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  #1  
Old March 30th, 2012, 02:05 PM
Ranjan kumar singh
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Default Shivaji university B.ed

What is the process of admission for B.ed in Shivaji university , I am student of 12th arts and wanted to take admission in B.ed what are the courses available in B.ed and when admission starts and is their hostel facilities and what are the charges for it.
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  #2  
Old April 17th, 2012, 05:24 PM
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Default Re: Shivaji university B.ed

Shivaji university B.ed

Branches:
Education
Education Evaluation
Educational Psychology
Educational Statistics
Physical Education

Admission : Will be through Common entrance exam

Sale and submission of Application form : In the month of June and July , 2012

Hostel:
Shivaji University has fully furnished and spacious boys’ hostels on its campus.The following facilities are provided :

Library
Purified Drinking Water
Sports
Gymnasium
Hot-water for bathing (Solar-system)
Power generator
Lodging - Boarding
Medical Facilities
Recreation
Bicycles

Fee Structure:
1st Term (in Rs.) : 1160/-
2nd Term (in Rs.) : 1040/-
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  #3  
Old March 8th, 2014, 12:07 PM
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Default Re: Shivaji university B.ed

Guys, can you provide me the syllabus of Shivaji university B.ed course???
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  #4  
Old March 8th, 2014, 12:23 PM
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Default Re: Shivaji university B.ed

Shivaji University, Kolhapur was inaugurated in the year 1962; it has 34 affiliated colleges and about 14000 students with 5 Post-graduate Departments on the campus.

As you required for the Shivaji university B.ed course syllabus, here is the same:

1) Develop understanding of the concept and nature of education.
2) Be acquainted with goals of education and to see how they are reflected in educational
practices.
3) Reflect values in his behavior.
4) Understand to relation between philosophy and education and implication of
philosophy on education.
5) Understand different philosophical systems and their implication on Education.
6) Evaluate critically the contribution Educational thinkers.
7) Understand the need to study education in a sociological perceptive. The process of
social change and socialization to promote the Develop of a sense of commitment to
the teaching profession and social welfare.
8) Understand the role in the creation of a new social order in the country and learn
above various social welfare opportunities in which they can participate helpfully.
9) Develop understanding of the concept of national integration and international
understanding. National integration and protection of human rights.
10) Understand use the skillfully various agencies for growth and development.
SECTION- I –
PHILOSOPHICAL FOUNDATION OF EDUCATION
Unit – I Concept and Nature of Education
A) Meaning need scope and process of Education.
B) Relationship between philosophy and education.
C) Education for leisure and character formation

Shivaji university B.ed course syllabus

BACHELOR OF EDUCATION (B.Ed. COURSE)
CONTENTS
ORDINANCE, REGULATIONS AND STRUCTURE
STANDARD OF PASSING
GENERAL OBJECTIVE OF B. ED. COURSE
WEIGHTAGE ACCORDING TO COURSE
B. Ed. Part – I -
THEORY COURSE

Paper – I
Education in Emerging Indian Society
Paper – II
Development of learner and teaching learning process
Paper – III Secondary and Higher Secondary Education – History, Issues and School
Management
Paper – IV Essential of Education Technology and Information Technology
Paper – V
Trends in Education and Electives
Section – I Trends in Education.
Section – II Electives –

1) Alternative Education
2) Career Information in Career Guidance
3) Education of Children with special Needs
4) Environmental Education
5) Action Research
6) Population Education
7) Value Education
Paper – VI Specialisation in Methodology of any two school Subjects
1) Marathi
2) Hindi
3) English
4) Urdu
5) Sanskrit
6) History
7) Geography

8) General Science
9) Mathematics
10) Economics
11) Commerce
B. Ed. Part – II Practicum Course
A.
Practice Teaching
200
1) Micro Teaching
2) Class room Teaching
3) Models of Teaching
4) Content Cum Methodology
5) Information Technology
6) Simulation Teaching
B.
Practical Related to Teachers Personality Development
100
1) Working with Community Based Programme
2) Socially useful productive work
3) Physical and Health Education
4) Creativity and personality Development Programme
5) Educational Aids
C.
Practical Related to Theory Course
100
1) Practical Related to Theory Papers
2) Assignment (Two Per Paper: One Per Section)
3) Internal Examination (in March)
D.
Practical Related to Teacher’s Functions
100
1) Internship
2) Action Research
E.
Practice Teaching Examination
100
1) Two Lessons
2) Oral Examination

