1

UNIVERSITY OF JAMMU

SYLLLABI FOR BACHELOR DEGREE PROGRAMME IN EDUCATION

The following Courses of Study are prescribed for 1st /2nd / 5th to 6th Semester/s
BDP (UG) Programme under CBCS in the subject of Education:

SEMESTER COURSE NO. TITLE CREDITS NATURE OF

COURSE

1st UEDTC-101 EDUCATION 6 CORE

AND SOCIETY

2nd UEDTC-201 EDUCATIONAL 6 CORE

PSYCHOLOGY
AND STATISTICS

5th UEDTE-501 PRINCIPLES 6 DISCIPLINE

AND ISSUES OF SPECIFIC
EDUCATION ELECTIVE (DSE)

UEDTS-502 SPECIAL 4 SKILL

EDUCATION ENCHANCEMEN
T COURSE (SEC)

UEDTE-503 BASICS OF 6 GENERIC

EDUCATION ELECTIVE
COURSE (GE)

6th UEDTE-601 DEVELOPMENT 6 DISCIPLINE

OF SPECIFIC
EDUCATIONAL ELECTIVE (DSE)
SYSTEM IN
INDIA

UEDTS-602 STATISTICS IN 4 SKILL

EDUCATION ENCHANCEMEN
T COURSE (SEC)

UEDTE-603 FUNDAMENTAL 6 GENERIC

S OF ELECTIVE
EDUCATION COURSE (GE)
 2

(For the examinations to be held in the year December 2018, 2019 & 2020)
B.A.SEMESTER-I
SUBJECT: EDUCATION
CHOICE BASED CREDIT SYSTEM (CBCS)
CORE COURSE-UEDTC-101 CREDITS: 6
TITLE: EDUCATION AND SOCIETY CONTACT HOURS: 6 hours per week
MAX.MARKS:100 MINIMUM PASS MARKS:
1) External (University exam):80 External :29
2) Internal assessment: 20 Internal: 07
DURATION OF EXAMS:
1) External: 2 ½ hours
2) Internal :1 hour
OBJECTIVES OF THE COURSE

· To enable the students to understand the basic concepts, functions aims and its agencies.

· To make the students to understand the basic concepts of society & Indian society, identify the social
and economic problems of Indian society and elaborate upon its major features.
· To enable the students to understand the concepts of sociology, educational sociology and the
relationship between them.
· To acquaint the students with the concept, process and factors of socialization.

· To enable the students to understand the concept of social change, factors responsible for social change
and role of education in bringing about social change.
· To help the students understand the concept of curriculum, its types and basic principles of curriculum
construction.
· To help the students understand the concept of curricular, co-curricular activities and the importance
of organizing various types of co-curricular activities in the educational institutions keeping students’
developmental needs in mind.
· To enable the students to understand the concept of culture, its types, characteristics and find its
relationship with Education.
· To enable the students to understand the concepts of national & emotional integration, barriers in the
way of national integration and role of education in bringing about national integration.
UNIT-I:

EDUCATION AND ITS FUNCTIONS:

· Concept of Education
· Functions of Education

AIMS OF EDUCATION:

· Concept of Aims of education

· Concept of Individual Aims
· Concept of Social Aims
· Synthesis of Individual and Social Aims
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AGENCIES OF EDUCATION:

· Concept of Agencies of Education

· Types of Agencies of Education(Formal, Informal and Non-formal)
· Home as an agency of imparting education in a society
· School as an agency of imparting education in a society

UNIT-II:

INDIAN SOCIETY:

· Concepts of Society
· Concept of Indian Society
· Problems of Indian Society – Social and Economic
· Features of Indian Society

EDUCATION AND SOCIOLOGY:

· Concept of Sociology
· Concept of Educational Sociology
· Relationship between Education and Sociology

UNIT-III

SOCIALIZATION:

· Concept of Socialization
· Process of Socialization
· Factors facilitating the process of socialization

EDUCATION AND SOCIAL CHANGE

· Concept of Social Change

· Factors responsible for bringing about social change
· Role of Education in bringing about social change

UNIT-IV:

CURRICULUM:

· Concept of Curriculum
· Types of Curricula - Subject Centred and Learner Centred
· Basic Principles of Curriculum Construction

CURRICULAR AND CO-CURRICULAR ACTIVITIES:

· Concept of Curricular Activities

· Concept of Co-curricular Activities
· Types of Co-curricular Activities
· Importance of Organizing Co-curricular Activities in Educational Institutions
 4

UNIT-V:

EDUCATION AND CULTURE:

· Concept of Culture
· Characteristics of Culture
· Types of Culture
· Relationship between Education and Culture

EDUCATION AND NATIONAL INTEGRATION

· Concept of National Integration

· Concept of Emotional Integration
· Barriers in way of achieving National Integration
· Role of Education in Promoting National Integration

QUESTION PAPER SETTING

-Each theory paper/course shall be of 100 marks

-20% of which shall be reserved for internal assessment.

-80% of which shall be reserved for external examinations to be conducted by the University / Colleges

INTERNAL ASSESSMENT TEST (20 MARKS)

The internal assessment test under choice based credit system shall be of 1 hour duration and shall
comprise two parts.

PART-A:Total weight age of part-A will be 10 marks and shall comprise of 8 short answer type
questions selecting at least from 2 to 3 units (50% of syllabus covered) . A candidate will have to
attempt any 5 questions each carrying 2 marks.

PART-B: Total weight age of part-B will be 10 marks and shall comprise of 2 long answer type
questions selecting at least from 2 to 3 units (50% of syllabus covered). A candidate will have to
attempt only 1 question of marks 10.

EXTERNAL END SEMESTER EXAMINATION (UNIVERSITY EXAMINATION): 80 MARKS

The external examination in theory shall consist of 3 sections:

SECTION-A: Section-A shall be of 15 marks and will comprise of 5 short answer type questions, one
from each of the units and carrying 3 marks each. Answer should be precise having 70 to 80 words only
and without any detailed explanation (All Compulsory). The duration of each question is approximately
6 minutes.

