s gupta j c aggarwal (19 Ergebnisse)

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Zustand: New. pp. viii + 151 Figures, Illus.

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Zustand: New. pp. vi + 282.

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Contents Preface  1 Concept Of Educational Technology 2 Basics Of Technology 3 Techniques Of Teaching 4 CommunicationAdvancements in Information and Communication Technology ICT have influenced almost all the dimensions of education and at all levels Consequently a new discipline Educational Technology has emerged recently In this book an attempt is made to analyze the impact of technology on the theory and practices of teaching and learning The focus of this publication is on four broad themes concept of educational technology including Technology of Education and Technology in Education role of educational technology in teaching and learning recent innovations in education as a result of the use of technology in education and lastly the new modes of communication in education Wherever needed the text is illustrated with appropriate charts figures and diagrams for making it more meaningful and appealing 152 pp.

Hardbound. Zustand: As New. New. Contents Preface. I. Concept of educational technology 1. Meaning need and scope of educational technology. 2. Difference between Technology of Education and Technology in Education. II. Basics of Technology 3. Relationship between teaching and learning. 4. Variables of teaching. 5. Principles of teaching. III. Techniques of teaching 6. Teaching skills micro teaching. 7. Development of specific teaching skills. 8. Programmed learning. 9. Simulated teaching. 10. Team teaching. 11. Computer Aided Instruction (CAI). 12. TV transmission Educational Television (ETV). IV. Communication 13. Concept of communication. 14. Modes of communication audio visual and audio visual aids. 15. Edgar Dale's Cone of Experience and principles of effective communication. Advancements in Information and Communication Technology (ICT) have influenced almost all the dimensions of education and at all levels. Consequently a new discipline Educational Technology has emerged recently. In this book an attempt is made to analyze the impact of technology on the theory and practices of teaching and learning. The focus of this publication is on four broad themes concept of educational technology including Technology of Education and Technology in Education role of educational technology in teaching and learning recent innovations in education as a result of the use of technology in education and lastly the new modes of communication in education. Wherever needed the text is illustrated with appropriate charts figures and diagrams for making it more meaningful and appealing. 152 pp.

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Hardcover. Zustand: As New. Contents Preface. 1. Foreword executive summary and members curriculum 2005. 2. Perspective. 3. Learning and knowledge. 4. Curricular areas school stages and assessment. 5. School and classroom environment. 6. Systemic reforms and epilogue. 7. Overall observations on the document and the need for the try out of the proposed curriculum. Appendices i. Learning without burden (1993) and recommendation on it by the Group Appointed by MHRD. ii. Central Advisory Board of Education (CABE) its functions and constitution. iii. Quality education for young people UNESCO/ICE (2004). The book attempts to provide a brief but constructive and critical analysis of the observations and recommendations contained in National Curriculum Framework 2005 formulated by the steering committee set up by the Ministry of Human Resource Development Government of India under the Chairmanship of Prof. Yash Pal. Since the focus on educational reforms is in the light of the document Learning Without Burden (1993) its main recommendations with their evaluation by the group constituted by the MHRD are incorporated for ready reference of the readers. The main characteristics of this publication is to provide a broad Framework for the Try Out of the curriculum at the grass roots level an element missing in NFC 2005. This work also incorporates the constitution and functions of the reconstituted Central Advisory Board of Education CABE (2004) the highest advisory body in education. On Quality Education the main recommendations of UNESCO International Conference on Education held in September 2004 are also included to have a wider perspective. It is hoped that the book should serve as a reliable companion to all those interested in the development of education. 173 pp.

Hardcover. Zustand: New. Contents Preface 1 AN Whitehead 2 Abraham Lincoln 3 Abul Kalam Azad 4 Annie Besant 5 Aristotle 6 Aurobindo Ghose 7 APJ Abdul Kalam 8 BR Ambedkar 9 Bal Gangadhar Tilak 10 Bertrand Russell 11 Confucius 12 Emile Durkheim 13 Erasmus Desiderius 14 Frederich Au 282 pp.

Hardcover. Zustand: As New. Contents Preface. I. 1. School management concept characteristics and scope. 2. Management approaches and decision making. 3. Physical infrastructure of the school. 4. School library laboratories playground and hostel. II. 5. School head qualities and duties. 6. The teacher. 7. Class room management. 8. An overview of teacher's roles functions and status views of eminent thinkers. III. 9. Educational administration in the state of Himachal Pradesh. 10. Co curricular activities. IV. 11. School time table. 12. School records and registers. 13. Supervision and inspection. 14. Revamping supervision and inspection. The book covers a wide range of issues and themes relating to the management and supervision of educational institutions. It highlights the significance of the observations made by the Kothari Commission that The destiny of India is now being shaped in her classrooms. Accordingly it analyses the role of the heads teachers administrators and supervisors in training the students in the Art of Living harmoniously and developing ideals and values needed in an enlightened citizen of a democratic and secular state. The book may be useful for pre and in service teachers. 222 pp.