Degree of Bachelor of Education (B. Ed.)
(Ordinance, Regulations and Curriculum for the Degree of Bachelor Education)
O. Ed. A Candidate for the Degree of Bachelor of Education (B. Ed.) Must be a Graduate of
this University of a University recognized by this University in any faculty (Art/Social
Science/Science/Commerce) In addition a candidate after Graduation should have:
I. Kept two terms (the first and the second) of lectures on the theory and practice of
education in a college of education affiliated to this university for the purpose of B.
Ed. Degree.
II. Completed a course of practical work, extending over two terms to the satisfaction of
the head of the institution in which candidate is studding, consisting of-
a. Attendance at demonstration lessons and discussion lessons inclusive of micro
lessons, simulation lesson, lesson based in models of teaching, content cum
methodology and one lesson based on information technology.
b. Observation of technology as follows :
1. Micro lessons 10 (2 in each skills)
2. Integrated lessons – 01
3. Class room lesson – 22
c. Teaching practice of 10 micro teaching lessons and one integrated lesson and two
lessons based on simulation teaching one lesson based on information technology
on peer group, two lessons based on using models of teaching and two lessons
based on content cum methodology, 29 lessons distributed over different
standards of a recognized secondary school, recognized higher secondary school
selected by the approval of the management council.
d. Attendance at assignment under examination conditions
e. Practical work in connection with working with community based programme,
physical and health education and related to six theory papers.
f. Organization and participation in creativity and personality development
programmes.
g. Participation and organization in socially useful productive work and educational
aids.
h. Appearance of the internal examination.
i. Completion of the internship programme and action research
j. Appearance at practice teaching examination.


R. Ed. – 01:
The examination for the degree of B. Ed. Will be conduct only once in the
academic year i.e. in the month March/April.
A. The examination for the degree of B.Ed. will consist of two parts.
Part – I
Theory Course (600 Marks)
Part – II
Practicum Course (600 Marks)
B. The B.Ed. examination will be of 1200 marks
Part – I:
Theory Course : written examination consisting of six papers each of three
hours duration carrying 100 marks each. (600 Marks)
Part – II:
Practicum Course : The practicum course consisting of
(*) College Work:
A. Practicum Teaching
(200)
1) Micro teaching
30
2) Class room teaching – twenty two practice lessons
110
(11 in each of the two selected subjects)
3) Simulation teaching (two lessons)
10
4) Content cum methodology (two lessons)
20
5) Models of teaching (two lessons)
20
6) Information technology (one lesson for special method) 10
B. Practical Related to Teachers Personality Development
(100)
1) Working with community based programme
20
2) Socially useful productive work
20
3) Physical and health education
20
4) Creativity and personality development programme
20
5) Educational aids
20
C. Practical Related to Theory Papers
(100)
1) Practical related to six theory papers
60

2) Assignment (per paper two tutorials)
20
3) Internal examination (in March)
20
D. Practical Related to Teachers Function
(100)
1) Internship
50
2) Action Research
50
E. Practice Teaching Examination
(100)
1) Two lessons
80
2) Oral examination
20
R. Ed. – 02: The following shall be the Theory course of study for B. Ed. Examination.
Part – I:
Theory course (written examination) in Part I candidates will be examined in
the following papers-
Paper – I
Education in emerging Indian society
Paper – II
Development of learner and teaching learning process
Paper – III Secondary and higher secondary education- History, issue and school
management
Paper – IV Essential of educational technology and information technology
Paper – V
Trends in education and an electives
Section – I Trends in Education
Section – II Elective (any one of the following)
1. Alternative education
2. Career information and career guidance
3. Education of children with special needs
4. Action Research
5. Environmental Education
6. Value Education
7. Population Education
Paper – VI Specialization in Methodology of any Two School Subject
Marathi, Hindi, English, Urdu, Sanskrit, History Geography, General Science,
Mathematics, Economics, Commerce


A candidate for the examination in Part I, in Part II or in both must apply to the
Register by January 15th of the year with certificate required by O. Ed. – I through the
head of institution in which he has received training.
The equivalence of the pre-revised course (2003) with the revised course (2008)
Pre – revised course (2003)
Revised Course (2008)
B. Ed. Part – I
B. Ed. Part – I
B. Ed. Part – II
B. Ed. Part – II
As per practice, two more chances following the last regular examination of the pre-
revised course (2003) will be given to repeater students i.e. for the examination to be held
in 2009 and 2010
The equivalence of the papers shall be as follows
Pre – Revised (2003)
Revised Course (2008)
Paper – I
Paper – I
Paper – II
Paper – II
Paper – III
Paper – III
Paper – IV
Paper – IV
Paper – V
Paper – V
Paper – VI & VII
Paper – VI
R. Ed. – 04:
The marks of the B. Ed. Part – II practicum course shall be converted in to grades.
Standard of Passing:
O. Ed. – 02:
To pass the B. Ed. Examination, a candidate must obtain :
i. at least 40 % marks in each theory paper and 50% marks in the aggregate of all the
theory papers.
ii. at least 50% marks in each practicum head the heads shall be as follows:

