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GANDHIGRAM RURAL INSTITUTE-DEEMED UNIVERSITY
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GANDHIGRAM RURALINSTITUTE-DEEMED UNIVERSITY DEPARTMENT OF EDUCATION
MASTER OF EDUCATION (M.Ed.) INTRODUCTION The education of teachers is an essential component and integral part of
higher education. It has been rightly mentioned that no system of education can
rise above the level of its teachers, and the role of teacher today is not confined to
teaching learning process in the classroom. He has a multi dimensional role. A
teacher is expected to participate in all the developmental and constructive
programme of the society. The teachers who are trained today will have to pass
through a major part of their life and career in the educational system of the new
millennium. For a progressive society, we require well qualified, highly
resourceful and competent teachers with scientific, technological, pedagogical
skills.
The Gandhigram Rural University is offering M.Ed programme for those
students who have completed Bachelors degree in Education. This teacher
education programme includes the key components of professional training,
extension work, practical work and research aptitude.
Gandhigram Rural University is a model institution for rural higher
education in this country. This university envisages the vision of Mahatma Gandhi
who said the nation progress lies in villages. A good number of innovative rural
oriented graduate, postgraduate and research programmes are being offered by the
Gandhigram Rural University in order to train the students hailing from the rural
areas, and to make them serve to their rural folks. These programmes became
huge success and several villages in the vicinity of the Institute got benefited
directly.
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GANDHIGRAM RURAL UNIVERSITY DEPARTMENT OF EDUCATION
GANDHIGRAM
Programme : MASTER OF EDUCATION (M.Ed) Duration : Two Semesters Eligibility : Bachelor degree in Education with a minimum of 55% marks Medium : Medium of Instruction and Examination shall be English Practicals : The M.Ed students have to do Practicals in administration of test
items, rural educational field visits and educational computing in the educational
technology laboratory. In the second semester, the students will have to undertake
a dissertation/research project work along with the Field Based Placement. (FBP)
CBCS Examination:
The M.Ed programme will follow the Choice Based Credit System
(CBCS). Each course has been allotted due credits. Each student will have to earn
a total number of 40 credits during the M.Ed programme. The total marks shall be
1000 with each course having 100 marks and 50 marks will be allotted for
Cumulative Formative Assessment (internal) and 50 marks for end semester
Examination. There shall be 3 CFA tests per semester. The dissertation shall carry
8 credits with 200 marks.
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DEPARTMENT OF EDUCATION
MASTER OF EDUCATION (M.Ed.,)
Course Structure
Sl.No. Paper Marks
for Internal
Exam
Marks for External
Exam Total No. of
Credits
M.Ed I Semester
PME0101 Advanced Philosophy and Sociology of Education
40 60 100 4
PME0102 Advanced Educational Psychology 40 60 100 4 PME0103 Research Methods and Educational
Statistics 40 60 100 4
PME0104 Information and Communication Technology in Education
40 60 100 4
PME0105 Village Placement Programme 100 - 100 4 PME0106 Internship (School Placement) 50 - 50 2 M.Ed II Semester PME0201 National Concerns and Priorities in Teacher
Education 40 60 100 4
PME0202 Educational Planning, Management and Administration
40 60 100 4
PME0203
PME0203A
PME0203B
PME0203C
PME0203D
PME0203E
PME0203F
Electives (Any One)
- Educational Guidance and Counselling
- Educational Measurement and Evaluation
- Environmental Concerns and Education
- Education for International Peace
- Comparative Education
-Women’s Education of the Social Category
40
60
100
4
PME0206 Dissertation/Project work 75 75+50(viva) 200 8
Total 505 545 1050 42
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PME0101 ADVANCED PHILOSOPHY AND SOCIOLOGY OF EDUCATION Credit – 4 Max. Marks: 100 Hours - 64 Course Objectives
� To understand the nature and functions of philosophy of education
� To know the contribution of Indian schools of philosophy to education
� To understand the contribution of Great Indian Thinkers
� To know the concepts related to social aspects of philosophy of education
� To understand various social factors and their impact on education.
UNIT I Philosophy of Education
Philosophy of Education: Nature, Aims and Functions - Indian Schools of
Philosophy (Sankhya, Vedanta, Buddhism, Jainism, Islamic traditions) with special
reference to the concept of knowledge, reality and values and their educational
implications. Contribution of Vivekananda, Tagore, Gandhi, Aurobindo, Radhakrishnan
and J.Krishnamurthy to Education - National values as enshrined in the Indian
Constitution and their educational implications.
UNIT II Contribution of Western Schools of Philosophy
Western Schools of Philosophy: Idealism, Realism, Naturalism, Pragmatism,
Existentialism, Marxism with special reference to educational theory and practice -
Modern concept of Philosophy: Logical Analysis - empiricism and positive relativism -
De-schooling society, Pedagogy for the oppressed and the culture of silence-Freedom
and discipline, and their interrelation in the context of education, liberty and democracy.
UNIT III Sociology of Education
Relationship of Sociology and Education - Social determinants of Education –
Development of self, self-concept, self-esteem – Socialization of child, agencies of
socialization, Family, School and the community. Psycho social characteristics of
students: Interpersonal relationship - classroom and organizational climate - Group
dynamics.
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UNIT IV Education and the Social System
Education as a social sub-system – Education as a factor of social stratification
and social mobility. Equity in education: Education Guarantee Scheme, Education for
social justice and peace - Community schools and colleges, Education as an instrument
of social change: Westernization, Urbanization, Industrialization, Modernization
Liberalization , Privatization and Globalization and their impact on Education - Role of
Education in attaining Millennium Development Goals – Education for social, cultural
and emotional integration.
