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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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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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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. 10) Kundu C. L. and D. N. Tutoo (1985) Educational Psychology, New Delhi, Sterling Publishers. 11) Kuppuswamy Advanced Educational Psychology. 12) Mangal S. K. (1979) Psychological Foundations of Education, Ludhiana, Prakash Brothers Education Publishers. 13) Mathur S. K. (1979) Educational Psychology, Agra. Vinod Pustak Mandir. 14) Morris E. Egon (1966) Psychological Foundations of Education. Holt, Rinehert and winstan Inc. 15) Rastogi K.G. Educational Psychology CIE Delhi University Meerut, Rastrgi Publication. 16) R. A. Sharma (1959) Technology of Teaching, Daya Printers, 1/9-D, Saket, Meerut 17) Travers Johan F. (1970) Fundamentals of Psychology, Pennsylvania , International Text- Book Company. 18) Valentine C. W. (1957) The Normal Child and Some Of Its Abnormalities, USA, Penguim books Contact details: Shivaji University Vidyanagar, Kolhapur, Maharashtra 416004, Shivaji University Kolhapur, Vidya Nagar, Kolhapur, Maharashtra 416004 0231 260 9000 http://www.google.co.in/url?sa=i&sou...93131195506918
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