Head – A
Practice Teaching
1.
micro teaching
30
2.
class room teaching
110
3.
simulation teaching
10
200
4.
content cum methodology
20
5.
models of teaching
20
6.
information technology
10
Head – B
Practical Related to Teachers Personality Development
1.
working with community based programme
20
2.
socially useful productive work
20
3.
physical and health education
20
100
4.
creativity and personality development programme
20
5.
Educational aids
20
Head – C
Practical Related to theory course
1.
Practical related to theory papers
60
2.
Assignment (per-paper two tutorials)
20
100
3.
Internal examination (March)
20
Head – D
Practical Related to Teachers functions
1.
Internship
50
2.
Action research
50
100
Head – E
Practice Teaching Examination
1.
Two lessons
80
100
2.
Oral Examination
20
Total :
600

At least B grade in practicum taken together -
Such a candidate shall be declared to have passed B. Ed. Examination in second class. Such a
successful candidate who obtain:
A) At least 60% mark in the aggregated of all the theory papers taken together and at
least ‘A’ grade in the Part – II shall be declared to have passed the B. Ed.
Examination in first class.
B) At least 70% marks in the aggregate of the theory papers and at least A+ Grade in the
Part- II shall be declared to have passed the B. Ed. Examination in first class with
distinction.
C) A candidate who has passed in either B. Ed. Part-I or Part-II and declared failed, may
be exempted at his option, from appearing therein at a subsequent attempt, but a
candidate availing himself of such exemption shall not be eligible for first class, first
class with distinction and merit list.
Grade assigned to Part-II shall be carried over to the subsequent examination
for which the candidate is appearing. A candidate whose grade in Part-II is carried
over shall be eligible only for second class.
D) A candidate who has obtained minimum 50% or more marks in any theory paper of
B.Ed. Part-I examination shall be eligible to claim exemption in that paper. A
candidate claiming exemption will not be eligible for first class, first class with
distinction and merit list.
General Objectives of B.Ed. Course (Teacher Education Programme):
The General objectives of B.Ed. course (Teacher Education Programme) are given
below:
Candidate under training to become a teacher at a stage of secondary education/higher
secondary education after satisfactory completion of a programme should be able to-
1) promote capabilities for including national values and goals as enshrined in the
constitution of India.
2) act as agent of modernization and social change.
3) promote social cohesion, international understanding and protection of human rights
and rights of the child.
4) become competent and committed professional willing to perform the identified tasks.
5) use competencies and skills needed for becoming an effective teacher.
6) Sensitize students about emerging issues, such as environment, population, gender
equality legal literacy etc.

7) Cultivate rational thinking and scientific temper among students;
8) Develop critical awareness about the social realities among students and
9) Use managerial and orgnisation skills in school.
Specific Objective:
To enable the prospective teacher to:
1) Understand the nature, purpose and philosophy of secondary education:
2) Develop among teachers an understanding of the psychology of their pupils;
3) To understand the process of socialization;
4) Acquire competencies relevant to stage-specific pedagogy, Curriculum development,
its transaction and evaluation;
5) Make pedagogical analysis of the subjects they are to each at the secondary stage;
6) Develop skills for guidance.
7) Foster creative thinking among pupils for reconstruction of knowledge;
8) Be acquainted with the factors and force affecting educational system and classroom
situation;
9) Be acquainted with the educational needs of special groups of pupils;
10) Utilize community resource as educational inputs;
11) Use communication skills and modern information technology for school purposes;
12) Develop aesthetic sensibilities in students.
13) Develop the skills of action research.