UNIT V Contribution of Gandhiji
Gandhian concept of Education – ‘Nai-Talim’ and its relevance, Gandhian
approach to self-dependence and self awareness - Education for moral and spiritual
development – Education for Rural reconstruction – Education and social values -
Education for national and international relations - Education for social justice, peace
and harmony. Gandhian Perspective of education in relation to aims of UNESCO -
Learning to do, learning to know, learning to be, learning to live together. Gandhian
views on educational reforms. Gandhian experiments in Education – Sevagram, Wardha
and Gandhigram.
References
1. Anand, C.L, et al, Teacher and Education in the Emerging Indian Society, New
Delhi: NCERT, 1993.
2. Banerjee A.C., Sociological and Philosophical Issues in Education, Jaipur: Book
enclave publishers, 1999.
3. Chaube.S.P, Akhilesh Chaube, Western Educational Thinkers, New Delhi:
Concept Publishing Company, 2002.
4. Durkheim . Education and Sociology, New York: The free press, 1966.
5. Gandhi, M.K, Collected works of Mahatma Gandhi, New Delhi: Publications
Division, Government of India, 1971.
6. Glyn Richards, The Philosophy of Gandhi, London: Curzon Press ltd, 1982.
7. Gupta N.L, Mahatma Gandhi an Educational Thinker, New Delhi: Anmol
Publications, 2002.
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8. Lakshmaiah.T and Jeyakumar, Education and Development, Jaipur: Printwell
publishers, 1994.
9. Mohanty J. Education in the Emerging Indian Society, New Delhi: Sterling
Publishers, 1982.
10. Om Prakash, Thoughts on Education, Jaipur: RBSA Publishers
11. Percy Nunn, Principles of Education, New Delhi: Discovery Publishing House,
1999.
12. Ramakant Shukla, Gandhian Philosophy of Education, Jaipur: Sublime
Publications, 2002.
13. Seetharamu R.S, Philosophies of Indian Education, New Delhi: Ashish, 1978.
14. Subrata Mukherjee and Sushila Ramaswamy, Economic and Social Principles of
Mahatma Gandhi, New Delhi: Deep & Deep Publications, 1998.
15. Veeraiah. B, Education in Emerging India, New Delhi: Himalaya publishers,
2000.
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PME0102 ADVANCED EDUCATIONAL PSYCHOLOGY
Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives
� To enable the students understand concepts and principles of Psycho-Pedagogy as
an applied science.
� To make the students understand the implications of Psycho-Pedagogical aspects
of education.
� To acquaint the students with the process of development and assessment of
various abilities and traits.
UNIT I Understanding the Learner
Educational Psychology: Nature, Scope and relationship. Principles and process
of growth and human development: Physical, social, emotional and cognitive
Development. Individual differences - determinants - role of heredity and environment
and applications for educational programmes. Personality: Structure and dynamics of
personality - Theories of personality - Integrated personality - Measurement of
personality.
UNIT II Nurturing Intelligence and Cognitive Abilities
Intelligence: Nature, Approaches, theories, measurement. Cognitive
development: Piaget’s and Bruner’s-learning strategies. Interest and Aptitudes,
Acquisition of language. Creativity: Identifying creative and talented children – Factors
fostering creative thinking abilities and talent development. Concept formation. Logical
reasoning, Problem solving: Educational implication
UNIT III Learning and Motivation
Learning: Meaning, Definition and Nature Theories of learning. Behaviorism,
Constructivism Thorndike’s connectivism, Pavlov’s classical conditioning, Skinner’s
operant conditioning, Kohler’s learning by insight, Hull’s reinforcement theory,
Tolman’s theory of learning, Lewi’s field theory, Gagne’s hierarchy of learning and
Bruner’s theory: Discovery Learning, Learning and motivation - Atkinson’s theory of
Achievement motivation - Techniques of enhancing motivation - Maslow’s self-
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actualization theory - remembering and forgetting, LTM, STM - Transfer of learning
and its theories.
UNIT IV Education for Inclusiveness
Children with special needs – definition, classification, inclusive education,
effectiveness of special education programmes. Creative, gifted, backward, mentally
retarded children - learning disabilities and learning difficulties – Rehabilitation services
– NGO’s and rehabilitation
UNIT V Mental Health and Hygiene
Mental health: traits and preservation of mental health. Mental hygiene: aims,
aspects, scope and importance. - Concept of adjustment, types, process of adjustment,
Conflict – types, causes. Defense mechanism and its types.
Practicals
1. Identifying appropriate teaching aids for effective use to optimize learning.
2. Writing a PLM for simple instructional content. Use of computer in education.
3. Projective techniques – Rorschach, TAT
4. Span of attention – Tachistoscope
5. Muller Lyer illusion
6. Attitude scales – Bogardus social distance scale
7. Assertiveness Test
8. LTM/STM scales
9. Interest Inventory
10. Tweezer Dexterity
References
1. Adam, D.M.D.M., Computers and Teacher Training: A Practical guide, New
York: The Haworth Press, Inc, 1985.
2. Alport G.W.Personality-A Psychological Interpretation, London: Constable
Co.Ltd., 1927.
3. Ausubel D.P, Educational Psychology New York: Holt, 1968.
4. Behera, S.C. Educational Television Programmes, New Delhi: Deep and Deep
Publications, 1991.
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5. Bloom, B.S et al, Taxonomy of Educational objectives, Handbook Cognitive
Domain, New York: David McKay Co., Inc., 1956.
6. Bruner, J.S., The process of Education, Harvard: Cambridge University Press,
1960.
7. Dale, E. Audio Visual methods in Teaching, New York: Holt Rinehart and
Winston, 1954.
8. George J. Mouly, Psychology for effective teaching, New York: Rinchart and
Winston Inc., 1968.
9. Guilford, J.P., The Nature of Human Intelligence, New York: McGraw Hill,
1967.
10. Hall.C.S & Lindsey, G., Theories of Learning, New York: Appleton Century
Frgts, 1976.