SECTION-B: Section-B shall be of 35 marks and will comprise of 5 medium answer type questions,
one from each of the units and carrying 7 marks each. Answer should be comprehensive having 250 to
300 words only and with detailed explanation (All Compulsory). The duration of each question is
approximately 12 minutes.
 5

SECTION-C: Total weight age of section-C shall be 30 marks and will comprise of 5 long answer type
questions one from each unit. A candidate will have to attempt only 2 questions from all the questions
and will carry 15 marks each. Answer should be 500 to 600 words with detailed
analysis/explanation/critical evaluation to the question. The duration of each question is approximately
30 minutes.
BOOKS RECOMMENDED

Aggarwal J.C, (2000): “Land marks in the History of Modern Indian Education” Vikas Publishing
House Pvt. Ltd. New Delhi
Ahiya Ram (1997): “Social Problems in India, Jaipur” Rewat Publications
Brubacher, J.S. “Modern Philosophies of Education”
Chaube, SP and A Chaube (1999): “Education in Ancient and Medieval India” Vikas Publishing
Housing Pvt. Ltd. New Delhi
D. Conner, D.J. “Introduction to the Philosophy of Education”
Dewey John “Democracy and Education”
Gupta, Dipankar “Social Stratification (Ed.)” Oxford University Press, New York
Gupta NL, (2000): “Human Values in Education”, Concept Publishing Company, New Delhi

Haralambos, M. Heald R.M. (1980): “Sociology – Themes and Perspectives”. Oxford University Press,
New Delhi
Kilpatric, W.H. “Philosophy of Education”
Kneller, George F. “Philosophy of Education”

Lindzay, G.A. “Handbook of Social Psychology”

Naik, J.P. Syed Nurullah (1974): “History of Education in India (1800-1973)”, Mac Millan India Ltd.
New Delhi

Ramachandran Padma and Vasantha Ramkumar (2005):” Education in India”, National Book Trust,
India. New Delhi:

Ravindernath Tagore “The Centre of Indian Culture”

Raymont, T. “Modern Education”

Ross, James S. “Ground Work of Educational Theory”

Rao, Shanker: “Sociology.: S Chand and Company, New Delhi

 6

(For the examinations to be held in the year May 2019, 2020 & 2021)
B.A.SEMESTER-II
SUBJECT: EDUCATION
CHOICE BASED CREDIT SYSTEM (CBCS)
CORE COURSE-UEDTC-201 CREDITS: 6
TITLE: EDUCATIONAL PSYCHOLOGY AND
STATISTICS CONTACT HOURS: 6 hours per week
MAX.MARKS:100 MINIMUM PASS MARKS:
1) External (University exam):80 External :29
2) Internal assessment: 20 Internal: 07
DURATION OF EXAMS:
1) External: 2 ½ hours
2) Internal :1 hour
OBJECTIVES OF THE COURSE:
· To enable the students to understand the meaning of education, psychology & educational psychology
and relationship between education and psychology.
· To enable the students to understand the meaning, biological & environmental factors and basic
principles of growth and development.
· To acquaint students with basic concept and approaches of learning and elaborate upon the trial &
error and gestalt learning theories of learning.
· To understand the concept of transfer of learning, its forms and role of teacher in the transfer of
learning.
· To enable the students to understand the meaning, components, types of memory and signs of good
memory.
· To enable the students to understand the meaning of forgetting, its causes and various methods of
memorising.
· To acquaint the students with understanding of the concepts of intelligence, intelligence quotient,
mental age, chronological age, intelligence tests and the theories of intelligence.
· To acquaint the students with use of statistics in educational situations and develop in them the skills of
graphical representation of data and its types and computation of measures of central tendency.
UNIT-I:

PSYCHOLOGY AND EDUCATION:

· Meaning and definitions of : i) Education ii) Psychology iii) Educational Psychology

· Relationship between Education and Psychology
· Difference between Psychology and Educational Psychology

HUMAN GROWTH AND DEVELOPMENT:

· Meaning and Definitions of Growth and Development
· Difference between Growth and Development
· Factors affecting Growth and Development (Biological and Environmental)
· Basic Principles governing the process of human growth and development
UNIT-II:

LEARNING AND ITS APPROACHES:

· Meaning and Definitions of Learning

· Approaches to Learning – Behaviouristic and Cognitive
 7

THEORIES OF LEARNING

· Thorndike’s Trial and Error Theory – Concept, Experiment, Laws of Learning based on the theory and
Educational Implications of the theory
· Gestalt Theory of Learning by Wolfgang Kohler, Concept, Experiment and Educational Implications

UNIT-III

TRANSFER OF LEARNING/TRAINING:

· Meaning and Definitions of Transfer of Learning/Training

· Forms of Transfer of learning
· Role of Teacher in facilitating the process of transfer of Learning/ Training

MEMORY AND FORGETTING:

· Meaning and Definitions of Memory

· Meaning and Definitions of Forgetting
· Components of Memory - Learning, Retention, Recall and Recognition
· Types of Memory
· Signs of good Memory
· Methods of memorizing
· Factors responsible for causing Forgetting

UNIT-IV:

INTELLIGENCE AND ITS THEORIES

· Meaning and Definitions of Intelligence

· Two Factor Theory by Charles Spearman, Description of the Theory, Characteristics of ‘g’ factor and ‘s’
factor and Educational Implications of the Theory
· Primary Mental Abilities Theory by LL Thurstone: Description of the Theory and Educational
Implications of the Theory

INTELLIGENCE TESTS:

· Concept of Intelligence Tests

· Uses of Intelligence Tests
· Concept of I.Q. (Intelligence Quotient)
· Concepts of MA (Mental age) and CA (Chronological age)

UNIT-V:

STATISTICS AND ITS USE IN EDUCATION

· Meaning and Definitions of Statistics

· Importance of Statistics for students in Education

DATA

· Concept of Data
· Types of Data ( Primary &Secondary data and Grouped & Ungrouped data)
 8

· Graphical Representation of the Data - Histogram and Frequency Polygon

MEASURES OF CENTRAL TENDENCY:

· Concepts of Mean, Median and Mode

· Computation of Mean, Median, and Mode of grouped and ungrouped data
· Uses of various Measures of Central Tendency in Educational Situations

QUESTION PAPER SETTING

-Each theory paper/course shall be of 100 marks

-20% of which shall be reserved for internal assessment.

-80% of which shall be reserved for external examinations to be conducted by the University / Colleges

INTERNAL ASSESSMENT TEST (20 MARKS)

The internal assessment test under choice based credit system shall be of 1 hour duration and shall comprise two
parts.

PART-A:Total weight age of part-A will be 10 marks and shall comprise of 8 short answer type questions
selecting at least from 2 to 3 units (50% of syllabus covered) . A candidate will have to attempt any 5 questions
each carrying 2 marks.

PART-B: Total weight age of part-B will be 10 marks and shall comprise of 2 long answer type questions
selecting at least from 2 to 3 units (50% of syllabus covered). A candidate will have to attempt only 1 question of
marks 10.