PAPER- I - EDUCATION IN EMERGING INDIAN SOCIETY
Objectives –
To enable student teacher to-
1) Develop understanding of the concept and nature of education.
2) Be acquainted with goals of education and to see how they are reflected in educational
practices.
3) Reflect values in his behavour.
4) Understand to relation between philosophy and education and implication of
philosophy on education.
5) Understand different philosophical systems and their implication on Education.
6) Evaluate critically the contribution Educational thinkers.
7) Understand the need to study education in a sociological perceptive. The process of
social change and socialization to promote the Develop of a sense of commitment to
the teaching profession and social welfare.
8) Understand the role in the creation of a new social order in the country and learn
above various social welfare opportunities in which they can participate helpfully.
9) Develop understanding of the concept of national integration and international
understanding. National integration and protection of human rights.
10) Understand use the skillfully various agencies for growth and development.
SECTION- I –
PHILOSOPHICAL FOUNDATION OF EDUCATION
Unit – I
Concept and Nature of Education
A) Meaning need scope and process of Education.
B) Relationship between philosophy and education.
C)
Education for leisure and character formation
D)
Education in the western context with specific reference to - Pestalozzi, Russell.
Education in the Indian context with specific references to Mahatma Gandhi, Swami
Vivekananda, Ravindranath Tagore, Karmveer Bhaurao Patil.
Unit-II
Goals of Education and Values
A) Goals of Education – Ancient and Modern goals individual and social aim.
B) Values – Definition and classification need, significance and sources of values
inculcation of values.
C)
Philosophy and curriculum – types of construction.

Unit – III
Major Philosophy system-
Their salient future and their impact on Education
A) Idealism
B)
Naturalism
C)
Pragmatism
D)
Realism
Unit- IV
The Teachers
A) Teaching as a profession
B)
Professional Ethics
C)
Professional organization and their role in teacher’s development
D)
Qualities of the teacher
SECTION – II
SOCIOLOGICAL FOUNDATATIONS OF EDUCATION
UNIT – V Sociological Basis Education
A) Meaning of the education as per sociological basis. Relationship between individual
to individual, individual to society in terms of norms given by the existing social
order.
B) Education for social change
C) Education as liberal and utilisation.
D) Education for social control
E) Education for social mobility
F) Education and human resource development
UNIT – VI Education And Indian Society
A) Salient features of emerging indian society.
B) Indian constitution – its directive principles; various articles related to education.
C) Meaning of secularism, social goals, democracy and socialistic pattern of society
D) Economic planning and the five year plans in relation to education
E) Desirable future of Indian society

UNIT – VII National Integration and International Understanding
A)
a) Meaning of national integration and its need
b) The role of the teacher and education institution in achieving national integration
through democratic interaction.
c) Meaning of international understanding and its need
d) The role of the Teacher and education institution in achieving International
understanding through democratic interaction.
B) New Social Order
a) Meaning of concept of new social order
b) Means and majors taken equality of opportunities in terms of castes, Tribes, Disabled
Gender and Minorities
c) States new programmes and national programmes like NCC, NSS, etc.
UNIT – VIII Agencies of Education
Family, peer Group , references group , school ,open education system ,cultural
orgnisations, voluntary orgnisations, professional bodies, mass media , state .
Practicum-
Any one of the following through group discussion / seminar/ symposia
1. Report on the contribution of any Indian Thinkers of social reformers in the field of
education in view of the aims and objective , curriculum, methods of implementation
examination etc.
2. A report of the study of an impact of the state’s new programme i.e. Mid Day meal on
the education of the children, dropout etc.
3. Study of festival celebrated in village/ town
4. A survey of educational problems of a locality
5. Provisions made in the constitution of India with special reference to education in
general deprived and minorities in special.
List of recommended books:
1. Anand C I et al (1983) . The teacher and education emerging Indian society, New
Delhi: NCERT.

2. Avinashilingam, TS. (1988) educational philosophy of swami vivekanand , madras :
shri ram Krishna math printing press.
3. Brown francies J. (1954) educational sociology, New York: prentices Hall .
4. Cook , L.A & Cook E.F. (1960) ,A sociological Approach to education 3rd ed.
(London :
McGraw Hill)
5. Gore, M.S.(1982).Education and Modernisation in India, Jaipur: Jaipur Publication.
6. Gupta. Giri Raj, &1976, Family and Social Change in Modern India, Delhi: Vikas
Publishing House.
7. Havighurst, Robert & Neugearten, Bemice L.(1975), Society and Education, Boston:
Alleyn & Bacon.
8. Ivoo, Morrish, &1978) The Sociology of Education : An Introduction, London,
George
Allen & Unwin.
9. Kamat, A.R.(1985), Education and Social Change in India, Bombay : Somaiya
Publication.
10. Kuppuswamy,(1968), Some aspects of social change in India, Sterling publication,
Delhi.
11. Mathur, S.S.(1973) A Sociological Approach to Indian Education, Agra: Vinod
Pustak Mandir.
12. Mohanty. J.(1982). Indian Education in the emerging Society, New Delhi : Sterling.
13. Musgrove.F.(1976), The Family, Education and Society, London:Routlege Kegan
Paul.
14. Ottaway (1964), Introduction to Sociology of Education, end rev.ed.London:
Routlege &
kegan Paul.
15. Samatullah, (1979), Education in the Social Context, New Delhi: N.C.E.R.T.
16. Scimeeca, Joseph A, (1980), Education and Society, London : Holt Rimehart and
Winston.
17. Shukla, Sureshadra Krishnakumar,(1985), Sociological Prospective in Education : A
Reader, Delhi : Chankaya Publication.
18. Choudhary U.S.(1986), Issues and Advances in Education, Ajanta Publishing House