11. Hilgard E.R, Theories of learning, New York: Appleton Centure, 1958.
12. Johnson, E.B Contextual Teaching and Learning, UK: Paul Chapman Publishing,
2002.
13. Mukhopadhyay, M. Educational Technology-Challenging issues, New Delhi:
Sterling Publishers Pvt. Ltd., 1990.
14. Rana, S. Learning in India, New Delhi: Commonwealth Publishers, 1994.
15. Sharma, G.D. & Shakti R. Ahmed, Methodologies of Teaching in Colleges, New
Delhi: NIEPA, 1986.
16. Sharma.S.R, Effective Classroom Teaching-Modern methods, tools and
techniques, Jaipur: Mangal Deep Publication, 2000.
17. Vedanayagam, E.G, Teaching Technology for colleges, New Delhi: Sterling
Publishers Pvt. Ltd. 1988.
18. Pankjam .G, Care and Education of Differently Abled, Concept publishing
company, New Delhi, 2009
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PME0103 RESEARCH METHODS AND EDUCATIONAL STATISTICS
Credit – 4 Max. Marks: 100 Hours - 64 Course Objectives
� To enable the students to understand the meaning of scientific method, inquiry,
paradigm, theory and its implications for educational research.
� To familiarize the students with different methods and techniques of research
� To formulate design for undertaking research projects.
� To enable the students to construct the various types of tools of data collection.
UNIT I Research Process in Education
Educational Research: Meaning, Characteristics, need, scope. Principles of
scientific inquiry and theory development – Inter-disciplinary nature of educational
research. Taxonomy of Educational research: Action, Applied and Basic research –
Educational research in India. Emerging Trends in Educational Research.
Research process: Steps in research, selection and sources of a research problem
- statement of a research problem, objectives and operationalisation of key terms –
Review of Related Literature – Variables: definitions and types - Developing
Assumption and Formulation of hypotheses-role, characteristics and functions of
research hypothesis.
UNIT II Research Methods and Design
Methods of educational research- Historical, Descriptive and Exploratory
Studies- educational survey, content analysis, case study, interrelationship and
intervention studies – Experimental method and designs: Field Experiments and
Laboratory Experiments. Ex post facto research and development studies, qualitative
and quantitative research - Components of research Design.
UNIT III Research Data and Sampling
Data: Sources and types of educational data, primary and secondary data , data
collection - Tools and techniques – observation, Interview, Inquiry forms, scaling
techniques, rating scale, attitude scale, psychological tests and projective techniques,
sociometry - standardization of Research Tool.
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Concept of population and sample-need and need for sampling and characteristics
of a good sample – sampling frame-sample size – probability and non-probability
sampling techniques- sampling errors.
UNIT IV Statistical Applications
Educational statistics, meaning, definition, types – classification and tabulation of
data - frequency distribution, Graphical presentation of data – Normal Probability
Curve: characteristics and properties, skewness and kurtosis.
Descriptive Statistics: Measures of central tendency variation dispersion – uses
and application – standard scores – Correlation - regression, measures of association –
Co-efficient of contingency application of software packages – SPSS/SAS for analysis.
UNIT V Analytical Techniques and Research Report
Descriptive and Inferential statistics –– hypothesis testing, types of error, one -
tailed and two - tailed tests-Parametric tests. Analysis of variance (ANOVA), and co-
variance (AVCOVA), student‘t’ test - Biserial, Point -biserial, tetrachoric and phi-
coefficient of correlation. Non-Parametric Tests: chi-square test - Run and median test,
mann white key test.
Research Report - Guidelines and format-use of bibliography, references,
footnotes, glossary, appendices - Evaluation of research report.
References
1. Best, John, Educational Research, New Delhi: Prentice Hall India ltd, 2004.
2. Chandra, S.S and R.K. Sharma, Research in Education New Delhi: Atlantic
Publishers and distributors, 1997.
3. Garett, H.E Statistics in Psychology and Education, Bombay: Vakils, Feffer and
Simons, 1981.
4. Guilford, J.P, Fundamental Statistics in Psychology and Education, New York:
McGraw Hill Book Co, 1965.
5. Kothari,C.R. Research Methodology, New Delhi: Wiley Eastern ltd., 1990
6. Lokesh Koul, Methodology of Educational Research, New Delhi: Vikas
Publishing House, 1984.
7. Mc Burney, Research Methods, Australia: Thomson and WordStar, 2003.
13
8. Mouly George J, The science of Educational Research, New Delhi: Eurasia
Publishing House, 1964.
9. Shukla S.P., Elements of Educational Research, Bombay: Allied Publishers (P)
Ltd, 1966.
10. Singh, Arun Kumar Tests, Measurements and Research Methods, New Delhi:
Tata McGraw Hill, 1986
11. Travers, Robert M.W., Introduction to Educational Research, New York: Macmillan
Co., 1984.
14
PME0104 INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION
Credit – 4 Max. Marks: 100 Hours – 64 Course Objectives
To enable the students
� Understand the importance of educational technology.
� Identify the need of technology in classroom instruction.
� Learn the importance of classroom communication and system analysis.
� Know about the need of instructional designing.
� Gain the perspective on curriculum construction.
� Examine and evaluate the materials made for computer medium.
� Explore the potentialities of computer-based technology for effective teaching
and learning.
� Develop instructional materials in different modes of computer-based Instruction.
Unit I Educational Technology and Information Technology
Educational Technology: Definition, Meaning, scope and relevance to modern
education - Technology of Education and Technology in Education - Need for
educational Technology in Schools - Education Technology in present scenario.
Information Technology: Concept, Definition, Meaning and Educational
Significance.
Unit II Information and Communication Technology
ICT: Definition, Meaning, Significance, Importance and Uses- Origin and
Growth - Traditional and Modern ICT – ICT and life long learning-challenges in ICT –
ICT related Teacher competencies.