EXTERNAL END SEMESTER EXAMINATION (UNIVERSITY EXAMINATION): 80 MARKS

The external examination in theory shall consist of 3 sections:

SECTION-A: Section-A shall be of 15 marks and will comprise of 5 short answer type questions, one from each
of the units and carrying 3 marks each. Answer should be precise having 70 to 80 words only and without any
detailed explanation (All Compulsory). The duration of each question is approximately 6 minutes.

SECTION-B: Section-B shall be of 35 marks and will comprise of 5 medium answer type questions, one from
each of the units and carrying 7 marks each. Answer should be comprehensive having 250 to 300 words only and
with detailed explanation (All Compulsory). The duration of each question is approximately 12 minutes.

SECTION-C: Total weight age of section-C shall be 30 marks and will comprise of 5 long answer type
questions one from each unit. A candidate will have to attempt only 2 questions from all the questions and will
carry 15 marks each. Answer should be 500 to 600 words with detailed analysis/explanation/critical evaluation to
the question. The duration of each question is approximately 30 minutes.
BOOKS RECOMMENDED

Aggarwal, J.C. (2001): “Essentials of Educational Psychology” Vikas Publishing House, New Delhi:

Bhatia, H.R. (1968): “Elements of Educational Psychology” 3rd Edition, Orient Longman, Calcutta

Bhatnagar, Suresh (2001): “Advanced Educational Psychology” R. Lal Book Depot, Meerut

Bower, Gordon and Hillgard, R. Earnst (1986) : “Theories of Learning Eastern Economy Edition” Prentice Hall
of India, New Delhi
 9

Carlson, Neil, R. (1996) “Psychology: The Science of Behaviour” Allyon and Bacon, New York

Chauhan, S.S. (1978): “Advanced Educational Psychology” Vikas Publishing House Pvt. Ltd, New Delhi:

Dutt, N.K. (2003): “Psychological Foundations of Education” Doaba House, New Delhi:

Garett, H.E. (1979): “Statistics in Psychology and Education” Vakils, Feffer and Simons Ltd. Bombay

Guiford JP Fruchter Benjamin (1978): “Fundamental Statistics in Psychology and Education”McGraw Hill
Company, Singapore

Hurlock, B. Elizabeth (1981): “Developmental Psychology - A Life Span Approach”. TATA McGraw Hill, New
Delhi

Kuppaswamy (1988) : “ Advanced Educational Psychology”. Sterling Publishers, New Delhi

Kulshreshtha, S.P. (2001): “Educational Psychology”. R. Lal Books Depot, Meerut

Mangal, S.K. (1999) : “Advanced Educational Psychology” Prentice Hall of India Pvt. Ltd. New Delhi

Morgan, C.T. (1961): “ An Introduction to Psychology” McGraw Hill, New York

Sharma, R.A. (2001) : “ Fundamentals of Educational Psychology”. R. Lall Book Depot, Meerut

Sharma, R.N. (1987): “Advanced Educational Psychology” Rastogi Publications, Meerut

Verma, L.K. and Sharma N.R. (2007): “Statistics in Education and Psychology” Narendra Publications,
Jallandhar

Woolfolk, Anita (2004): “Educational Psychology” Ninth Ed Indian Reprint Edition (2005)” Pearson Education
Inc. New Delhi
 10

(For the examinations to be held in the year December 2018, 2019 & 2020)
B.A.SEMESTER-V
SUBJECT: EDUCATION
CHOICE BASED CREDIT SYSTEM (CBCS)
DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE)
DSE COURSE-UEDTE-501 CREDITS: 6
TITLE: PRINCIPLES AND ISSUES OF EDUCATION CONTACT HOURS: 6 hours per week
MAX.MARKS:100 MINIMUM PASS MARKS:
1) External (University exam):80 External :29
2) Internal assessment: 20 Internal: 07
DURATION OF EXAMS:
1) External: 2 ½ hours
2) Internal :1 hour

OBJECTIVES OF THE COURSE

1. To enable the students to understand the bases of education.
2. To help the students to understand the concept and major philosophies of education.
3. To enable the students to understand the contributions made by educational thinkers.
4. To appraise the students with major issues in education.
5. To enable students to understand new trends in education.
6. To enable the students to understand the concept, characteristics and applications of Normal Probability
Curve.

UNIT –I

BASES OF EDUCATION AND PHILOSOPHY

· Bases of Education: Philosophical, Psychological and Sociological

· Concept of Philosophy and Educational Philosophy, Relationship between Education and
Philosophy
· Concept of Knowledge, Reality and Values in context of Indian Educational Philosophy

UNIT –II

EDUCATIONAL PHILOSOPHIES

Idealism:

Concept, Salient features, Educational Implications with Reference to Aims, Curriculum, Instructional
Techniques, Discipline and Role of Teacher

Naturalism:

Concept, Salient features, Educational Implications with Reference to Aims, Curriculum, Instructional
Techniques, Discipline and Role of Teacher

Pragmatism:

Concept, Salient features, Educational Implications with Reference to Aims, Curriculum, Instructional
Techniques, Discipline and Role of Teacher
 11

UNIT –III

EDUCATIONAL THINKERS

Educational Contribution of the following thinkers– with reference to Concept of Education, Aims,
Curriculum, Instructional Techniques, Discipline and Role of Teacher

J.J.Rousseau

John Dewey

Swami Vivekananda

UNIT –IV

ISSUES IN EDUCATION

Socialistic Pattern of Society:

Nature, Objectives, Role of Education for Promoting Socialistic Pattern of Society

Community and Education:

Meaning of Community, Role of Education for Upliftment of Community, Mass Media as a Social
Means of Education

UNIT –V

NEW TRENDS IN EDUCATION AND STATISTICS

Inclusive Education:

Meaning, Significance and Scope of Inclusive Education

Role of Teacher in Inclusive Education

Normal Probability curve:

Concept and Characteristics of Normal Probability Curve

Applications of Normal Probability Curve:

i) Calculating standard scores

ii) Determining percent of cases against given standard scores
iii) Determining percent of cases/Number of scores falling between given score limits
iv) Determining percent of cases against above and below given score
v)
QUESTION PAPER SETTING

-Each theory paper/course shall be of 100 marks

-20% of which shall be reserved for internal assessment.

 12

-80% of which shall be reserved for external examinations to be conducted by the University / Colleges

INTERNAL ASSESSMENT TEST (20 MARKS)

The internal assessment test under choice based credit system shall be of 1 hour duration and shall
comprise two parts.
PART-A:Total weight age of part-A will be 10 marks and shall comprise of 8 short answer type
questions selecting at least from 2 to 3 units (50% of syllabus covered) . A candidate will have to
attempt any 5 questions each carrying 2 marks.
PART-B: Total weight age of part-B will be 10 marks and shall comprise of 2 long answer type
questions selecting at least from 2 to 3 units (50% of syllabus covered). A candidate will have to
attempt only 1 question of marks 10.
EXTERNAL END SEMESTER EXAMINATION (UNIVERSITY EXAMINATION): 80 MARKS
The external examination in theory shall consist of 3 sections:
SECTION-A: Section-A shall be of 15 marks and will comprise of 5 short answer type questions, one
from each of the units and carrying 3 marks each. Answer should be precise having 70 to 80 words only
and without any detailed explanation (All Compulsory). The duration of each question is approximately
6 minutes.