Hardbound. Zustand: As New. New. Contents Preface. I. Development of Secondary Education in India 1. Nomenclature of secondary education and the characteristics of learners at this stage. 2. Significant developments in secondary education in India during the pre independence period. 3. Secondary Education Commission (1952 53). 4. Indian Education Commission or Kothari Commission (1964 66) on secondary education. 5. NPE (1986) Ramamurti Committee (1990 91) and Programme of Action (1992). 6. Constitutional obligations related to education (with special reference to secondary education). II. Secondary Education in India Problems and Issues 7. General aims of secondary education. 8. Quality of secondary education. 9. Qualitative expansion and universalisation of secondary education financing in India. 10. Secondary education for the twenty first century. 11. Secondary education curriculum. 12. Methods of teaching. 13. Human and physical resources. 14. Administration of secondary education. 15. Evaluation. 16. Vocationalisation of education at the secondary level. 17. Distance education and open learning. 18. Teacher education at secondary level pre service and in service. III. Specific Issues at the Secondary Level 19. Moral education. 20. Women's education. 21. Study of secondary education system in USA UK Germany and Japan. IV. School Management 22. Concept of school management characteristics and scope. 23. Management of human and material resources role of the head of the school. 24. School time table. 25. Classroom management role of the teacher. 26. Maintenance of school records. 27. Organising school library. 28. Organisation of co curricular activities. This is one of the few books dealing exclusively with secondary education. It provides an extensive as well as an in depth analysis of all important issues and problems relating to secondary education. The period covered in this book is since 1813 however focus is on the contemporary period. The volume is organized on three themes namely development of secondary education in India issues and problems and school management and it takes note of financial aspect also. It highlights the often forgotten element that secondary education is the terminal stage for the majority of the population in India and as such it should receive priority over other stages of education. The book may be an essential reading for a wide range of potential readers having interest in the subject. 320 pp.

Hardcover. Zustand: As New. Contents Preface. I. Introduction to early childhood care and education 1. Essentials of early Childhood Care and Education (ECCE). 2. Meaning and nature of early childhood care and education. 3. Significance of early childhood care and education. 4. Objectives of early childhood care and education. 5. Pedagogical (Philosophical psychological and sociological) Theories or bases of ECCE. 6. Methodology of Early Childhood Care and Education. 7. Methodology of Early Childhood Care and Education suggested by committees and commissions. 8. Integrated Child Development Services (ICDS). 9. Linkage of early childhood care and education with primary education. 10. Issues in early childhood care and education problems and proposals. II. Curriculum transaction 11. Curriculum transaction. 12. Types of activities. 13. Activities for the development of motor skills and language skills. 14. Activities for the formation of concepts and number readiness. 15. Development of cognitive and socio emotional skills. 16. Low cost materials for developing various skills suggested by UNESCO. 17. Evaluation in early childhood care and education programme. 18. Continuous and comprehensive evaluation basic indicators for evaluation. III. Health and nutrition 19. Health and nutrition. 20. Nutritional needs of a pre school child and balanced diet. 21. Health programme. 22. Immunisation maintenance of health records. IV. Prominent promoters of ECCE (Pre primary or Pre school Education) 23. Western educators on early childhood care and education/pre primary schooling. 24. Promoters of Early Childhood Care and Education/preprimary schooling in India. Appendices. The fact is that about two third of brain development is nearly complete during the first two years of child's life and the rest in second two years. Hence there is need for utmost care of the child during this period. This book provides an extensive and in depth analysis of dimensions of early childhood care and education in simple language. The book will not only be useful for students undergoing teacher training programmes but also for parents and individuals engaged in child care and the education. 258 pp.

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The state shall Endeavour to provide within a period of ten years from the commencement of this Constitution for free and compulsory education to all children until they complete the age of 14 yearsConstitutional mandate 1950 It shall be ensured that free and compulsory education of satisfactory quality is provided to all children up to 14 years of age before we enter the twenty first century National Policy of Education 1986 Every childcitizen of this country has a right to free education till he completes the age of fourteen years Unnikrishnan Judgment 1993The constitutional provision of universal elementary education has been a salient feature of national policy since independence A number of schemes and programmes were launched in pursuance of the emphasis embodied in the NPE 1986 and the POA 1992 Elementary Education is must; social justice and equity are by themselves a strong argument for providing basic education for all It is an established fact that basic education improves the level of human well-being and significantly contributes to economic growthA number of schemes and programmes have been launched at all levels to ensure free and compulsory education for all children up to the age of 14 years including District Primary Education Programme and Teacher Education The set of seven volumes has been carved out for pre-service teachers with the hope that this may be useful to acquaint them with the elementary subjects.