Unit III Integrating ICT in the Curriculum
Integrating ICT in the Curriculum: Meaning, Significance - Theories and Models
- ICT integration in India and Foreign Countries - Treasure Hunt - Cyber guides - Scrap
books - Subject sampler - Virtual learning - Smart class room - Barriers in ICT
integration.
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UNIT IV Web Tools
Web 1.0 to Web 4.0 tools: Blogs – Avatar – Markers - E-book – Tutorials - Book
Mark Online - Comic Creator - Graphic Organizers - Image Sharing Online - Digital
Stories - Websites - E-mail - News Letters - Wikis and Social Networking Sites.
UNIT V Teaching and ICT
Web-based Instruction: Meaning, significance and scope - Web-based
Instructional Design: Guiding principles - Development of web-based instruction -
CML, CAI, CAL, CALL: Internet, telnet, e-mail, voicemail, chat, Open Educational
Resources & Net forum- Web Quest - Multimedia – Online Discussion - Mobile
learning – Video –Conferencing - Digital resources - Techno pedagogy for teaching and
learning.
References
1. Das, R.C, Educational Technology- A Basic Text, New Delhi: Sterling Pub.,1993.
2. Kumar, K.L. Educational Technology, New Delhi: New Age International
Publications Pvt. Ltd, 1996.
3. Mukhopadhyay, M. Educational Technology, Challenging issues, New Delhi:
Sterling Publishers, 1994.
4. Passi.B.K.(Ed), Becoming Better Teacher, Micro-Teaching Approach,
Ahmadabad: Sahitya Mudranalya, 1976.
5. Sampath, K. et al Introduction to educational Technology, New Delhi: Sterling
Publishers pvt. Ltd, 1992.
6. Dick, W., & Carey, L. (1996). The Systematic Design of Instruction (4th Ed.).
New York: Haper Collins College Publishers.
7. Kemp, J. E., Morrison, G. R., & Ross, S. M. (1998). Designing Effective
Instruction (2ndEd.). Upper Saddle River, NJ: Prentice Hall.
8. Leshin, C. B., Pollock, J., & Reigeluth, C. M. (1992). Instructional Design
Strategies and Tactics. Englewood Cliffs, NJ: Education Technology
Publications.
9. West, C, Farmer, J., & Wolff, P. (1991). Instructional Design Implications from
Cognitive Science. Englewood Cliffs, NJ: Pretice Hall.
10. Berge, Z.L. and Collins, M.P. (1999) Computer Mediated Communication and
the Online Classroom (Vol.1-3) Cresskil, N.S: Hamptom Press.
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11. Stephen, M.A. and Stanely, R. (1985) Computer Based Instruction: methods and
development. NJ: Prentice Hall.
12. Harasim, L. (1990) Online Education: Perspectives on a New Environment. New
York Praeger.
13. Harasim, L. (1993) Global Networks: Computers and International
Communication.
14. ICT In Teaching Learning, A P H Publishing Corporation, New Delhi 2011.
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PME0105 INTERNSHIP (School Placement)
EXPERIMENTS IN EDUCATION
Credit – 4 Max. Marks: 100 Hours – 64
Internship
Each M.Ed student will be associated with the internship programme of B.Ed
students for observation of classroom practice learning sessions.
Suggested Activities
1. Preparation of Achievement tests
2. Book reviews. Content analysis
3. Review of records and reforms in Education
4. Study of annual budget of a school/College/University
5. Preparation of institutional plan
6. Identifying any 10 educational problems in school and develop a research
proposal for any one of it
7. Administering any one Psychological Test/Conducting an Experiment
8. Preparing Abstracts for any 5 Educational Research – Journals.
9. Report Writing – Record Visit any one of the DIETS or Colleges of Education
and submission of report.
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PME0201 NATIONAL CONCERNS AND PRIORITIES IN TEACHER EDUCATION
Credit– 4 Max. Marks: 100 Hours - 64 Course Objectives
� To aims and scope of teacher education in India
� To education in India – Historical / Contemporary
� To development of teacher education curriculum in India
� To different competencies essential for a teacher for effective transaction
� To development of teacher education curriculum in India.
UNIT I Introduction
Teacher education: Need and Relevance – Historical perspectives - Teacher
education in the contemporary and changing society. A critical appraisal of the present
system of teacher education in India. Recommendations of Commissions and
Committees on Teacher Education – National policy of Education and Programme of
Action on Teacher Education.
UNIT II Objectives of Teacher Education
Aims and objectives of teacher education at the secondary level - Teacher
education curriculum at different stages: Approaches to teacher education. Teaching as a
Profession - Qualities of a good teacher – Competency Based Teacher Education -
Quality assurance in teacher education. Teacher preparation and professional standards –
Performance Appraisals of Teachers.
UNIT III Teacher Education Curriculum
Renewal of Teacher education curriculum. Pre-service and In-service teacher
education; Professional Identity of teachers, Role of professional organizations of
teachers, Faculty improvement programme for teacher educators - In-service, teacher
education, Orientation, Refresher courses and summer Institutes.
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UNIT IV Organization of Practice Teaching
Organization of practice teaching for developing an effective teacher: Traditional
practices – Gurukula system, Teacher Preparation, Practices in Pre-independent India,
Post Independent India – Teacher education and practicing schools - Preparing teachers
for rural and special schools, teaching competency for single stream and multigrade
teaching.
UNIT V Innovations in Teacher Education
Innovations in Teacher Education – RIE model: Integrated Teacher Education
Programme – GRI model - Research in the field of teacher education – Enhancing
Teacher Effectiveness. National Bodies: NCERT, NCTE and NUEPA. Their role and
functions. Present concerns and reforms in teacher education, Vision for teacher
education, Major shifts and reforms in teacher education.
References
1. Andhra Mahila Sabha., Silver Jubilee Souvenir, College of Education,
Hyderabad: 1996.
2. Chyut Kumar Singh, Education and National Character, New Delhi: Ashish
publishing house, 2002.