SECTION-B: Section-B shall be of 35 marks and will comprise of 5 medium answer type questions,
one from each of the units and carrying 7 marks each. Answer should be comprehensive having 250 to
300 words only and with detailed explanation (All Compulsory). The duration of each question is
approximately 12 minutes.

SECTION-C: Total weight age of section-C shall be 30 marks and will comprise of 5 long answer type
questions one from each unit. A candidate will have to attempt only 2 questions from all the questions
and will carry 15 marks each. Answer should be 500 to 600 words with detailed
analysis/explanation/critical evaluation to the question. The duration of each question is approximately
30 minutes.
BOOKS RECOMMENDED:

Brubacher J.S. (1970): “ Modern Philosophies of Education” Tata McGraw Hill Publishing Company
Ltd. New Delhi
Chandra S.S. & Sharma (2002): “ Philosophy of Education” Atlantic Publishers, New Delhi
Garett, H.E. (1979): “Statistics in Psychology and Education” Vakils, Feffer and Simons Ltd. Bombay

Mathur S.S. (1998): “A Sociological Approach to Indian Education” Vinod Pustak Mandir, Agra
Sharma R.N. (1991): “ Contemporary Indian Philosophy” Atlantic Publishers, New Delhi
Sharma Yogindra K. (2003): “ Foundation in Sociology of Education” Kanishka Publishers, New Delhi:
Taneja V.R. (1998): “Educational Thinkers” Atlantic Publishers, New Delhi
Taneja V.R. (1998): “ Socio-Philosophical Approach to Education” Atlantic Publishers, New Delhi
Verma, L.K. and Sharma N.R. (2007): “Statistics in Education and Psychology” Narendra Publications,
Jallandhar
 13

(For the examinations to be held in the year December 2018, 2019 & 2020)
B.A.SEMESTER-V
SUBJECT: EDUCATION
CHOICE BASED CREDIT SYSTEM (CBCS)
SKILL ENHANCEMENT COURSE
SEC-UEDTS-502
TITLE: SPECIAL EDUCATION CREDITS:4
MAX.MARKS:100 MAXIMUM PASS MARKS:
1) External (University exam):80 External :29
2) Internal assessment: 20 Internal:07
DURATION OF EXAMS:
External:2 ½ hours
Internal :1 hour
OBJECTIVES OF THE COURSE
1. To enable the students to understand the nature of special education.
2. To make students understand the concept and types of different types of special children.
3. To enable the students to understand the nature of orthopedically handicapped children and educational
provisions for them.
4. To acquaint the students with the educational needs of mentally retarded children.
5. To enable the students to understand the visually and hearing impaired children with a view to arrange
educational provisions for them.
6. To make the students understand the educational needs of gifted, slow learner and learning disabled students.
7. To make the students to understand the delinquent children along with remedial measures.

UNIT-I
SPECIAL EDUCATION
Concept, Objectives, Need and Scope
SPECIAL CHILDREN
Concept and Types
UNIT-II
ORTHOPAEDICALLY HANDICAPPED CHILDREN
Meaning, Characteristics, Types and Educational provisions
MENTALLY RETARDED CHILDREN
Concept, Characteristics, Identification and Educational provisions
UNIT-III
VISUALLY IMPAIRED CHILDREN
Meaning, Characteristics, Identification and Educational provisions
HEARING IMPAIRED CHILDREN
Meaning, Characteristics, Causes and Educational provisions
 14

UNIT-IV
GIFTED CHILDREN
Meaning, Characteristics, Identification and Educational provisions
SLOW LEARNERS
Meaning, Characteristics, Problems, Identification and Educational provisions
UNIT-V
LEARNING DISABLED CHILDREN
Meaning, Characteristics, Identification and Educational provisions
DELINQUENT CHILDREN
Meaning, Causes, Treatment and Prevention
QUESTION PAPER SETTING

-Each theory paper/course shall be of 100 marks

-20% of which shall be reserved for internal assessment.

-80% of which shall be reserved for external examinations to be conducted by the University / Colleges

INTERNAL ASSESSMENT TEST (20 MARKS)

The internal assessment test under choice based credit system shall be of 1 hour duration and shall
comprise two parts.
PART-A:Total weight age of part-A will be 10 marks and shall comprise of 8 short answer type
questions selecting at least from 2 to 3 units (50% of syllabus covered) . A candidate will have to
attempt any 5 questions each carrying 2 marks.
PART-B: Total weight age of part-B will be 10 marks and shall comprise of 2 long answer type
questions selecting at least from 2 to 3 units (50% of syllabus covered). A candidate will have to
attempt only 1 question of marks 10.
EXTERNAL END SEMESTER EXAMINATION (UNIVERSITY EXAMINATION): 80 MARKS
The external examination in theory shall consist of 3 sections:
SECTION-A: Section-A shall be of 15 marks and will comprise of 5 short answer type questions, one
from each of the units and carrying 3 marks each. Answer should be precise having 70 to 80 words only
and without any detailed explanation (All Compulsory). The duration of each question is approximately
6 minutes.

SECTION-B: Section-B shall be of 35 marks and will comprise of 5 medium answer type questions,
one from each of the units and carrying 7 marks each. Answer should be comprehensive having 250 to
300 words only and with detailed explanation (All Compulsory). The duration of each question is
approximately 12 minutes.

