach

AE.4. A study of self efficacy of adolescents in relation to their social maturity, Saleha A k r a m a n d J e s s y A b r a h a m J a m i a M i l l i a I s l a m i a , N e w D e l h i , salehaakram@rediffmail.com

The present study assessed the Self-efficacy and Social Maturity of adolescents and tried to find out the relationship between the two. The target population was adolescents studying in senior secondary schools of Kairana, a town under District Shamli of Uttar Pradesh state. The total sample consisted of 360 students (180 boys and 180 girls) from Science, Arts and Commerce streams. Self-Efficacy Scale (Singh and Narain, 2014) and Social Maturity Scale (Rao, 2011) were used to assess Self-Efficacy and Social Maturity respectively. The results of the study reveal that on the measure of Self-Efficacy, adolescent’s performance is average and girls’ performance is better than boys’. There is no significant difference between arts and commerce students on Self-Efficacy, both streams perform better than science students. Adolescents’ performance on the measure of Social maturity is average. Girls tend to have better Social maturity than boys and No significant difference was found between Arts and Commerce students as well as Science and Commerce students, arts students perform better than science and commerce students. The nature of relationship between Self-Efficacy (as a whole, as well as the dimensions) and Social Maturity of adolescents is significant, low and positive.

mailto:deepjyotikonwar@gmail.commailto:salehaakram@rediffmail.com

Keywords: Self-efficacy, social maturity, adolescence

AE.5. Self- Awareness And Empathy: Essential Life Skills For Emotional Stability Of Adolescents With Learning Disability, Jyoti Bhardwaj, Deaprtment of Special Education, St Thomas School, bjyotee@gmail.com

Presented paper documents a study that examined the impact of life skill education, focused on strengthening self-awareness and empathy, in learning-disabled (LD) adolescents and analysing its impact on emotional stability of LD adolescents. This was a pre-post study that extended across a span of six months. Emotional stability pre-test was conducted on twenty LD adolescents matched in age and gender. A post-test was conducted after life skill building sessions. The skill building training was given for four months. After one month, post-test was conducted. Results indicated an improvement in emotional stability of LD adolescents after Life skill building programme. They felt more equipped and stable to deal with psychological and social concerns that troubled them. Further it impacted their academic issues too. An improvement was seen in their understanding, grades and willingness to ask questions. They felt less hesitated to answer in class. Peer related issues were also improved as reported by the parents. This research objectifies the positive impact of life skill strengthening programme in LD adolescents, with respect to their social, emotional and educational concerns. It also validates the importance of Life skills education in assisting LD adolescents to become empowered and capable to cope with crisis situations, not just in school but other life situations also.

Keywords: Life Skills, Learning Disability, Psycho-Social Well-Being, Emotional Stability, Adolescents

AE.6. Delineating The Skill Development: Imperative For India's Growth, Praveen Kumar, Assistant Prof. Ch. Dheerpal Govt. College Badli, Haryana, M.D.U. ROHTAK, sachin.nair2015@gmail.com

India boasts of huge pool of young population, yet the Indian employers are finding very hard to find the skilled work force. The effective and channelized development of youth energy can lead to social and economic development of the society as well as country as a whole. The best way to achieve this goal and mobilise the youth power is Skill development and Employment. Through this paper the author has tried to highlight the various reasons and lacunae existing in the system which is exaggerating the problem of unskilled youth in India. It further explores the role of various government and non government organisations to achieve the set goal of “Kushal Bharat, Kaushal Bharat”. This paper analyzes the intensification of this problem and various queries related to it like how much has been done in the field so far and what necessary steps are to be further taken to complement the efforts at individual and collective level. The need is for appropriate and adequate skill development and training which can convert this force into the largest source of technically skilled manpower.

