The Two Year B.Ed. Programme has been implemented all over the country from 2015. The Curriculum Framework for this programme suggested three interrelated areas - Perspectives in Education, Curriculum and Pedagogic Studies and Engagement with the Field. One of the compulsory courses under 'Perspectives in Education' is 'Gender, School and Society'. A guiding note by NCTE rightly points out the need to examine how we learn and challenge gendered roles in society. One needs to see how gender identity construction is influenced by forces at home and in the society. In order to enforce gender parity, teachers need to understand and examine the role of the school, society, curriculum, textbooks and the media. Gender sterotypes need to be challenged. Questioning stereotypes will help to rethink our beliefs. Gender stereotypes need to be challenged. Questioning stereotypes will help to rethink our beliefs. Gender equality is a prerequisite to social progress and sustainable development. This book is an attempt to help students and teachers comprehend various interconnected aspects regarding gender and society. The book looks at how education plays a vital role in promoting gender equity and gender equality. The book includes findings of various research studies. This will help to view the situation from a critical perspective. Statistical data has been quoted wherever required so that students can observe trends and draw conclusions. The work of stalwarts in the field of gender equality has been given due importance. There are special legal provisions to ensure gender equality and gender safety. Laws like the Prevention of Children from Sexual Offences have important implications for educational institutions. Administrators and techers should be aware of the provisions of such laws. Hence, the book has included detailed discussion regarding such legal provisions. In this respect, the book will be of utility value of pre-service teachers as well as in-service teachers and those in administrative positions. Contents - 1. Understanding Gender and Perspectives of Gender 2. Understanding Concepts Related to Gender (I) 3. Understanding Concepts Related to Gender (II) 4. Gender Identity and Gender Socialisation 5. Gender Related Issues in India 6. Gender and Education 7. Gender Safety and Children 8. Gender Responsive Pedagogy 9. Gender Parity 10. Gender Empowerment : Role of the Government 11. Global Outlook towards Gender Equality 12. Icons of Inspiration Annexture

The Curriculum Framework for the Two Year B.Ed. Programme, rightly suggested that student-teachers should be encouraged to become reflective practitioners. For this, three interrelated areas were suggested - Perspectives in Education, Curriculum and Pedagogic Studies and Engagement with the Field. One of the courses suggested under Perspectives in Education is 'Knowledge and Curriculum'. This course aims at introducing students to perspectives in education and focusing on epistemological and social bases of education. The framework notes that this will help prospective teachers to take decisions about and shape educational and pedagogic practice with greater awareness of the theoretical and conceptual underpinnings that inform it. The National Curriculum Framework for Teacher Education (NCFTE, 2009) elaborated the context, concerns and vision of Teacher Education and underscored that Teacher Education and school education have a symbiotic relationship, Development in both, Teacher Education and School Education will, therefore, reinforce each other and bring about a qualitative change in the educational scenario. To ensure this quality, it is necessary for all teachers to throughly examine the concepts of knowledge, curriculum, syllabus and textbooks. After all, curriculum is not something that is 'handed down to teachers'; rather it is something that is 'created by teachers'. Mindful endeavours will help teachers understand the curriculum and decide the best means to transact the curriculum. Contents - 1. Understanding the Perspectives of Education 2. Child-centred Education 3. Exploring the Social Context of Education 4. Cultural Context of Education 5. Nationalism, Secularism and Universalism in the Context of Education 6. Curriculum and its Determinants 7. Construction of the Curriculum 8. Engaging with the Curriculum 9. Evaluating the Curriculum 10. Vistas in Education 11. Teacher : The Pivot of the Educational System 12. Autonomy in Education 13. Exemplary Education