SECTION-C: Total weight age of section-C shall be 30 marks and will comprise of 5 long answer type
questions one from each unit. A candidate will have to attempt only 2 questions from all the questions
and will carry 15 marks each. Answer should be 500 to 600 words with detailed
analysis/explanation/critical evaluation to the question. The duration of each question is approximately
30 minutes.
 15

BOOKS RECOMMENDED
Balsara, M: “Inclusive Education for Special Children” Knishka Publishers, New Delhi
Chadha A: “Special Education” APH Publishing House, New Delhi
Chadha, Anupriya: “Educating Children with Special Needs” APH Publishing Corporation, New Delhi
Chintamanikar : “Exceptional Children-their Psychology and Education” Sterling Publishers, New Delhi
Dash, B.N.: “Special Education: An integrated Education for children with special needs” Dominant Publishing
and Distribution House New Delhi
Dash, Neena : “Education of Children with Special Needs” Atlantic Publishers and Distributors, New Delhi
Desai, Anju): “Education of Exceptional Children” Alpha Publication, New Delhi
Kotwal P: “Special Education” Authors Press Jaipur
Kour, Rajpal): “Special Education-New trends and innovations” Deep and Deep Publications, New Delhi
Mahdi, A: “Special Education” Alpha Publications,New Delhi
Panda K.C: “Education of Exceptional Children” Vikas Publishing House, New Delhi
Rajkumari M.A: “Special Education” Discover Publishing House, New Delhi
Rao V.K.: “Special Education” APH Publishing House, New Delhi
Rohnika Sharma: “Inclusive Education” N.R.Books International Jammu
Sahu B.K. : “Education of the Exceptional Children”Kalyani Publishers New Delhi
Sharma A : “Special Education: A practical approach with special needs” Ancient Publishing House,New Delhi
Singh, Mubarak): “Education of Children with Special Needs ” Knishka Publishers, New Delhi
Singh,K.S. “Special Education: Challenges,Strategies and Interventions” Swastic Publishers, New Delhi
Venkataish: “Special Education” Anmol Publishers, New Delhi
Umadevi M.R. “Special Education” Neel Kamal, New Delhi
Walia G.S. “Special Education” Vinod Publications Ludhiana
Ysseldyke: “Special Education: A Practical Approach for Teachers” ” Knishka Publishers, New Delhi
 16

(For the examinations to be held in the year December 2018, 2019 & 2020)
B.A.SEMESTER-V
SUBJECT: EDUCATION
CHOICE BASED CREDIT SYSTEM (CBCS)
GENERIC ELECTIVE COURSE
(GE)-UEDTE-503 CREDITS: 6
TITLE: BASICS OF EDUCATION CONTACT HOURS: 6 hours per week
MAX.MARKS:100 MINIMUM PASS MARKS:
1) External (University exam):80 External :29
2) Internal assessment: 20 Internal: 07

DURATION OF EXAMS:
External: 2 ½ hours
Internal :1 hour
OBJECTIVES OF THE COURSE
1. To enable the students to understand the basic concepts of education and its general functions.
2. To help the students understand the nature of the curriculum and co-curricular activities.
3. To make the students understand the nature of psychology, educational psychology and methods of studying
behaviour.
4. To acquaint the students with the understanding of the concepts of sociology and socialization and their relation
with education.
5. To help students to understand the concept of philosophy and its relationship with education.
6. To enable the students to understand the contribution made by Gandhi Ji in the field of education.
7. To acquaint the students with the use of statistics in the educational situations and develop the skill of graphical
representation among them.

UNIT-1
EDUCATION, ITS FUNCTIONS AND AIMS
· Concept and general functions of Education
· Concept of Aims of Education, Synthesis of Individual and Social Aims of Education
CURRICULUM AND CO-CURRICULAR ACTIVITIES
· Concept of Curriculum, Basic principles of curriculum construction
· Concept of Co-curricular activities, Importance of organising co-curricular activities
UNIT-II
PSYCHOLOGY AND EDUCATION
· Concept of Psychology and Educational Psychology
· Relationship between Education and Psychology
METHODS OF STUDYING BEHAVIOUR
· Introspection Method: Concept and merits
· Observation Method: Concept and merits
 17

UNIT-III
SOCIOLOGY AND EDUCATION:
· Concept of Sociology and Educational Sociology
· Relationship between Education and Sociology
SOCIALIZATION:
· Concept of Socialization
· Factors facilitating the process of socialization
UNIT-IV
PHILOSOPHY AND EDUCATION
· Concept of Philosophy and Educational Philosophy
· Relationship between Education and Philosophy
GANDHIJI: EDUCATIONAL THINKER
Educational Contribution: Concept of Education, Aims, Curriculum, Instructional techniques and
Discipline
UNIT-V
STATISTICS AND EDUCATION
· Concept of Statistics
· Importance of Statistics in Education
GRAPHICAL REPRESENTATION OF DATA
· Histogram
· Frequency Polygon
QUESTION PAPER SETTING

-Each theory paper/course shall be of 100 marks

-20% of which shall be reserved for internal assessment.

-80% of which shall be reserved for external examinations to be conducted by the University / Colleges

INTERNAL ASSESSMENT TEST (20 MARKS)

The internal assessment test under choice based credit system shall be of 1 hour duration and shall
comprise two parts.
PART-A:Total weight age of part-A will be 10 marks and shall comprise of 8 short answer type
questions selecting at least from 2 to 3 units (50% of syllabus covered) . A candidate will have to
attempt any 5 questions each carrying 2 marks.
PART-B: Total weight age of part-B will be 10 marks and shall comprise of 2 long answer type
questions selecting at least from 2 to 3 units (50% of syllabus covered). A candidate will have to
attempt only 1 question of marks 10.
EXTERNAL END SEMESTER EXAMINATION (UNIVERSITY EXAMINATION): 80 MARKS
The external examination in theory shall consist of 3 sections:
 18

SECTION-A: Section-A shall be of 15 marks and will comprise of 5 short answer type questions, one
from each of the units and carrying 3 marks each. Answer should be precise having 70 to 80 words only
and without any detailed explanation (All Compulsory). The duration of each question is approximately
6 minutes.

SECTION-B: Section-B shall be of 35 marks and will comprise of 5 medium answer type questions,
one from each of the units and carrying 7 marks each. Answer should be comprehensive having 250 to
300 words only and with detailed explanation (All Compulsory). The duration of each question is
approximately 12 minutes.

SECTION-C: Total weight age of section-C shall be 30 marks and will comprise of 5 long answer type
questions one from each unit. A candidate will have to attempt only 2 questions from all the questions
and will carry 15 marks each. Answer should be 500 to 600 words with detailed
analysis/explanation/critical evaluation to the question. The duration of each question is approximately
30 minutes.