3. Dasgupta D.N Practice Teaching – Jaipur: Pointer publications, 2002.
4. Govt. of India, National Policy on Education, New Delhi: NHRD (Dept. of
Education), 1986.
5. Kundu, C.L, Indian year Book on Teacher Education, New Delhi: Sterling
publications, 1988.
6. Michael, J. Dunkin (Ed.), The International Encyclopedia of Teaching and
Teacher Education, New York: Pergamon press, 1987.
7. Ravi Sankar, M, Teacher Education in India, Prentice Hall Pvt. Ltd., New Delhi –
1994.
8. Sharma, A.P and Usha Sharma., Professionalism among Teacher, University
News, Nov, 30, 1992.
9. Sharma,M.L, Educating the Educator, Ambala Cantt: India Publications, India,
2000.
10. Singh, R.P. The Teachers in India, New Delhi: National publishing house, 1984.
11. Srinivas, M.N, Social Change in Modern India, New Delhi: Orient Longman.
20
PME0202 EDUCATIONAL PLANNING, MANAGEMENT AND ADMINISTRATION
Credit – 4 Max. Marks: 100 Hours - 64 Course Objectives
� To understand the meaning, scope, process and types of management
� To acquire knowledge, and recognize the basic principles of efficient
administration
� To understand the need for planning in education and problems involved
� To orient students with the educational schooling, procedures of supervision,
inspection and improvement in the field of education.
UNIT I Introduction
Planning for education – Education in five year plans – Different levels of
educational planning: long term and short term annual plans. Institutional Planning and
purpose and objectives – Involvement of public and cooperation of the community.
Planning strategies, policy and programme for realizing the objectives in terms of:
Decision making, programme development and forecasting, planning for HR, Training,
controlling, budgeting, recording and reporting.
UNIT II Educational Administration
Nature and scope of educational administration – Administration as process,
bureaucratic and human relation approach, Organizational compliance and development
– Components of the administrative process – PERT, relevance of socio – technical
system theory – Leadership behavior: Determinants of the educational leadership,
School discipline. Role of the head teachers, leadership styles and decision making,
functioning of parent - teacher associations.
UNIT III Educational Finance
Educational Finance: Meaning, importance and principles. Budget - Education as
consumption and investment resource – Cost of education - social and individual costs,
recurring and non-recurring, divisible and non-divisible, Institutional cost, Unit cost,
Capital cost - Sources of income for financing education - National and International
funding agencies - Grants in Aid, Individual and social returns - Cost benefit analysis.
21
Problems of educational finance - Plan and effort of mobilization of resources - Priority
within education.
UNIT IV Educational Supervision
Educational supervision: Nature and need for supervision – Distinction between
supervision and inspection. Types of supervision – Supervision as service activity, as a
process. Methods of supervision: group techniques – supervisory. Qualities – Functions
of supervision, Planning, Organizing and implementation. Role of DEOs & CEOs –
Evaluation for performance and accountability
UNIT V Educational Management
Principles of Management – Managing Human resources, Strategies for Human
Resource Development - Managing curriculum and co-curriculum, Material and
physical resources. Developing performance profiles of institutions - Educational
management practices, operational management in education – Functions of educational
managers – Research relating to educational management – Current trends in
educational management.
References 1. Adams A.O. and & Frank G. Dickey – Basic principles of supervision,
New Delhi: Eurasis Publishing House Ltd, 1995
2. Ashok, K., Encyclopedia of Human Resource Management, New Delhi:
Anmol Publications, 1997.
3. Chester, T. Mc. Herniji, Educational Supervision, New York: McGraw Hill, 1957.
4. Don Adams (ed) Educational Planning, Syracuse, centre for development of
education – 1982.
5. Goel S.L and Shalini Rajneesh, Management Techniques; Principles and Practice,
New Delhi, Deep & Deep Publications, 2001.
6. Indu Dave, Institutional Planning in India, New Delhi: Allied Publishers, 1965.
7. Kochar S.K – Successful supervision and inspection, New Delhi: Sterling
Publishers, 1998
8. Laxmi Devi, Educational Planning, New Delhi: Anmol Publications, 1998.
9. Mort Pual.R – Principles of school administration in secondary schools, New
Delhi: Mc Grew Hill, 2002
22
PME0203A EDUCATIONAL GUIDANCE AND COUNSELLING Credit – 4 Max. Marks: 100 Hours - 64 Course Objectives
� To understand the concept and need of guidance in education.
� To understand principles and problems of various guidance services
� To understand the concept and process of counselling
� To know the need for guidance to children with special needs.
UNIT I Introduction
Educational Guidance – concept, meaning, definitions, scope and significance of
educational guidance, Types of guidance – Educational, Vocational, Personal, Group
guidance – Direct, Indirect and Eclectic guidance-Guidance and its relation with
education. Career guidance – nature of work – various motives associated with work –
career development – theory of guidance – approaches to career guidance, career talks,
and career information services.
UNIT II Techniques of Guidance
Group guidance – concept, concern and principles – Procedure and techniques of
group guidance, guidance programme - various guidance services - Organization of a
guidance programme - Pre-requisites of a guidance programme – Planning of a
Guidance programme - Guidance activities - Evaluation of guidance programme -
Teacher’s role in career planning, Employment Bureau and campus interviews.
UNIT III Testing in Guidance
Testing in guidance service: intelligence, aptitude, interest, attitude and
personality – Administering, scoring and interpretation of test scores - Non-testing
techniques – Communication of test results- Application and use of testing service for
placement, placement services.
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UNIT IV Techniques of Counselling
Counselling services - concept, nature and principles – Approaches - and scope of
counseling in education – Counseling techniques - Characteristics of effective
counselor- Group counseling techniques - Counseling for adjustment - specialized areas
in counseling. Counseling for Professional courses.