Mathematics, out of all sciences, excites the most apprehension among its learners. In our school experiences, we can easy identify the learners with 'mathematics phobia'. Most of such learners believe that they don't possess mind with mathematical bent. But this not true, as mathematics is a way of thinking that all human beings possess. The actual reason behind this widespread discomfort about mathematics is the fact that mathematics has its own language of notations and symbols. Meaning of a symbol changes with context for example '.', it means decimal in arithmetic class, but in geometry class, it is dot/point. As Mathematics is a compulsory subject upto secondary stage, therefore there is insistent need of good textbook on 'Pedagogy of Mathematics' which can prepare aspiring teachers to build their own confidence as well as confidence in their students. The presnet book is written to meet the felt need of student-teacher studying in various colleges of education whether in regular mode or distant mode. The special features of the present book are: . This book attempts to satisfy all the needs of mathematics teachers and student-teachers. . This book covers the revised B.Ed. syllabus of most universities. . Also includes, Nai Talim/Experiential Lesson Planning as suggested to be practiced by MHRD. . Language of the content is kept easy and understandable. . This book is comprehensive in terms of content; therefore it will satisfy needs of distant education students too. Contents - 1. Academic Discipline and its Classification 2. Mathematics in Relation to Other Academic Discipline 3. Place of Mathematics in the Present School Curriculum 4. Meaning, Nature and Scope of Mathematics 5. Aims and Objectives of Teaching Mathematics 6. NCF 2005: Objectives of Teaching Mathematics at Secondary and Higher Secondary Levels 7. Values of Teaching Mathematics 8. Maxims of Mathematics Teaching 9. Approaches of Curriculum Construction 10. Pedagogical Analysis and Unit Planning 11. Lesson Planning 12. Methods and Teachniques of Mathematics Teaching 13. Learner-centered Methods 14. Activity-centered Methods 15. Techniques of Mathematics Teaching 16. Learning Resources: Mathematics Laboratory and Mathematics Club 17. Learning Resources: Textbook 18. Digital Resources for Teaching Mathematics 19. Competencies of Mathematics Teacher 20. Need and Avenues of Continous Professional Development 21. Contribution of Mathematicians

This is a book about behavior appreciation. Psychology deals with the total spectrum of behavior; of all people and animals in our world. Thus, loving thinking, hating, fearing, conforming, worrying, enjoying, dreaming, eating, learning, developing creating working, remembering and playing are just a few of the forms of behavior that psychologists write and study about. In short, psychology is about people who are like us, and about people who are not like us at all. Throughout this book I have portrayed psychology as a field that seeks to explain behavior and the working of mental process. This book is students-oriented in its presentation of theoretical perspectives It provides an overview of the major field of psychological knowledge and it attempts to be relevant life concerns while being scientifically rigorous. In addition the text used pictures, tables graphics and teaching aids creatively to engage the reader visually as well as verbally. The goals of this textbook are ambitions. To introduce students to the structure of contemporary psychology, to present the central concepts and theories of the discipline, and to outline the empirical tools that psychologists use. The textbook has covered 32 chapters in a very comprehensive manner. These are mostly an outcome of the current syllabus for B.Ed. in Mumbai University. However, they are ideally suitable for most educational curriculum throughout India. Contents : 1. Psychology : Meaning and Nature 2. Meaning and types of Education 3. Scope of Education 4. Function of Education 5. Educational psychology: Meaning, Nature, Objective and Scope 6. Methods of Educational Psychology 7. The concepts and principles of development 8. Jean Piaget’s cognitive development Theory 9. Lawrence Kohlberg: (1927-1987) Moral Development Theory 10. Erik Erikson: psychosocial Development Theory 11. Infancy and Childhood 12. Adolescence 13. Adulthood 14. Industrial Differences 15. Heredity and Environmental 16. Intelligence 17. Emotion 18. J.P. Guilford's: Theory of Structure of Structure of intellect (SOI) 19. Howard Gardner's Theory of Multiple Intelligence 20. Distribution of Intelligence Exceptional Children and Special Education 21. Gifted Children 22. Slow Learners 23. Mentally Retarded 24. Creativity 25. Learning Disabilities: Dyslexia, And Dyscalculia 26. Autism 27. Personality and Self-concept 28. Theories of Personality 29. Personality Assessment 30. Mental Health and Mental Hygiene 31. Stress 32. Maladjustment and Defence Mechanisms References