BOOKS RECOMMENDED:
Aggarwal JC, (2000): “ Land marks in the History of Modern Indian Education” Vikas Publishing House Pvt. Ltd. New
Delhi

Aggarwal, J.C. (2001): “Essentials of Educational Psychology” Vikas Publishing House, New Delhi

Brubacher J.S. (1970): “Modern Philosophies of Education”. Tata McGraw Hill Publishing Company Ltd. New Delhi
Chaube, SP and A Chaube (1999): “Education in Ancient and Medieval India” Vikas Publishing Housing Pvt. Ltd. New
Delhi

Bhatia, H.R. (1968): “Elements of Educational Psychology. 3rd Edition” Orient Longman, Calcutta

Bhatnagar, Suresh (2001): “Advanced Educational Psychology” R. Lal Book Depot, Meerut

Chauhan, S.S. (1978): “Advanced Educational Psychology” Vikas Publishing House Pvt. Ltd. New Delhi

Dutt, N.K. (2003): “Psychological Foundations of Education” Doaba House, New Delhi:

Garett, H.E. (1979): “Statistics in Psychology and Education” Vakils, Feffer and Simons Ltd. Bombay

Mathur S.S. (1998): “A Sociological Approach to Indian Education” Vinod Pustak Mandir, Agra
Rao, Shanker: “Sociology”. S Chand and Company, New Delhi

Mangal, S.K. (1999): “Advanced Educational Psychology” Prentice Hall of India Pvt. Ltd. New Delhi
Morgan, C.T. (1961): “An Introduction to Psychology” McGraw Hill, New York

Sharma, R.A. (2001) : “ Fundamentals of Educational Psychology” R. Lall Book Depot, Meerut

Sharma, R.N. (1987): “Advanced Educational Psychology” Rastogi Publications,. Meerut

Sharma R.N. (1991): “ Contemporary Indian Philosophy” Atlantic Publishers, New Delhi
Sharma Yogindra K. (2003): “Foundation in Sociology of Education” Kanishka Publishers, New Delhi
Taneja V.R. (1998): “ Educational Thinkers” Atlantic Publishers, New Delhi :
Taneja V.R. (1998): “Socio-Philosophical Approach to Education” Atlantic Publishers, New Delhi

Verma, L.K. and Sharma N.R. (2007): “Statistics in Education and Psychology” Narendra Publications, Jallandhar
 19

(For the examinations to be held in the year May 2019 & 2020 and 2021)
B.A.SEMESTER-VI
SUBJECT: EDUCATION
CHOICE BASED CREDIT SYSTEM (CBCS)
DISCIPLINE SPECIFIC ELECTIVE COURSE
(DSE)-UEDTE-601 CREDITS: 6
TITLE: DEVELOPMENT OF EDUCATIONAL SYSTEM IN INDIA
CONTACT HOURS: 6 hours per week
MAX.MARKS:100 MINIMUM PASS MARKS:
1) External (University exam):80 External :29
2) Internal assessment: 20 Internal: 07
DURATION OF EXAMS:
External: 2 ½ hours
Internal :1 hour
OBJECTIVES OF THE COURSE:

To enable the students to gain knowledge about

1. The system of Indian Education during Vedic, Buddhist and Medieval periods.
2. Britishers influence on Indian Education.
3. Impact of British commission and committees on Indian education.
4. Growth and development of Education in Post Independence Era.
5. New Education Policy and Programme of Action.
6. Role of National organizations in the field of education.
UNIT-I:

EDUCATION DURING ANCIENT AND MEDIEVAL PERIOD:

· Education during Vedic Period

Concept of Education, Aims, Curriculum, Instructional techniques, Role and Status of Teacher

· Education during Buddhist Period

Concept of Education, Aims, Curriculum, Instructional Techniques, Discipline, Role and Status of
Teacher

· Education during Muslim Period

Concept of Education, Aims, Curriculum, Instructional Techniques, Discipline, Role and Status of
Teacher

UNIT-II:

EDUCATION DURING BRITISH PERIOD

· Macalay’s Minutes (1835)

 20

Brief Historical Perspective

· Wood’s Despatch (1854)

Main Recommendations and its impact on Indian education

· Sargent Report (1944)

Main Recommendations and its impact on Indian education

UNIT-III:

EDUCATION IN POST- INDEPENDENCE ERA

· University Education Commission (1948)

Main Recommendations

· Secondary Education Commission (1952-53)

Main Recommendations

· Indian Education Commission (1964-66)

Main Recommendations

UNIT-IV:

NATIONAL POLICIES

· National Policy on Education (NPE) 1986)

Main features.

· Programme of Action 1992

Main features

· Right of Children to Free and Compulsory Education Act (2009) (RTE)

Main implications

UNIT-V:

NATIONAL ORGANIZATIONS IN EDUCATION

· Central Advisory Board of Education (CABE)

Meaning, Composition and Functions

· National Council of Educational Research and Training (NCERT):

Meaning, Composition and Functions

 21

· University Grants Commission (UGC):

Meaning, Composition and Functions

QUESTION PAPER SETTING

-Each theory paper/course shall be of 100 marks

-20% of which shall be reserved for internal assessment.

-80% of which shall be reserved for external examinations to be conducted by the University / Colleges

INTERNAL ASSESSMENT TEST (20 MARKS)

The internal assessment test under choice based credit system shall be of 1 hour duration and shall
comprise two parts.
PART-A:Total weight age of part-A will be 10 marks and shall comprise of 8 short answer type
questions selecting at least from 2 to 3 units (50% of syllabus covered) . A candidate will have to
attempt any 5 questions each carrying 2 marks.
PART-B: Total weight age of part-B will be 10 marks and shall comprise of 2 long answer type
questions selecting at least from 2 to 3 units (50% of syllabus covered). A candidate will have to
attempt only 1 question of marks 10.
EXTERNAL END SEMESTER EXAMINATION (UNIVERSITY EXAMINATION): 80 MARKS
The external examination in theory shall consist of 3 sections:
SECTION-A: Section-A shall be of 15 marks and will comprise of 5 short answer type questions, one
from each of the units and carrying 3 marks each. Answer should be precise having 70 to 80 words only
and without any detailed explanation (All Compulsory). The duration of each question is approximately
6 minutes.

SECTION-B: Section-B shall be of 35 marks and will comprise of 5 medium answer type questions,
one from each of the units and carrying 7 marks each. Answer should be comprehensive having 250 to
300 words only and with detailed explanation (All Compulsory). The duration of each question is
approximately 12 minutes.

SECTION-C: Total weight age of section-C shall be 30 marks and will comprise of 5 long answer type
questions one from each unit. A candidate will have to attempt only 2 questions from all the questions
and will carry 15 marks each. Answer should be 500 to 600 words with detailed
analysis/explanation/critical evaluation to the question. The duration of each question is approximately
30 minutes.
BOOKS RECOMMENDED:

Aggarwal, J.C. (2000) : “Landmarks in the History of Modern Indian Education” Vikas Publishing House Pvt. New
Delhi

Chauhan, C.P.S. (2004): “Modern Indian Education Policies, Progress and Problems” Kanishka Publishers, New Delhi

Ministry of Human Resource Development (1986) : National Policy on Education, 1986.

Ministry of Human Resource Development (1992) : National Policy on Education, 1986 (Revised).