UNIT V Guidance and Counseling for Special Needs Population
Guidance of children with special needs – problems and needs – guidance of the
gifted and creative students – guidance of under achiever, slow learners and first
generation learners – guidance of learning disabled, Drug addicts and alcoholics - De
addiction centers, Career resource centre - Evaluation of counseling, need for research
and reforms in guidance and counselling .
References
1. Anastasi A, Differential Psychology, New York: Macmillan Co, 1996
2. Arbuckle Dugland, Guidance and Counselling in the classroom, Allyn & Bacon
Inco, 1985.
3. Baqrki.B.G., Mukhopadhyaya.B., Guidance and Counselling; A Manual, New
Delhi: Stanley Publishers, 1990.
4. Crow & Crow, An introduction to Guidance, New Delhi: Eurasia Publishing
House, 1992.
5. Freeman E.S, Theory and Practice of Psychological Testing, New Delhi: Henry
Holt 1992.
6. Jones.A.J., Principles of Guidance, New Delhi: McGrew Hills Publishers, 1970.
7. Kochhar S.K-Educational and vocational Guidance in secondary schools, New
Delhi, sterling publishers Pvt. ltd, 1990.
8. Kolher. S.K., Educational and Vocational Guidance, New Delhi: Practice Hall
India Ltd., 1995.
9. NCERT, Guidance and Counselling in Indian Education, New Delhi: NCERT,
1978
10. Rogers Carl, Client centered therapy, Boston: Houghton-Hiffin, 1951.
24
PME0203B EDUCATIONAL MEASUREMENT AND EVALUATION Credit – 4 Max. Marks: 100 Hours - 64
Course Objectives
� To sensitize the participants towards the need for measuring and evaluating the
tools.
� To expose the participants to the progress made in the area of educational
measurement and evaluation
� To enable the participants to apply the relevant statistical techniques in the
analysis of data
UNIT I The Measurement
Measurement: Concept, Meaning, Functions, Purpose and Process; Scales of
measurement: Nominal scale – ordinal scale – Interval scale – Ratio scale. Chief
Aspects of measurement – Means and ways of measurement - Types of Measurement.
Test and Measurement. Interpretation of Test scores. Stand Scores: ‘T’ Scores, ’Z’
Scores, ‘C’ Scores.
UNIT II The Evaluation
Evaluation: Concept, Meaning, Function, Purpose, and Process. Task analysis –
Content Analysis, job Analysis, Skill Analysis. Sources of Evaluation – Objectives of
Evaluation – Role of Evaluation in Teaching - Learning Process. Evaluation of
Educational Objectives.
UNIT III Types of Evaluation
Formative evaluation – Summative evaluation – Comparison between formative
and summative evaluation - Criterion Referenced Test – Norm Reference Test -
comparison of CRT and NRT – Diagnostic evaluation, prognostic evaluation,
Continuous and Comprehensive Evaluation.
UNIT IV Various Techniques of Evaluation and Measurement
Construction of good measuring instrument, Types of tests: oral tests – written –
Essay type – short Answers, objective, performance Test, Ways and means of
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Evaluation- Anecdotal Records Sociometric methods – Case study – Cumulative
Record. Measurement of achievement, Attitude, Aptitude, Interests and Skills. Steps in
Standardization of a test.
UNIT V Examination System
Examinations: Purpose, Functions, Grading System, CBCS, Semester system and
Non-Semester, Role and Propose of Projects, Assignments. Question Bank - Role of
Computers in Examination.
References
1. Anice James, Balasubramanian P.S – “Teaching of Mathematics”, Neel Kamal
Publication, pvt.ltd.-2005
2. David J.Hand,”Measurement Theory and Practice”, Oxford University Press,
New York 2004.
3. Guilferd J.P and Benjamin Frutcher, “Fundamental statistics in Psychology and
Education (6th Edition)” Mc Graw Hill ltd, 1970
4. Mrunalini.T,”Educational Evaluation” Neelkamal Publications Pvt.Ltd.
Educational Publications New Delhi 2009.
5. Rawat D.S – “Measurement and Evaluation in Education”, New Raj Book
Depot, 1982
6. Ramamanickam M, “Statistical methods in psychological and Educational
Research”, Concept Publishing Company, new Delhi, 2001
7. Swarupa Rani.T, Priyadarsaini J.R, Bhaskara Rao.D-“Educational measurement
and Evaluation”, Discovery Publishing House, New Delhi, 2004
8. Thorndike R.L., Hagen Elizabeth – “Measurement and Evaluation in psychology
and Education” – John Wiley and sons, New York, 1972
9. Vashist.S.R,”Theory of Educational Evaluation”, Anmol Publications Pvt.Ltd.
New Delhi 2004.
26
PME0203C ENVIRONMENTAL CONCERNS AND EDUCATION Credit – 4 Max. Marks: 100 Hours - 64
Course Objectives
� To understand the concept, scope and objectives of environmental education.
� To acquaint the student with environmental problems and hazards.
� To develop competencies and problems solving skills for environmental
protection.
UNIT I
Environmental Education - Characteristic and principles - Nature and scope of
Environmental Education, Aims and objectives of Environmental Education,
Environmental Awareness, Important issues in Environmental Education
UNIT II
Man and his relationship with environment, Environmental hazards and
pollution - soil, air, noise, water, chemical and thermal, extinction of flora and fauna,
need for conservation, preservation and protection of rich environmental heritage,
Programme of environmental education for primary, secondary and higher education
institutions – Biodiversity and conservation - Global warming, ozone depletion, acid
rain, population explosion, urbanization, poverty and deforestation.
UNIT III Environmental education, Role and Responsibilities of teachers, Competencies
of environmental education teacher, Specific approaches to teaching environmental
education, Problems of Environmental education. Nature study and Eco-clubs. Role of
Government and Non-government Agencies for environmental protection.
