Curriculum & Instruction Price list in India

Problems Title
Knowledge And Curriculum

Knowledge And Curriculum

Knowledge, Education and Schooling Table of contents

Unit - 1
1. Relationship between School and Education (3-11)
2. Nature of Knowledge (12-18)
3. Schooling, Education and Knowledge (19-48)
4. Understanding Assumptions Related to Curriculum (49-62)
Unit - 2 Child Construction of Knowledge
5. Sources of Knowledge (65-68)
6. Different kinds of Knowledge (69-84)
7. Process of Contraction of Knowledge (85-95)
8. Concepts of Belief, Information, Knowledge and Understanding (96-103)
9. Process and Criteria for Curriculum Construction (104-114)
Unit - 3 History Politics and Education
10. Education in India during Colonial Rule (117-120)
11. India's Contemporary Education (121-129)
12. Political Nature of Education (130-134)
13. Teacher and Society (135-139)
14. Autonomy, Academic Freedom and Accountability (140-156)
Unit - 4 Knowledge and Power: Sociological Perspective
15. Social Groups in Curriculum and Textbooks (159-162)
16. Contestation to Knowledge (163-171)
17. Role of Education in Reproducing Dominance and Challenging Marginalization (172-183)

Language Across The Curriculum

Language Across The Curriculum

The paper on Language across the curriculum (LAC) has been made an integral part oftwo years REd. Programme according to NCTE, 2014 rules and regulations. According to this, every teacher is therefore by definition a language teacher. There are perhaps two basic and intertwining principles behind introducing this LAC paper. Firstly, it is believed that language plays a central role in learning. No matter what the subject area is, students understand new concepts when they listen, talk, read and write about what they are learning. Therefore if their language is weak, so is their learning. Secondly, language learning is most successful in a meaningful context. In the LAC classroom the emphasis moves away from language as the subject to be studied and is placed on content and process. In short, LAC is one that integrates language learning and content learning. LAC is an approach to learning that focuses on improving language proficiency in all subjects in order to enhance students' learning and outcomes. LAC acknowledges that language education does not only take place in specific subjects such as English Lessons, but language learning also takes place in each and every subject; in every learning activity; and across the whole curriculum. LAC emphasizes that language development is the responsibility of all teachers across the school and in all subject areas.

Knowledge And Curriculum

Knowledge And Curriculum

1. Meaning of curriculum 2. Different Aspects Related To Curriculum 3. Interrelationship Between Curriculum society & Learner 4. Centralized Vs. Decentralized Curriculum 5. Core Curriculum Vs Hidden Curriculum 6. National Curriculum framework 2005 7. National Curriculum framework fro Teacher Education 2009 8. Determinants Of Curriculum Construction 9. Diversity 10. Socio Political Aspiration Including ideologies 11. National Priorities 12. System of Governance And Power Relations 13. International Context 14. Considerations In Curriculum Development 15.Critical Issues 16. different Approaches To Curriculum development 17.Models Of Curriculum Development 18. Curriculum Transaction role Of Teacher As Critical Pedagogue 19. Role Of School Philosophy And Administration In curriculum Transaction 20. Role Of Infrastructural Support In Teaching And Learning 21. School Cultural And Organisation Ethos 22. Construction Of Curriculum Teacher Role 23. Teacher As A Critical Pedagogue 24. Role Of External Agencies In providing Curriculum And pedagogic Support

A TEXT BOOK OF CURRICULUM, PEDAGOGY AND EVALUATION

A TEXT BOOK OF CURRICULUM, PEDAGOGY AND EVALUATION

Book Review

Curriculum, Pedagogy and Evaluation is an important paper introduced by SCERT for the pupil teachers of D .El.Ed who are expected to study it during the second year of their training. This book has been designed on the pattern of Pedagogy across the Curriculum developed by NCTE. The knowledge of this book will enable the pupil teachers to draw the appropriate pedagogy related to the subjects they will be teaching at the primary and upper primary level. The learners will also be acquainted with the modes of inquiry and epistemological frameworks of their subjects so that they can use teaching strategies that are responsive to diverse settings. To enable the pupil teachers to apply the pedagogical basics to the teaching of their respective subjects, it is essential that they have a sound knowledge of various areas of pedagogy. Subject-specific books on pedagogy are available, but a pedagogy-based generic book is the need of the hour and the authors have a very long and rich experience of training the teachers at various levels, like elementary, secondary and higher levels. They have the experience of writing books for schools and teacher training institutes. Both the pupil teachers and the teacher educators will find this book suitable, as keeping all the above points in mind, the authors-have tried to discuss the various course-contents in an appropriate perspective. (Based on Latest Curriculum framework 2014 Developed by NCTE,With reformulation of the curriculum for B.Ed in a two-year-Iong course) Revitalization of Teacher Training Programmed at national level by increasing the duration of the training period and by revising the syllabi, the National Council for Teacher Education (NCTE)

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