Ministry of Human Resource Development (1992) : Programme of Action (NPE, 1992), New Delhi, Govt. of India.

Sharma, Y.K. (2003) : “Sociological Philosophy of Education” Kanishka Publishers, New Delhi
 22

(For the examinations to be held in the year May 2019, 2020 & 2021)
B.A.SEMESTER-VI
SUBJECT: EDUCATION
CHOICE BASED CREDIT SYSTEM (CBCS)
SKILL ENHANCEMENT COURSE

(SEC) UEDTS-602 CREDITS:4

TITLE: STATISTICS IN EDUCATION
MAX.MARKS:100 MAXIMUM PASS
MARKS:
1)External (University exam):80 External :29
2)Internal assessment: 20 Internal: 07
DURATION OF EXAMS:
External:2 ½ hours
Internal :1 hour

OBJECTIVES OF THE COURSE

1. To enable the students to understand the elementary statistics in education.
2. To help the students to understand the measures of central tendency.
3. To equip the students with the knowledge and understanding of measures of variability.
4. To enable the students to understand the measures of relative standing and relationships.
5. To enable the students to understand various applications of normal probability curve.
6. To develop the computation skills of students.

UNIT-1

STATISTICS AND ITS USE IN EDUCATION:

Concept of Statistics, Importance of Statistics in the field of Education
DATA:
Concept of Data, types of Data (primary& secondary and grouped &ungrouped), frequency distribution of data,
graphical representation of data: Histogram and frequency polygon

UNIT-2

MEASURES OF CENTRAL TENDENCY

MEAN:
Concept, Uses and Computation of Mean (grouped and ungrouped data)

MEDIAN:

Concept, Uses and Computation of Median (grouped and ungrouped data)

MODE:

Concept, Uses and Computation of Mean (grouped and ungrouped data)

UNIT-3

MEASURES OF VARIABILITY

MEAN DEVIATION (M.D.)

Concept, Uses and Computation of Mean Deviation (M.D.)-Grouped and ungrouped data
 23

STANDARD DEVIATION (S.D.)

Concept, Uses and Computation of Standard Deviation (S.D.)-Grouped and ungrouped data

QUARTILE DEVIATION (Q.D.)

Concept, Uses and Computation of Quartile Deviation (Q.D)-Grouped and ungrouped data

UNIT-4:

MEASURES OF RELATIVE STANDING AND RELATIONSHIPS

MEASURES OF RELATIVE STANDING:

Meaning and Computation of Percentiles and Percentile ranks

MEASURES OF RELATIONSHIP:
Concept of Correlation and Computation of Correlation using
a)Pearson’s Product Moment Method
b)Spearman’s Rank Difference Method

UNIT-5:

NORMAL PROBABILITY CURVE

Meaning and characteristics of Normal Probability curve

Applications of Normal Probability curve:
a) Determination of Standard scores (Z) from the raw scores
b) Determination of percentage of cases falling between the given standard scores and mean
c) Determination of percentages of cases falling between the given limits of scores.
d) Determination of percentages of cases falling above the given scores.
e) Determination of percentages of cases falling below the given scores.

QUESTION PAPER SETTING

There shall be one written theory paper of 100 marks.20% marks shall be reserved for the internal assessment (20
marks).80 % of marks (80 marks) shall be reserved for external examination to be conducted by the
college/university.
INTERNAL ASSESSMENT TEST (20 MARKS)
The internal assessment test under choice based credit system shall be of 1 hour duration and shall comprise two
parts.
PART-A:Total weight age of part-A will be 10 marks and shall comprise of 8 short answer type questions
selecting at least from 2 to 3 units (50% of syllabus covered) . A candidate will have to attempt any 5 questions
each carrying 2 marks.
PART-B: Total weight age of part-B will be 10 marks and shall comprise of 2 long answer type questions
selecting at least from 2 to 3 units (50% of syllabus covered) . A candidate will have to attempt only 1 question of
marks 10.
EXTERNAL END SEMESTER EXAMINATION (UNIVERSITY EXAMINATION): 80 MARKS
The external examination in theory shall consist of 3 sections:
SECTION-A: Section-A shall be of 15 marks and will comprise of 5 short answer type questions, one from each
of the units and carrying 3 marks each. Answer should be precise having 70 to 80 words only and without any
detailed explanation (All Compulsory).The duration of each question is approximately 6 minutes.
SECTION-B:Section-B shall be of 35 marks and will comprise of 5 medium answer type questions, one from
each of the units and carrying 7 marks each. Answer should be comprehensive having 250 to 300 words only and
with detailed explanation (All Compulsory).The duration of each question is approximately 12 minutes.
 24

SECTION-C: Total weight age of section-Cshall be 30 marks and will comprise of 5 long answer type questions
one from each unit. A candidate will have to attempt only 2 questions from all the questions and will carry 15
marks each. Answer should be 500 to 600 words with detailed analysis/explanation/critical evaluation to the
question. The duration of each question is approximately 30 minutes.

BOOKS RECOMMENDED

Basotia Vijay (2009): “Fundamental of Statistics” Shree Niwas Publication,Jaipur

Bhabagrahi Biswal & Pramod Chandra Dash (2009): “Statistics in Education and Psychology”.
Dominant Publishers and Distributors, New Delhi
Bhandarkar K.M. (2007): “Statistics in Education” Neel Kamal Publications Pvt. Ltd. New Delhi
Bipin Asthana (2012): “ Measurement and Evaluation in Psychology and Education” Shri Vinod Pustak
Mandir Agra-2
Guilford J.P. (1978): “Fundamental Statistics in Psychology and Education” Hill Book Company
Gupta S.P. (2002): “ Statistical Methods” Sultan Chand and Sons, Daryaganj New Delhi.
Gupta S.C. (2008): “Fundamentals of Statistics” Himalyan Publishing House New Delhi
Gupta S.P. (1969): “A textbook of Statistics” APH Publishing House New Delhi
Henry E. Garrett (2011): “Statistics in Psychology and Education” Vishal publications Chandigarh
Mangal S.K. (2009): “Statistics in Psychology and Education”. PHI Learning Private limited, New
Delhi
Nadeem N.A. & Faizan, F.A. (2014): “Statistics in Education and Psychology” Dilpreet Publishing
House,New Delhi.
Sharma R.A. (2000) “Advanced Statistics in Education and Psychology” Surya Publications, Merrut
Verma L.K. and Sharma N.R.(1999) “Statistics in Education and Psychology” Narendra Publishing
House,Jallander
Yogesh S.N. (2007): “Statistical Methods” Mangaldeep Publications, Jaipur
 25

(For the examinations to be held in the year May 2019, 2020 & 2021)
B.A.SEMESTER-VI
SUBJECT: EDUCATION
CHOICE BASED CREDIT SYSTEM (CBCS)
GENERIC ELECTIVE COURSE
(GE)-UEDTE-603 CREDITS: 6
TITLE: FUNDAMENTALS OF EDUCATION CONTACT HOURS: 6 hours per week
MAX.MARKS:100 MINIMUM PASS MARKS:
1) External (University exam):80 External :29
2) Internal assessment: 20 Internal: 07
DURATION OF EXAMS:
External: 2 ½ hours
Internal :1 hour

OBJECTIVES OF THE COURSE

1. To enable the students to understand the concept and types of agencies of education.

2. To enable the students to understand the stages of education viz. elementary, secondary and higher

3. To acquaint the students with the understanding of the nature of learning, transfer of learning, memory and
forgetting.

