Objective of the study- The present study has some objectives. It can be listed as—
1-The present study will analyse and investigate student, teachers as well as alumniâs perception of good teaching.
2-Identifying the characteristics of good teachers.
3-Selecting the indicators from among the characteristics that determine the quality of teachers.
4-Measure the gap between Expectations of student and experience (actual delivery of instruction).
5-To determine the qualities of good teaching that are best for instructional purposes. Quality of instruction refers to the variables of clarity and the structure of instruction.
Design- qualitative research focus provided the methodological basis for this study designed to identify the characteristics of a good teacher. Past researchers have found the method of qualitative research to be one of both substance and validity when concluding results to a study. The qualitative design will employed Most educational research methods are descriptive (Cohen &Manion, 1994).
Sample and Sample design- The Systematic Random Sampling design will be used to collect the data for proposedstudy. Teachers, student and alumni from the various Engineering Institution in India will the sampling unit.
Instrument- Likert type of scale with 7 rating scale will be used to collect the data through questionnaire. The questionnaire will be three types each referring to student, teacher and alumni.
Variables- The dependent variables for this study will be the quality of the teachers which will be divide in three different area Cognitive domain, affective domain and skills.
Independent Variables- Teaching experience, learning experience, effectiveness of instruction.
Control Variable-The control variable employed in the study include the following categories: Age,sex,choice of educational institution, specific domain (as we are proposed to work on engineering education.
Scope and Limitation of the Study- Present study has the utility in formulating theoretical review, organizational input for participatory and empirical investigation examining the differentials impact of good teaching in the higher education in India. The study will help to identify the research gap in proposed area. By doing this study, the researcher can participate in the global debate of educational improvement and studentsâ academic achievement from the viewpoint of a developing country.
Since the proposed study will focus on the characteristics of good teachers in engineering education in India, there are other domain which have the same emphasis but they are not covered under this study due to broad area of proposed study,time,fund and in order to achieve even and specialized responses from a particular domain.
Traditional public schools assign a child to a given school based exclusively on his family’s place of residence. As Coleman pointed out, residential assignment promotes stratification between schools by family background, because it creates incentives for families of means to move to the “good” school districts. Under this system, schools cannot serve as the equal-opportunity engines of our society. Instead, residential assignment often replicates within the school system the same family advantages and disadvantages that exist in the community.
Coleman’s advisory panel refused to sign off on the report, citing “methodological concerns” that continue to reverberate. Subsequent research has corroborated the finding that family background is strongly correlated with student performance in school. A correlation between family background and educational and economic success, however, does not tell us whether the relationship between the two is independent of any school impacts. The associations between home life and school performance that Coleman documented may actually be driven by disparities in school or neighborhood quality rather than family influences. Often, families choose their children’s schools by selecting their community or neighborhood, and children whose parents select good schools may benefit as a consequence. In the elusive quest to uncover the determinants of students’ academic success, therefore, it is important to rely on experimental or quasi-experimental research that identifies effects of family background that operate separately and apart from any school effects.