UNIT IV
Features of Curriculum for Environmental Education, Nature of Curriculum on
Environmental education, Concept of environment and ecosystem, Natural system,
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Natural Resources, Human Systems – Technological System, Remote sensing - Steps in
preparation for Environmental curriculum at different levels of education.
UNIT V
Strategies and Methods of Environmental Education, approaches - treating
environmental issues as a separate subject, integrated approach, Discussion, seminar,
workshop, dialogue, problem solving, field trips, projects, exhibition, role of media,
films and television, Study of environmental projects, National organizations for
Environmental Protection, National Policy on Environment and Environmental laws.
References
1. Bharucha Erach, Textbook of Environmental Studies, New Delhi: Universities
press, 2005.
2. Himonshu Vashist, Environmental Education: problems and solutions, Jaipur:
Book Enclave, 2002.
3. Kalyani Devi, Home and school: environment their influence on perceptual
styles, New Delhi : Discovery publishing House, 1997.
4. Kalyani Devi, Environmental Deprivation and Perceptual tasks of preschool
children, New Delhi: Discovery publishing House, 1998.
5. Krishnamacharyulu. V, Reddy. G.S, Environmental Evaluation, New Delhi:
Neelkamal Publication, 2004
6. Kumar,S.B, Environmental Problems and Gandhian Solutions ,New Delhi: Deep
& Deep Publications. 2002.
7. Odum. P.Eugenu, Ecology: A Bridge between swine and society, USA:
senderlend Massachusetts,
8. Prabhakar V.K, Environmental Awareness Training and Education, New Delhi:
Anmol Publications Pvt. Ltd, 2001.
9. Pankaj Shrivastava, singh D.P, Environmental Education, New Delhi: Anmol
Publication Pvt. Ltd, 2002.
10. Sharma. P.D, Environmental Biology, Meerut: Rastogi Publications, 2000.
11. Sudhir M.A. and Masila Mani – Environmental Issues, New Delhi: Reliance
Publications, 2003.
28
PME0203D EDUCATION FOR PEACE
Credit – 4 Hours - 64 Max. Marks: 100 Course Objectives
� To understand the theory and practice of peace education
� To create frameworks for achieving Peaceful and Nonviolent societies.
� To promote awareness about the existence of Conflicting relationships between
people, within and between nations and between nature and humanity.
� To investigate the causes of conflicts and violence embedded within perceptions,
values and attitudes of individuals as well as within social and political structures
of society.
� To equip children and adults with personal conflict resolution skills.
UNIT I Concept of Peace
Negative peace and Positive peace, Negative Peace - Peace as absence of war
and abolition of war, as the minimization and elimination of violence, as removal of
structural violence, Peace with Justice, Peace and Nonviolent liberation technique
(Satyagraha) and Disarmament. Positive peace: Peace as Love, Mutual Aid, Positive
Interpersonal relations, Peaceful resolution of Conflict, Peace and Development,
Alternative defense, living with nature and preserving Life and Eco system (Gaia Peace)
and Holistic Inner and Outer Peace.
UNIT II Peace Education an Introduction
Concepts of Peace Education and Education for Peace, Aims and Objectives of
Peace Education, Need for Peace Education: Impact of Globalization, Terrorism, Media
and Development of New Technology in Communication and Mass Destruction, History
of Peace Education. Peace Education in India: Gandhi’s vision of Peaceful World Order
and New Education - Basic Education, Adult Education, Education for Health Hygiene,
Education for Holistic Development, Nonviolent Direct Action (Satyagraha) and
Constructive Work. Peace Education in free India.
29
UNIT III Peace Education for 21st Century
Multidimensional aspect of Peace Education: Value clarification, analysis and
creation, Peace as New Life Style, Education for Peaceful Interpersonal relationship and
Intercultural Peace, Justice and Human Rights, Nonviolent Social Change and creating
Peaceful structure, Disarmament, Human Security, UN Peace - Keeping Force and
vision for Alternative Defense (Shanti Sena). Peace with Nature and Environment,
Education for International Understanding and One world (Jai Jegat) and Education for
Prevention, Resolution and Transformation of Conflict – Empowerment of Individual as
a Resolver of Conflict and Builder of Peace. Education for the Promotion of Culture of
Peace and Nonviolence.
UNIT IV Teaching Peace
Peace Education for Life and Life long education. Methods and approaches to
Peace Education – Building Peace Curriculum, Peace Education and Removing the Bias
towards Violence – Correcting Distortions. Model of integrated Learning –
Transactional Modalities - Cooperative Learning, Group Discussion, Project Work, Role
Play, Story Telling, Rational Analytic Method – Case Analysis and Situation analysis,
Transpersonal Strategies, Participatory methodologies – Dramatics, Literary Activities
and Social Service Camps. Peace Research, International classroom, International
Parliament, Peace Awards, Creating Models for Peace technology - development of new
tools, techniques, mechanisms and institutions for building up peace and Engaging
students in Peace Process.
UNIT V Role Models for Peace Action
Individuals: Gandhi, Khan Abdul Ghafar Khan, Martin Luther King Jr., Nelson
Mandela, Petra Kelly, Nobel Peace Prize winners. Institutions – United Nations,
UNESCO, Amnesty International, World Conference on Religion and Peace and United
States Institute of Peace. Peace Movements and Initiatives: Green Peace Movement
and Norwegian Peace Initiatives in Sri Lanka.
30
References
1. Adams.D (Ed.,) UNESCO and a Culture of Peace: Promoting a Global
Movement, Paris: UNESCO, 1997.
2. Andrews. M. L, Educating for Peacemaking abilities, Cambridge: Harvard, 1998.
3. Fountain .S, Peace Education in UNICER, New York: UNICER, 1999.
4. Grewal,J.S; Nirmal Sabharwal etc., Peace Education, Self-Instructional Package
for Teacher Educators, New Delhi: NCERT, 2004.