Keywords: Skilled Workforce, Youth, Employment, Vocationalisation, Economy

mailto:bjyotee@gmail.commailto:sachin.nair2015@gmail.com

AE.7. Role of Education in Strengthening Women’s Reproductive and Sexual Decision Making In the Indian context, Gunjan Chandhok, Department of Social Work, chandhokgunjan@gmail.com

The conceptualization of reproductive and sexual health has remained outside the mainstream development discourses and is often guarded within protective social walls of culture and tradition. Superstitions and cultural myths continue to persist in its complete grandeur when it comes to reproductive and sexual health. It is unfortunate to realize that lack of formal education about one’s own reproductive anatomy insensitively excludes women to realize her crucial reproductive and sexual needs. Rigid social norms, unequal power relations, lack of knowledge and exclusive focus on women’s reproductive roles pose several constraints on women to discuss about her sexual and reproductive health needs. A woman does not always face discrimination directly at the health facility, rather experiences it in her everyday realism as a direct outcome of poor understanding of their reproductive self. Constricted knowledge on reproductive and sexual health remains one of the major reasons influencing the health seeking behaviour of women. The knowledge gap often leads to ignorance developing into situations of embarrassment or shame for women and young girls to share and discuss their serious gynecological concerns. The present paper focuses upon the eclectic approach to reproductive and sexual health by embracing it from a human rights perspective. Adopting a life-cycle approach, the current paper profoundly highlights the importance of educating young girls and women about their own sexual maturation. Procreation is the essence of life and since biologically women bears the responsibility of bringing in a new life, it is essential that she actively participates while making her reproductive decisions. Undoubtedly, decision making and autonomy have intrinsic associations and that education is the key to strengthen the linkages between two. Reviewing relevant literature, the paper aims to highlight the stressful influence of low level of knowledge on women’s reproductive and sexual health rights. Descriptive and thematic approach was followed in reviewing the literature to get a comprehensive understanding by emphasizing the inter-linkages between different works. Towards the end, the paper seeks to suggest various gender sensitive interventions at micro, mezzo and macro levels to educate and break-free women from patriarchal shackles manifesting culture of silence around their reproductive and sexual health. It is an empathetic attempt to determine cohesive associations between reproductive and sexual health knowledge, human rights enthusiasm and sustainable development.

Keywords: Reproductive and Sexual Health, Sex education, Human Rights, Autonomy

AE.8. Educational Interventions to Improve Menstrual Health: Approaches and Challenges,Shreya Rastogi, Department of Food and Nutrition, Lady Irwin College University of Delhi, shreya.rstg@gmail.com

Inappropriate menstrual care practices result in adverse health consequences among girls. Developing and implementing interventions that minimize these adverse consequences and facilitate development of healthy menstrual behaviour are a priority for any nation. This study aimed at collating, summarizing and reviewing evidence to assess the effectiveness of interventions to improve menstrual health and the challenges faced in doing the same. Methodology: Systematic review of studies published in peer-reviewed journals and project

mailto:chandhokgunjan@gmail.commailto:shreya.rstg@gmail.com

reports was conducted. Intervention studies related to menstrual health management conducted from 2007 to 2017 were analyzed. A total of 31 interventions conducted among adolescent girls in different countries were identified and study characteristics and outcomes were reviewed. Findings: Awareness about menstrual care had been imparted in different interventions using a variety of training methods like lectures, discussions, demonstrations using multiple audio-visual aids and provision of resources like menstrual cups, sanitary pads, washing soap. Most of the interventions reported positive impact on the awareness and menstrual practices of girls. However in few studies no significant change was observed in the attitude regarding regular bathing and practices related to self-medication for dysmenorrhea and visiting holy places. Future scope: This review of literature has offered insights into scope and development of future interventions so that apart from increasing awareness and knowledge on menstrual health issues, sustained behavior change can be brought about among adolescent girls to improve their health.

Keywords: Menstrual Care, awareness, audio-visual aids, healthy practices

AE.9. Experience of adult addicts in a de-addiction centre, Neha Kardam, Assistant Professor, Bhagini Nivedita College , University of Delhi , nehakardam126@gmail.com Dr. Dolly Florence Murmu, Assistant professor, Lady Irwin College, University of Delhi, dollyflorencemurmu@gmail.com Substance abuse is torpidity to adult addicts It incapacitate the psychological and physiological well being of adult population, which victimise our country. Hence, this study is attempted to know the environment of de-addiction center that facilitates preventing of the substance abuse. The researcher has used in-depth case study on total sample of 7 to gather information about how they lead a life in a de-addiction center. The study proceeded with the pilot study in a residential care center for drug addicts. The tools were used to interview and diaries (inventories) for understand them how the de-addiction center help to curb their habits. It was found that 4 out of 7 addicts came for the treatment against his will. All were males under the age range of 18-58 years. All addicts were initiated drugs under the influence of friends. During the treatment of detoxification, an individual developed a sense of recovery from a substance abuse by saying as a mantra to prevent their addiction (Just for Today) on a daily basis in a center. Keywords: - Adult Addicts, De-addiction center, Substance Abuse, Experience.