The Two Year B.Ed Programme has envisioned new paradigm in curriculum 'Pedagogy of School' subject:Commerce is an Elective Course in the B.Ed programme which has brought to light the fundementals of Commerce education in classroom. Pedagogy of Commerce is an attempt to enable the student teachers in developing an understanding of the meaning, nature and scope of commerce education. It also deals with the bases of commerce education and its relation with other disciplines. Pedagogy of Commerce will help to comprehend the meaning of interdisciplinary and multidisciplinary learning in commerce. It helps the student teachers to develop an understanding of the aims, objectives and values in the teaching of commerce. Pedagogy of Commerce will also help in establishing relationship of commerce with other subjects, and apply the maxims and principles in the teaching of Commerce. Contents - Module 1: Fundementals of Commerce Education 1. Basics of Academic Disciplines 2. Understanding Commerce Education and Curriculum 3. Essentials of Teaching Commerce and Curriculum Transaction Module 2: Transacting Commerce Curriculum 4. Learning Resources 5. Methods of Teaching (Meaning, Procedure, Merits and Demerits) 6. Professional Development of Teacher Module 3:Internal Assessment Internal Assessement

The book is written in lucid language to provide useful and educational information to all aspiring Ph.D. or doctorate students in India or abroad, and discover the nuances and fundamentals of research study. It can be understood and consumed by all research students of any discipline. It is meant to be insightful and provides an overview of every aspect of research. It is written keeping in mind the journey of research originating from a simple thought or idea in your mind to its logical culmination of findings and contribution to a body of knowledge. The authors brainstormed for many months to ensure they use their knowledge, qualifications and experience to provide a product that is practical, relatable and is different from what is available in the market. It is the authors' earnest and purposeful attempt to motivate you in your journey of research. Once you read the book, you will be armed with the requisite knowledge to embark on your journey and implement what you have read in a systematic and disciplined manner. We recommend that readers write to the authors for clarifications where required with liberty. After all, this book has been written with readers’ interest kept in mind. You can also reach out to us to give us your invaluable feedback and comments. Contents - 1. Introduction: Research – What? Why? How? 2. Research Proposal – How to Prepare it? 3. Introduction of Research Topic – Do's and Don'ts 4. Hypothesis/Hypotheses 5. Literature Review: Search – Analysis – Referencing 6. Choose Research Design – Ask Why and How? 7. Research Methods and Research Methodology 8. Data Collection – Analysis, Findings and Conclusion 9. Measurement, Rating and Scaling 10. Use of Statistical Tools – If So, When? Why? 11. Current Trends in Business and Management Research 12. Research – Some Ethical Issues 13. Nuances of Academic Writing 14. Viva Voce – How to do Self-evaluation 15. Final Sermon – Do's and Don'ts Annexures Bibliography

This book is as per the two-year B.Ed. Syllabus as prescribe by the University of Mumbai and the requirements of Credit Based Choice System (CBCS) which came into force in the year 2017-2018. It is an Interdisciplinary Course II - Educational Management in Semester II which they have in their Second Year of B.Ed. Curriculum. The book deals with the aspects of management from the educational point if view The aim of the book is to facilitate the student- teachers with various dimension, trends and aspects of Educational Management. The book also highlights about the concept, functions and principles of Education Management as applied to educational institutions as well as Systems Approach to Educational Management. This book gives guidelines on Quality Management, Human Resource Management, Change Management, Leadership Styles and Skills. The book explains about Educational administration dealt fro management approach in India in simple words for clarity and comprehension. Contents - Module I : Fundamentals of Educational Management 1. Concept of Educational Management 2. Educational Institution - Organizational Perspective 3. Organizational Management Module II : Resource Management and Administration 4. Human Resource Management 5. Educational Administration 6. Educational Administration in India References