PAPER- II
DEVELOPMENT OF LEARNER AND TEACHING LEARNING PROCESS
SECTION - I
Development Of Learner
General objectives-
To enable the trainee teacher to-
1) Understand the nature of psychology and learner
2) Understand the process of growth and development
3) Understand individual difference
4) Understand the concept of personality
UNIT-I
Specific Objectives-
To enable the trainee teacher to-
1) Understand the meaning and nature of psychology and educational psychology.

2) Acquire knowledge of various methods of educational psychology.
UNIT –I Nature Of Psychology And Learner
i.
Meaning and nature of psychology
ii.
Educational psychology-nature scope, limitations
and use of educational psychology to the teacher
iii.
Methods Of Educational Psychology
a. Introspection
b. Observation
c. Experimental
d. Clinical
Unit - II Growth And Development Of Learner
Specific Objectives-
To enable the trainee teacher to –
1) Understand the concept of growth and development.
2) Get the knowledge of various stages of development with task with special reference.
3) To get the knowledge of factors influencing growth and development.
A. Concept of growth and development
General principles of development
B. Stages of development
a. general characteristics of infancy
b. characteristics of childhood and adolescence period with
Reference to –
i. physical and motor development
ii. cognitive development
iii. emotional and aesthetic development
iv. moral & social development
C. Factors influencing growth and development and causing individual
Differences- such as- heredity and environment

D. Guidance – meaning and need, counseling: importance and process guidance and
counseling adolescents.
UNIT – III- Individual Difference
Specific objectives-
To enable the trainee teacher to –
1) Understand individual difference
2) Identify children with special needs.
3) Apply various strategies of teaching learning for children with special needs.
4) To acquire knowledge about various theory of intelligence.
5) To acquire the skill of applying various intelligence tests.
A) Individual difference meaning nature and causes
B) Identification of children with special needs and understanding their learning
characteristics.
a. Children with physical difference i.e.
1) Children with visual impairment
2) Children with hearing impairment
3) Children with physical impairment
4) Children with sensory impairment
b. Children with mental difference
Concept of intelligence theories of intelligence two factor theories (PMA) and SI
Model, measurement of intelligence types of intelligence tests, Gifted and talented
educable with intellectual deficits, Children with learning disabilities.
C) Children with socio- cultural differences.
Socially deprived
Economically deprived
Concept of emotional intelligence
D) Children with emotional differences and
Behavioral problems

UNIT – IV PERSONALITY
Specific objectives-
To enable the trainee teacher to –
1) Understand the concept of personality
2) To acquire knowledge about mental health & hygiene
3) To acquire knowledge about factors influencing development of personality
4) To acquire the skill of assessment of personality
A. Concept of personality – definition meaning of nature.
B. Factors influencing development of personality genetic and environmental.
C. Assessment of personality.
D. Mental, health & hygiene: concept, meaning & education importance adjustment &
defense mechanism.
SECTION II
PSYCHOLOGY OF LEARNING AND TEACHING
General objectives-
To enable trainee teachers to –
1) Develop understanding of process of learning
2) Understand the nature and mental processes related to learning
3) Acquire knowledge about various learning theories
4) Understand the factors affecting learning
5) Understand group dynamics as relevant and classroom as a group
6) Understand the teaching process and factors behavior in classroom
UNIT – V - Learning Process
Specific objectives -
To enable trainee teachers to –
1) Understand the meaning, nature and characteristics of learning
2) Acquire a skill of drawing learning curve
3) Understand the stage and educational importance of learning curve
4) Understand the behaviouristic theories of learning
5) Explain the experiment and educational importance of insight learning
6) Understand the theory of social observational learning
7) Acquire knowledge about ausubel’s meaningful verbal learning
8) Understand roger’s information processing theory of learning
9) Understand factors affecting learning
10) Understand concept of transfer of learning