AE.10. Counselors: Stakeholders for promoting child mental health, Shruti Pokhriyal, Delhi University, shruti.pokhriyal10@gmail.com

One of the important goals of school education is to foster the well-being of students in all domains of life. School counselors are one of the many stakeholders in the school community and their central work concerns promoting student mental health. School counseling has been associated with academic success and enhancement of personal and social functioning of students. In the past few years, there has been an increased attention to the needs of diverse learners including their mental health challenges. Also with transitions in the sociocultural milieu of the country, there is a need for gearing up school counseling provisions for catering

mailto:nehakardam126@gmail.commailto:shruti.pokhriyal10@gmail.com

to the needs of all children. Changing family dynamics, academic pressures, unregulated exposure to media are some of the factors which seem to have contributed to the growing challenges of children and adolescents. In India, role of school counselors is ambiguous and there are still many schools which are without counselors. For those within schools, the journey is not always easy and they may experience barriers to effective service delivery, a common one being burdened with administrative tasks. For being able to play a more productive role they must advocate for child mental health, collaborate with all stakeholders and aim to provide comprehensive mental health services. The significance of a counselor’s role is gaining momentum and would hopefully be well recognized in the coming years.

Keywords: counsellor, mental health, stakeholders

AE.11. Education and Identity formation of East Bengal Migrant Community: A Case Study of Champaran, Sanjit Kumar Das, Research Scholar, Department of Education (CIE), University of Delhi

This paper explores into the human dilemma of one of the earliest episodes of mass displacements in the history of post-partition Indian subcontinent. It engages with a specific category of marginalized people—the East Bengal Migrant Community (EBMC) of Champaran in north Bihar and examines how the issue of identity formation of EBMC is a classic case of political apathy on the part of the modern postcolonial state. This investigation moves beyond the dominant disposition from macro level analysis to micro-level analysis to understand the dynamics between identity formation of migrants and educational processes, both temporally, as well as spatially. This migrant community is peculiar in its geo-political scenario as it got rehabilitated under the theory of ‘New Refugee Settlement (NRS)’ unlike the migrants from West Pakistan who were rehabilitated under the purlieu of ‘Traditional Refugee Settlement (TRS)’ (Paludan, 1974).

The study examines through curricular resources, policy documents and builds up on in-depth accounts of social interactions between the migrant community and the local community amongst whom they now reside. This study looks into the identity formation of EBMC and the dynamics of the ‘peripheral complex’ in which the local people find themselves trapped into. The study engages at four significant realms: historical context, ethnicity, citizenship and educational processes. It addresses the issue of denial of complete citizenship rights to the EBMCs and a disconnection between the dominant official representation of history and popular reconstruction of history in the context of inclusion of EBMCs. This study brings out the nuances of identity formation from the lenses of the EBMCs and juxtaposes it with the perspective of the host local Bihari communities. It captures their growing fears of ‘cultural annihilation’ in the wake of the EBMC’s integration into their society and a consequent political response in the form of growing ethnic nationalism within the broader context of fear and resistance to outsiders. The study locates the tender fault lines of partition and complexities of nationhood in the Indian subcontinent accompanied by callous and apathetic attitudes of ‘modern’ nation-states and an unending saga of despair and dejection amongst the displaced population.

The study creates spaces and provides new routes towards a more inclusive, democratic, child-centered interventions and advocates for equitable approaches in the educational

processes for subaltern voices which the SCERT and the NCERT curricula have hitherto been completely oblivious of.

