Chauhan, S.S. (2002). Advanced Educational Psychology. New Delhi: Vikas Publishing Gore, M.S.( 1984). Education and Modernization in India. Jaipur:Rawat Publishers. H.Havighurtst, R. et al.(1995). Society and Education. Baston: Allyen ad Bacon H.P.BWheldall, K. (2006). Developments in Educatonal psychology. New York: Routledg Kamat, A.R.( 1985). Education and Social Change in India. Bombay: Samaiya Publishing Co. Bhatia, K.K. (2008). Basis of Educational Psychology.Ludhiana:Kalyani Publishers. Sharma, K.N. (1990). Systems, Theories and Modern Trends in Psychology.Agra: Woolfork, A (2004). Educational Psychology: Reason Education (Singapore). New Delhi: Indian Branch.
Kumar, Krishna. (2007). The child's language and the Teacher. New Delhi: National Book. Mangal, U.(2010). Teaching of Hindi, New Delhi: Arya Book Depot. National Curriculum Framework (2005), New Delhi: NCERT. Sachdeva, M.S. (2013). Teaching of English. Patiala: Twenty First Century Publications. Safaya, Raghunath. Methods of Teaching of Hindi. Jalandhar :Punjab Book Depot. Sinha, S. (2009). Roseublatt's Theory of Reading. Explaining Literature contemporary education dialogue. 6(2), PP223-237. Sullivan, M. (2008). Lessons for Guided writing. scholastic. National curriculum framework. (2005). .
NCERT Position paper on change in curriculum, syllabus and textbooks. Unit-II Changes in theory of content in school education after independence in India Needed changes in discipline –oriented school textbooks; Steps needed to redesign text books for school education Focus on drawing upon the experiences of children; Focus on the diverse community background of students; Focus on natural curiosities of students Focus on learner methods of teaching-constructivist approach; Paradigm shift in teaching of social science in schools Paradigm shift in teaching of science in schools Paradigm shift in teaching of Mathematics in schools Paradigm shift in teaching of Indian languages in schools Difference and relationship between curriculum & syllabus; A criteria for selection of textbooks, magazine & journals as source of knowledge. Role of different agencies and their functions in shaping the syllabus and text books at national & state level. Paradigm shifts in the nature of disciplines: Social Science, Mathematics, Science, Language Existing Corrected Practimum/ Sessional Any one of the following: Critical analysis of a curriculum/ syllabus of particular school subjects. Evaluate a text book of secondary classes with reference to its adequacy and in achieving expected learning outcome. Suggested Readings: Bonrs, J.A. (2001). Cultural diversity and Education. Foundations curriculum and teaching (4th Ed) Boston: Allyn and Bacon. Deng, Z (2013) school subjects and academic disciplines. In A. Luke , A. Woods, & Wer (Eds.), Curriculum syllabus design and equity: A primer and model. Routledge. Krishna, A. (2009). What are Academic Disciplines? University of Southampton,NCRM E Prints Respositiry eprints,ncrm.ac.uk/783/1/what_are_academic_disciplines.pdf. NCERT(2006). Position paper national focus group on curriculum, syllabus and textbooks. New Delhi: author. Available from NCERT (2006). Position paper national focus group on teaching of social sciences. New Delhi: Author Retrieved on April 21, 2015 from
management in the school 4. Social construction of gender Philosophical and sociological theories of gender Gender identity, family, media gender role and stereo types Social construction of gender during late childhood and adolescence 4. Gender Inequalities and strategies for change Gender Inequality in School: School curriculum, Text book, classroom processes, and student teacher interaction Strategies for change: policy and management in the school Practicum/Sessionals Any one of the following Identify at least two students (Boys/Girls) having gender bias attitude and develop strategies for gender sensitization. Analysis of selected ideas, trends, and problems in the study of gender across academic disciplines. Suggested readings: Bordia, A. (2007). Education for gender equity: The Lok Jumbish experience, p 313-329 Chatterji, S. A. (1993). The Indian Women in perspective, New Delhi: Vikas Publishing Devendra, K. (1994). Changing status of women in India, New Delhi: Vikas Publishing House Gupta, A. K. (1986). Women and Society, New Delhi: Sterling Publications Ministry of Education (1959). Report of National Committtee of Women’s Education. New Delhi: ME Ruhela, S. (1988). Understanding the Indian Women today; Delhi: Indian Publishers Distributors Thakur, H. K. (1988). Women and Development planning (Case study of Nauhatta Block), New Delhi: Vikas Publishing House Course-6 & 7 Pedagogy of Teaching Subjects Group-I: Pedagogy of Sciences (i) PEDAGOGY OF SCIENCE
Kochar, Shasi, Rama Chandran Jyothy (2001). Teaching of English. New Delhi. Lado, Robert (1971). Language Teaching, New Delhi: Tata McGraw Hill Publishing House Co. Ltd. Mendonca, Lawrence, (2002). Applied English Grammar and Composition. New Delh: Nav Publications. NCERT (2005) Position Paper National Focus Group on Teaching of English, New Delhi, NCERT. Paliwal,A.K., (1988): English Language Teaching, Jaipur: Surbhi Publication Rai, Geeta (2009). Teaching of English, Meerut : Vinay Rakheja Sawhney, K.K. & Sharma, K.R. (2004). Teaching of English, Jammu : Educational Publishers. Sharma, Praveen (2008). Teaching of English Language, Delhi : Shipra Publications. Sharma, R.A. (2004). Fundamentals of Teaching English, Meerut : R.Lall Book Depot. Wilkins, D.A. (1983), Linguistics in English Teaching, London : Edward Arnold ELBS Edition. Group-III: Pedagogy of Languages (ii) fgUnh f'k{k.k