Quite a number of luminaries on this subject, who had occasion to have a preview of this book, have observed that this is the first one of its kind and fullfills all that is desirable on the subject. It so much takes care of the reader that nothing is left to be desired. The old saying: 'Taste of Pudding Lies in Eating' holding good for ever and ever, stands in this case too. Contents : Unit I :Understanding the Role of Language 1. Language and Intellectual Development 2. Language and Literature 3. Language and Culture 4. Language and Emotional Development 5. Language and Social Development 6. Factors Affecting Learning Unit II : The Place of Language in Secondary and Higher Secondary Syllabus 1. Importance of Three Language Formula 2. Importance of Language for Non-mother Tongue Speakers 3. Objective of Language teaching 4. Lower Level and Higher Level Objectives Unit III : Teaching of Language 1. Maxims of Teaching 2. Psychology in Language Learning 3. Methods of Language Learning 4. Principles of Language Study 5. The Communicative Approach 6. The Structural Approach 7. Constructivist Approach 8. Correlation 9. Audio-lingual Method Unit IV : Methods of Teaching Reading 1. Method of Teaching Reading (1. Alphabetic Method, 2. Phonetic Method, 3. Look and Say Method) 2. Loud Reading (Model Reading, Silent Reading, Supplementary Reading, Intensive and Extensive Reading.) Unit V : Grammar and Composition 1. Note-taking and Note-making 2. Functions of Grammar 3. Formal Grammar 4. Semantics and Transformational Grammar 5. Composition-Objectives of Teaching Composition 6. Inductive and Deductive methods of Teaching Grammar 7. Questioning Skill Unit VI : Techniques of Language Teaching 1. Uses of Audio-Visual Aids 2. Mass Media 3. Pedagogical Analysis 4. Computer-assisted Instruction Unit VII : Devices of Language Teaching 1. Review Lessons 2. Drill 3. Dramatisation and Role-Playing 4. Library and the Use of Dictionary 5. Assignments Unit VIII : Teacher and Textbook 1. Qualities of a Good English Teacher 2. Professional Growth of Teacher 3. Qualities of a Good Textbook 4. Test and Examinations 5. Identifying Difficulties in Language Teaching and Learning 6. Lesson Planing and Year Planing 7. Learning by Imitation Some Lesson-plans

As a student of the subject 'Curriculum and Development', I think it is my bounden duty to reveal the Six Dimensions of Teacher Education to teachers and students working in educational field. No education system in the world can go above these six dimensions which discussed in this book. These six dimensions are : Metaphysics, Ethics, Epistemology, Men, Methods and Materials. This book is an attempt to collect information about these six dimensions and make it known to reachers. Contents - 1. Metaphysics 2. Ethics 3. Epistemology 4. Men 5. Methods of Teaching 6. Materials

Environmental education can never remain static. It must change with the changing times which inevitably change our environment. Studying EVS helps students to get acquainted with their own environment and strengthens their bond with it. The chapters mentioned in the textbook are explained in a simple language so that students understand the concepts easily. At the end of each chapter, exercise questions are provided for students to practice regularly. This book is written to bring about an awareness of a variety of environmental concerns. It attempts to create a pro-environmental attitude and a behavioural pattern in society that is based on creating sustainable lifestyles. But, a textbook can hardly be expected to help to achieve a total behavioural change in society. Conservation is best brought about through creating a love for nature. Today, we are facing environmental problems. We know that there are many environmental related issues. Environmental awareness needs to be created through formal and informal education to all sections of the society. Everyone needs to understand as environment belongs to all and every individual matters when it comes to conservation and protection of environment. Awareness and understanding of environmental issues provide the basis and rationale for commitment and meaningful actions towards environmentally sound and sustainable development. The goals of environmental education around the world are similar to maintain and improve environmental quality, and to prevent future environmental problems. Environmental education connects us to the world around and teaches us about both natural and artificial environments. It raises awareness of issues impacting the environment upon which we all depend, as well as actions we can take to improve and sustain it. Global issues such as environmental degradation, pollution, soil erosion and growing population are of concern to parents, educators, other stakeholders and governments of both developed and developing countries. Ensuring environmental sustainability requires a paradigm shift in conceptualisation, research and science education. There is an urgent need for transformative environmental education and active environmental participation. Effective environmental education represents more than an unidirectional transfer of information: rather, this suite of tools develop and enhance environmental attitudes, values and knowledge, as well as build skills that prepare individuals and communities to collaboratively undertake positive environmental action. It has many benefits for youth, educators, schools and communities. This book will add to the stock of knowledge in general and be helpful to the future teachers to be called as protectors of environment, saviours of the environment, purifiers of the environment and the managers of the environment instead of, as traditionally called as makers of history, social engineers and builders of the nation. Contents - Module I: Fundamentals of Environmental Education 1. Concept of Environment, Ecosystem and Ecology 2. Major Environmental Issues: Meaning, Causes, Effects and Remedies 3. Development of Environmental Education Module II: Environmental Education for Sustainable Development 4. Initiatives for Environment Assessment 5. Sustainable Environmental Management 6. Environmental Initiatives, Projects and Laws Module III: Internal Assessment 7. Guidelines for Module 3 Question Bank Glossary Model Question Paper