Keywords: Migration, Identity Formation, East Bengal Migrant Community, Subaltern Voices

HUMAN RIGHTS, PEACE AND VALUE EDUCATION Venue: Hall

Day 1: 28th September,2018 (Friday) Time: 2.00 p.m. to 5.00 p.m

HPV.1. Human Rights in Education, Udit Malik & Rahesha Sehgal, summymalik13@gmail.com

This paper provides a brief historical overview of the right to education, international commitments to its realization and key aspects of a rights-based approach to development. It also discusses applying this approach to education policy and programming, and looks at some of the tensions that may arise between different rights, among rights holders, and between rights and responsibilities with special reference to India. Further introduces a conceptual framework for the rights-based approach to education that embodies three interlinked and interdependent dimensions. It contends that human rights related to education cannot be realized unless and until all three are addressed: The right of access to education – the right of every child to education on the basis of equality of opportunity and without discrimination on any grounds. To achieve this goal, education must be available for, accessible to and inclusive of all children; The right to quality education – the right of every child to a quality education that enables him or her to fulfill his or her potential, realize opportunities for employment and develop life skills. To achieve this goal, education needs to be child-centred, relevant and embrace a broad curriculum, and be appropriately resourced and monitored; The right to respect within the learning environment – the right of every child to respect for her or his inherent dignity and to have her or his universal human rights respected within the education system. To achieve this goal, education must be provided in a way that is consistent with human rights, including equal respect for every child, opportunities for meaningful participation, freedom from all forms of violence, and respect for language, culture and religion. It addresses state obligations and identifies the importance of a supportive political and economic environment, a robust legislative framework and rights based education policies if governments are to realize the education for all goals, and it elaborates the actions needed in each of these three areas. Finally, it focuses on other stakeholders-parents and other caregivers, communities, teachers, civil society organizations and the international community. It explores the rights and responsibilities of these actors and the ways they can contribute to the realization of the right to education.

Keywords: Rights-based approach, development, life skills, curriculum, Right to Education.

HPV.2. Human Rights In Education, Cheshta Arora, Indian Institute Of Human Rights, cheshta.arora@outlook.com

Human rights are the basic rights and freedoms that belong to every person in the world. In contrast, social justice based on the concepts of human rights is the way in which human

mailto:summymalik13@gmail.commailto:cheshta.arora@outlook.com

rights are manifested in community. In present scenario, human rights are inversely proportional to the social justice as to deny people their human rights is to deny their very humanity. Living in a dual world, some of us learn to fight for the human rights to avail basic education while others fight for the human rights as a subject to fit into the curriculum. We overlook the fact that human rights can be best learnt as a life subject. Thriving to have a nice day instead of making a nice day is the best example of this. Irony is that both illiteracy and human rights education prevails in the society as the two sides of the same coin. There’s still a room for understanding the basics that literacy is not a luxury it is a human right. This can only be best understood when we first learn “Human” , “Rights”, “rights of humans “ and “education” with its true essence. So the question arises that what is more important to learn, Human rights in Education or Human rights of education (right to education) ? The best answer to this is that education creates the voice through which human rights can be claimed and protected.

Keywords: Human rights, social justice, curriculum, literacy

HPV.3. Children in difficult circumstances: Review of Indian laws, policies and programmes, Farheen Jahan, Research Scholar, Department of Home Science, University of Delhi & Dr. Renu Malaviya, Associate Professor, Department of Education, Lady Irwin College, University of Delhi Farheenjahanamu@gmail.com

It is universally accepted that children are one of the most vulnerable groups of humanity and therefore, they need extra care and protection. This extra protection has emerged in the form of a well-developed system of rights which are recognized by the international convention and the Indian constitution. India has its fair amount of issues related to children in difficult circumstances and becoming one of the major countries suffered with problems such as child poverty, child abuse and so on. These children are forced by their socio-economic conditions, to be in difficult circumstances leading to unnecessary stress, anger issues and low self-esteem. This further results in low academic performances and disruptive behavior at home and outside. Methodology: This research paper tries to summaries the current knowledge about problems faced by the children in difficult circumstances and to review national policies and programs for these children in India. The relevant secondary data is collected through various sources such as websites, researches and journals. Research outcomes and future scope: The future of a country depends on how its children are being nurtured to become the future citizens of the country. This research has serious policy implications regarding awareness messaging, which will be useful for the policy makers to make relevant changes in the policies working for the children in difficult circumstances

Keywords children in difficult circumstances, extreme poverty, child rights, policies, programmes.