A) Meaning, nature and characteristics of Learning, Learning curve.
B) Learning theories – Thorndike’s trial and error Behaviouristic theories
of Pavlov and skinner (Just. Introduction) Insight learning theory. Social
observational learning of Albert Bandar , Ausubel’s meaningful verbal
learning Roger’s Information processing. Brunear’s cognitive theory
C)
Factors affecting learning related to Learner, teacher, School (Process &
content) Home.
D)
Transfer of learning – Meaning & types.
UNIT - VI MENTAL PROCESSES RELATED TO LEARNING.
Specific objectives:
To enable trainee teacher to
1) Understand meaning, nature and use of sensation and perception.
2) Understand Gestalt view of perception and concept formation.
3) Do psychological experiment related to sensation and perception
4) Understand concept, types, importance of motivation
5) Explain maslow’s hierarchy of needs.
6) Understand concept, Characteristics, importance of memory and forgetting
7) Do psychological, experiment related to memory and forgetting.
8) Understand, types, factors, importance of thinking process.
9) Do psychological experiment related to thinking.
A)
Sensation and perception – concept of sensation and perception, Gestalt
View about perception. Concept formation
B)
Motivation – Concept, types, importance and maslow’s hierarchy of needs.
C)
Memory and forgetting – Concept, factors, of memory characteristics of good
Memory, importance in learning
D)
Thinking Process – Imagery, Imagination types of imagination and importance
of thinking process and types of thinking.
UNIT - VII – SOCIAL PSYCHOLOGY
Specific Objectives:
To enable trainee teacher to
1. Know the definition of social psychology.
________________________________________
Page 22
22
2. Understand the concept and nature group behavior, group, dynamics and
Classification of groups
3. Understand characteristics of groups and tools to study classroom dynamics.
4. Understand characteristics and importance of leadership
5. Give training for leadership.
A. Definition of Social psychology, group behaviour, group dynamics and classification
of groups
B. Characteristics of groups, tools to study classroom dynamics- sociometry, cumulative
record card, observation
C. Meaning and importance of leadership, characteristics of leadership, Training of
leadership in school.
UNIT – VIII TEACHING PROCESS
Specific Objectives –
To enable trainee teacher to -
1) Understand the concept characteristics and nature of teaching process.
2) Understand relation of learning and teaching
3) Observe teacher behavior and classroom interaction.
4) Identify teacher competency.
5) Understand effectiveness and job satisfaction.
A. Concept characteristics and nature of teaching process, relation to learning and
teaching
B. Teacher behaviour, classroom interaction
C. Teacher competency and effectiveness, job satisfaction
Practicum-
Psychology Experiments & Testing (any five)
1.
Intelligence
2.
Personality Testing
3.
Adjustment Inventory
4.
Performance Test.
5.
Emotional Intelligence
SECTION – II
PSYCHOLOGICAL EXPERIMENTS
1.
Learning
2.
Fatigue
________________________________________
Page 23
23
3.
Imagery
4.
Thinking
5.
Preservation
6.
Attention
List of Recommended Books:
1) Aiken L R (1985) Psychological Testing and Assessment Bestion – Allwayn and Bacon
2) Bower G M (1986) The Psychology of Learning and Motivation Academic Press.
3) Crow (1963) Educational Psychology, Eurasia, New Delhi.
4) Dandekar W. N. (1970) Fundamentals of Experimental Psychology 3
rd
ed. Moghe
Prakashan Kolhapur.
5) Dandekar W. N. (1981) Psychological Foundation of Education Ed2, MacMilan, company
Delhi.
6) Goge N. L. & Becline D. C. (1975) Educational Psychology Rand N. C. Nally college,
Chicago.
7) Hilgard Ernest R. (1975) Introduction to Psychology 6
th
ed. harecourt, New York.
8) Johan Dececco (1970) Psychology of learning and Instruction, Prentice hall of india Pvt.
Ltd. New Delhi.
9) Kejan, Jerome, The Nature Of the Child New York, Harper and Row International.
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Penguim books

Contact details:
Shivaji University
Vidyanagar, Kolhapur, Maharashtra 416004, Shivaji University Kolhapur, Vidya Nagar, Kolhapur, Maharashtra 416004 ‎
0231 260 9000 ‎



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