4. To enable the students to understand the concepts of social change and culture and their relationship with
education.

5.To help the students to understand the role of National Organizations like NCERT and UGC in the field of
education.

6.To acquaint the students with the use of statistics in education and develop in them the skills of computation
of measures of central tendency

UNIT-1

AGENCIES OF EDUCATION

· Meaning of Agencies of Education

· Types of Agencies of Education (Formal, Non-formal and Informal )

STAGES OF EDUCATION

· Elementary Education:
Meaning and Objectives
· Secondary Education:
Meaning and Objectives
· Higher Education:
Meaning and Objectives
 26

UNIT-II

LEARNING AND TRANSFER OF LEARNING/TRAINING

· Concept of Learning
· Types of Learning
· Concept of Transfer of Learning/training
· Forms of transfer of Learning/training

MEMORY AND FORGETTING

· Concept of Memory and Forgetting

· Components of Memory
· Methods of memorizing
· Factors responsible for causing forgetting

UNIT-III

SOCIAL CHANGE AND EDUCATION

· Concept of Social Change

· Role of Education in Social Change
· Factors responsible for bringing about Social Change

CULTURE AND EDUCATION

· Concept of Culture
· Relationship between Culture and Education

UNIT-IV

NATIONAL ORGANIZATIONS IN EDUCATION

National Council of Educational Research and Training (NCERT)

Composition and Functions

University Grants Commission (UGC)

Composition and Functions

UNIT-V

STATISTICS IN EDUCATION

Measures of Central Tendency

Mean: Concept and Computation

Median: Concept and Computation

Mode: Concept and Computation

 27

QUESTION PAPER SETTING

-Each theory paper/course shall be of 100 marks

-20% of which shall be reserved for internal assessment.

-80% of which shall be reserved for external examinations to be conducted by the University / Colleges

INTERNAL ASSESSMENT TEST (20 MARKS)

The internal assessment test under choice based credit system shall be of 1 hour duration and shall
comprise two parts.
PART-A:Total weight age of part-A will be 10 marks and shall comprise of 8 short answer type
questions selecting at least from 2 to 3 units (50% of syllabus covered) . A candidate will have to
attempt any 5 questions each carrying 2 marks.
PART-B: Total weight age of part-B will be 10 marks and shall comprise of 2 long answer type
questions selecting at least from 2 to 3 units (50% of syllabus covered). A candidate will have to
attempt only 1 question of marks 10.
EXTERNAL END SEMESTER EXAMINATION (UNIVERSITY EXAMINATION): 80 MARKS
The external examination in theory shall consist of 3 sections:
SECTION-A: Section-A shall be of 15 marks and will comprise of 5 short answer type questions, one
from each of the units and carrying 3 marks each. Answer should be precise having 70 to 80 words only
and without any detailed explanation (All Compulsory). The duration of each question is approximately
6 minutes.

SECTION-B: Section-B shall be of 35 marks and will comprise of 5 medium answer type questions,
one from each of the units and carrying 7 marks each. Answer should be comprehensive having 250 to
300 words only and with detailed explanation (All Compulsory). The duration of each question is
approximately 12 minutes.

SECTION-C: Total weight age of section-C shall be 30 marks and will comprise of 5 long answer type
questions one from each unit. A candidate will have to attempt only 2 questions from all the questions
and will carry 15 marks each. Answer should be 500 to 600 words with detailed
analysis/explanation/critical evaluation to the question. The duration of each question is approximately
30 minutes.
BOOKS RECOMMENDED:
Aggarwal JC, (2000): “ Land marks in the History of Modern Indian Education” Vikas Publishing
House Pvt. Ltd. New Delhi

Aggarwal, J.C. (2001): “Essentials of Educational Psychology” Vikas Publishing House, New Delhi

Brubacher J.S. (1970): “Modern Philosophies of Education” Tata McGraw Hill Publishing Company
Ltd. New Delhi
Chaube, SP and A Chaube (1999): “Education in Ancient and Medieval India” Vikas Publishing
Housing Pvt. Ltd. New Delhi

Bhatia, H.R. (1968): “Elements of Educational Psychology. 3rd Edition” Orient Longman, Calcutta

Bhatnagar, Suresh (2001): “Advanced Educational Psychology” R. Lal Book Depot, Meerut
 28

Chauhan, S.S. (1978): “Advanced Educational Psychology” Vikas Publishing House Pvt. Ltd. New
Delhi

Dutt, N.K. (2003): “Psychological Foundations of Education” Doaba House, New Delhi

Garett, H.E. (1979): “Statistics in Psychology and Education” Vakils, Feffer and Simons Ltd. Bombay

Mathur S.S. (1998): “A Sociological Approach to Indian Education” Vinod Pustak Mandir, Agra
Rao, Shanker: “Sociology”. S Chand and Company, New Delhi

Mangal, S.K. (1999): “Advanced Educational Psychology” Prentice Hall of India Pvt. Ltd. New Delhi
Morgan, C.T. (1961): “An Introduction to Psychology” McGraw Hill, New York

Sharma, R.A. (2001) : “ Fundamentals of Educational Psychology” R. Lall Book Depot, Meerut

Sharma, R.N. (1987): “Advanced Educational Psychology” Rastogi Publications,. Meerut

Sharma R.N. (1991): “ Contemporary Indian Philosophy” Atlantic Publishers, New Delhi
Sharma Yogindra K. (2003): “Foundation in Sociology of Education” Kanishka Publishers, New Delhi
Taneja V.R. (1998): “ Educational Thinkers” Atlantic Publishers, New Delhi :
Taneja V.R. (1998): “Socio-Philosophical Approach to Education” Atlantic Publishers, New Delhi

Verma, L.K. and Sharma N.R. (2007): “Statistics in Education and Psychology” Narendra Publications,
Jallandhar