HPV.4. Concept of Peace and Value Education: A comparative study, Savitri, Assist. Professor (Category III), IASE, Faculty of Education, Jamia Millia Islamia, Savitrisuraj2010@gmail.com , Deepti Kavathekar, Ph.D. Research Scholar, IASE, Jamia Millia Islamia, New Delhi, deep123k@gmail.com

mailto:Farheenjahanamu@gmail.commailto:Savitrisuraj2010@gmail.commailto:deep123k@gmail.com

Human being has achieved a high level of materialistic advancement till date. With these advancements there has emerged a high level of discontentment as well as numerous international and societal issues. Presently the world is facing an acute crisis of not only religious hate, interfaith but also community hate, gender hate, acid attacks and much more issues. Peace education is enabling the learners to understand these and developing an awareness among them with relation to the human qualities and values. The pedagogy enables the teachers to apply multiple pedagogical settings to understand the learners in the present times of interfaith issues in the Indian society. The present research study descriptive in nature. In this regard the research study is mixed bag of research. The empirical research uses random sampling technique for sample selection(N=80) pre-service teacher students from a renowned university of Delhi. The Survey and Focus Group Discussion techniques are used to collect the data for the research study. The study has major findings in relation to religious scriptures and understanding of Peace and values among the students. Also, the issues of Gender and Caste in the present scenario had emerged from the data. Caste based culture, traditions, and custom have significant value in developing identity as well as provides peaceful inner environment to oneself. This had led to their understanding of peace and values which emerges from their religious understanding of their scriptures and through their community. This had led to the understanding that education is essential to understand the issues which has emerged in the society.

Keywords: Peace, Religion, Caste, Culture, Identity, Education, Pre-Service Students, Gender

HPV.5. Mental Peace through Pranayama and Self-Disclosure,Manish Agrawal ,Junior Research Fellow, Department of Education, Aligarh Muslim University, Aligarh, Uttar Pradesh, India, Email: manish05agrawal@gmail.com

Pranayama is vital to human life. It enhances and strengthens the capacity of human organs which lead to physical and mental health. It is not a religious ritual but a stage of Yoga which is a metaphysical doctrine or philosophy. It is a movement of breath which is a medicine to health not to sickness solely. It is psychosomatic; an association between body and mind. It is an absolute and inevitable combination of inhalation, retention and exhalation. It cleanses the toxic effects from emotions which play a pivotal role in determining human well-being. Modern Era is a time of rapid changes, developments even state of stress, anxiety, depression and frustration. Human beings require assistance to keep mental peace in the fast-moving world. It can succour them to obtain mental peace as well as a balanced personality. Self-disclosure is a significant process to retain mental peace. It is a voluntarily act of disclosing about one’s self to another person. When a person is depressed or frustrated, she/he discloses about its cause to a trustworthy gets relaxed. It brings mental poise to a person back out of dark storerooms. It reduces the pressure and intensity of that particular emotional state. Therefore, pranayama and self-disclosure are impeccable acts for attaining mental peace. The present paper focuses on the role of pranayama and self-disclosure to own mental peace.

Keywords: Mental Peace, Pranayama, Self-Disclosure

mailto:manish05agrawal@gmail.com

HPV.6. Global Challenges and Need for Peace and Value Education to attain Sustainable Development,Prerna Vashistha, Department of Education, KR Mangalam University , prernaalok19@gmail.com

Sustainable development targets to meet the basic needs of all and extending to all the opportunity to satisfy their aspirations for a better life. As it was first defined in the World Commission on Environment and Development - Our Common Future (1987) “Sustainable development is development that meets the need of the present without compromising the ability of future generations to meet their own needs.” Today’s world witnesses’ global challenges like communal hatred, terrorism, economic disparities, materialism, health hazards, exhausting natural resources and human value crisis. Key reason for these issues is today’s education, which fails in imparting qualities such as truth, peace, non-violence and forbearance. Thus, giving rise to depleting social and cultural incapacities in individual across the world, resulting in unrest in societies, cultures and ability to coexist in harmony. Value education empowers learners with knowledge to live responsible lives addressing the global challenges by promoting critical thinking and decision making in all spheres of life. This paper describes how Peace and Value education can resurrect the foundation for sustainable development. It focuses on Indian perspective of Value Education that has evolved from the wisdom of the Vedas & religious scriptures and philosophies of the Indian philosophers who have been promoting the Peace and Value education that forms the foundation for Sustainable Development. This paper attempts to highlight the core of Indian philosophy on Sustainable Development.

Keywords: Global challenges, Value Education, Peace, Sustainable development.

HPV.7. Yoga education: panacea for self empowerment, Prakash Chandra Jena, School of Education, K.R. Mangalam University, Delhi-NCR (India) drpcjena@gmail.com, Priyanka Bhardwaj Research Scholar, School of Education, K.R. Mangalam University, Delhi-NCR

Yoga is an ancient discipline designed to bring balance and health to the physical, mental, emotional, and spiritual dimensions of the individual. In the west, yoga is often referred to as a mind-body technique that includes movement and active participation of the body. In the field of complementary and alternative medicine, yogic practices can be categorized as both ‘energy medicine’ and ‘mind-body medicine’. These practices modulate brain activity and diminish the psychological and biological effects of stress. This article tries to explore various practice yoga helpful for making individuals physically fit and inculcate values for self-empowerment.

Keywords: Yoga, Mind, Body and Medicine

HPV.8. Emotions and Student Achievement: Role of Teachers in Development of Positive Emotions among Students, Poonam Yadav, Zakir Husain Centre for Educational Studies, Jawaharlal Nehru University, New Delhi, India, py11poonam@gmail.com

mailto:prernaalok19@gmail.commailto:E-mail-drpcjena@gmail.commailto:py11poonam@gmail.com

Emotions are considered to be an essential part of a student’s life, part of student’s identity, they affect personality development, psychological and physical health and they may profoundly influence academic motivation and achievement. Research has shown that students experience many emotions during class lessons while studying and when taking tests and examinations. These emotions can be positive or negative and they can be intense and frequent. Positive emotions are emotions that are experienced as pleasant against negative states like anxiety, depression, and failure. Positive emotions are worth cultivating, not just as end states in themselves but also as a means to achieving psychological growth and improved well-being over time. This prediction stems from a new perspective on positive emotions offered within Fredrickson’s (1998, 2001) Broaden-and-Build theory. This model posits that unlike negative emotions, which narrow peoples thought-action repertoires (e.g., fight or flight), positive emotions broaden people’s thought-action repertoires, encouraging them to discover novel lines of thought or action. An important outcome of these broadened mind-sets is an increase in personal resources. The present paper is an attempt to explain how the insights drawn from Broaden-and build theory can be used in schools by teachers to promote positive emotions among students. As students face challenges on a day to day basis creating a positive environment in schools and promoting positive emotions can go a long way in enhancing student’s health and well-being. 
Keywords: positive emotions, students, well-being, broaden-and-build theory

HPV.9. Towards Reformation through Art, Susmita lakhyani, Department of Education, University of Delhi, susmitalakhyani@gmail.com

Contemporary society witnesses rise in ‘growth’ and also the ‘problems’. To bring the changes various reformative actions also take place, but according to philosophers and thinkers reformations will not work till tranformation takes place in each individual’s heart. The study focuses on : Whether art can play a role in bringing about the change in the heart of the individual? Approach: The researcher an ‘artist educator’ seeked to imbibe the values filled writings followed by painting with one’s own subjective experience through meditating upon those writings and living them. They were then exhibited and 100 pre-service teachers and general public viewed them. Feedback about the experience of viewing paintings was taken twice, immediately and after an year. On qualitative analysis it was observed that the essence of values embedded in the writings were found in the paintings as well. Subjects identified with paintings and felt higher values. Conclusion: Value filled writings and paintings can bring humanistic transformation.

Keywords – philosophical writings, meditation, inner transformation, paintings, Values

SCHOOL EDUCATION Venue : MPR2

Day 1: 28th September,2018 (Friday) Time: 2.00 p.m. to 5.00 p.m

SE.1. Equity Pedagogy- A Tool of Reformation in Multicultural Classroom, Parminder Kaur, Research scholar, M.Phil at National Institute of Education, Planning & Administration (NIEPA), New Delhi. parminderka