5. Handa, M.L., Manifesto for a Peaceful World Order: A Gandhian Perspective,
Delhi: Gandhi Bhawan Unit of Delhi, 1983.
6. Patel.R.S, Educational Philosophy of Mahatma Gandhi, Ahamedabad: 1956.
7. Patric, Meyer, Culture of Peace, A Challenge for Schools, Paris: UNESCO 1998.
8. Reardon, Betty A., Tolerance the Threshold of Peace, The Teacher’s Library,
Paris: UNESCO Publishing, 1997.
9. Seoul., The role of education in developed and developing countries for
international understanding and peace, Conference Proceedings, 1982.
10. UNESCO., Learning to Live Together in Peace and Harmony, Bangkok:
UNESCO APNIEVE Source Books, 1998.
11. WHO, An Important Element of a Health Promoting School, Geneva: 1997.
12. Walden Bellow. Visions of Warless world
13. David P.Barash. Introduction to Peace Studies
14. Kenneth Boulding . Stable Peace
15. K. Sachidanda Murty. The Quest for Peace
16. M.K.Gandhi. For Pacifists
17. M.K.Gandhi. Nonviolence in War and Peace (2 Vols.)
18. Ghanshyam Pardesi. Contemporary Peace Research
19. Sugata Das Gupta. Problems of Peace Research
20. S.C.Ganguli and K.P.Mosra. Gandhi and Contemporary World Studies on Peace
and War
31
PME0203E COMPARATIVE EDUCATION
Credit – 4 Hours - 64 Max. Marks: 100 Course Objectives
� To acquaint the student with concept, scope, Need, History and development of
� Comparative Education.
� To acquaint the student with the methods of Comparative Education
� To study the Problems of Education in World perspective.
� To understand the factors and forces and forces influencing practice of Education.
� To create awareness and develop understanding of system of Education in
developing and developed countries.
� To develop the sense of international understanding.
� To acquaint the students with the current trends and problems in world
Education.
Unit I Comparative Education.
Meaning, definition, Concept - Objectives – Relevance - Problems and Methods
– Advantages of Comparative Education. History of Comparative Education – Need and
Scope of Comparative Education.
Unit II Development of Comparative Education
Basic requirements of Education in different countries – Constitutional
Provisions – Federal Acts on Education – Relationship between Federal, State and Local
Governments – National Policy on Education –International Project for the Evaluation
of Educational Achievement (IEA)
Unit III Comparison of Education
Comparison of Educational Schemes in India, USA, UK, Japan, China and
Germany – Federal Acts on Education in USA – Educational Policy Commission of
USA (1961) – Educational Act of 1944 in UK – Articles 17, 25 & 26 in Germany –
Common Aims in Totalitarian and Democratic States – Educational Structure in India –
NPE (1968) NNPEC (1986), POA (1992) – Brands and commissions of Education -
Curriculum in France – Classes in Reverse order – Comparison of Nations in relation to
curriculum and educational administration.
32
Unit IV Curriculum Framework
Medium of Instruction – Language Policy – Education through technological
Aids – Education through Formal and distance modes – Evaluation Pattern – Value
oriented Education – Secular Education – Futurology of Education.
Unit V Educational Administration and Finance
Levels of Education - School Education – Pre Primary – Primary – Secondary -
Higher Secondary – University (Higher) Education - Teacher Education –
Vocationalisation of Education – Public Schools – Autonomous Institutions.
References
1. Sharma. Y.K., “A Comparative Study of Educational Systems” Kanishka
Publishers, N. Delhi (2004)
2. Rai, B.C., “Comparative Education”, Prakashan Kendra, Lucknow (1972).
3. Khanna, S.D., Lamba, T.P., Saxena, V.R., and Murthy, V., “Comparative
Education” made easy”, Doaba House, Delhi (1979).
4. Sodhi, T.S., “A textbook of comparative education – Philosophy, Patterns &
Problems of National Systems (UK, USA, Russia, India)”, Vikas Publishing
House Pvt., Ltd., New Delhi (1993).
5. Biswas, A., & Aggarwal, J.C., “Comparative Education (India, U.K., U.S.A.,
U.S.S.R.)”, Arya Book Depot, New Delhi (1986).
6. Sharma, R.N., “Education in Emerging Indian Society”, Surjeet Publications,
Delhi (2002).
7. David Pratt., “Curriculum – Design and Development”, Harcourt Brace
Jovanovich, New York (1980).
Web References
1. http://www.langaugeinindian.com/junjulaug 2001/school.html.
2. http://www.educationforallinindia.com
3. http://en.wikipedia.org
4. http://www.curriculum.wa.edu.au
5. http://www.education.nic.in
6. http://indiatogether.com/2006/jun/edu-medium.htm
7. http://www.ibe.unseco,org/
8. http://www.ncert.nic.in
33
PME0203F WOMEN’S EDUCATION Credit – 4 Hours - 64 Max. Marks: 100
Course Objectives
� To create an awareness among students regarding the status of women.
� To stimulate thinking in students towards the problems faced by women.
� To orient students towards women’s resources and national development.
� To inculcate in students the importance of justice and laws related to women.
� To enable students to understand the importance of health and education of
women
Unit I Introduction to Women’s Studies
Concept and need for Women’s Studies - Scope of Women’s Studies- Women’s
Studies as an academic discipline, Women’s Movements - Pre-independent, Post-
independent and Current Women’s movements. National Committees and Commissions
for Women Government Organizations for Women – Department of Women and Child
Development.
Unit II Women’s Education
Women Education - Gender bias in enrolment- Curriculum content - Dropouts
Negative Capability in Education - Values in Education- Vocational Education Recent
Trends in Women’s Education – Women teacher training-committees and Commissions
on education Adult literacy and Non-formal education for Women’s development.
Unit III Women Resource and National Development
Concept of Work - Productive and non-productive work - Use value and market
value. Gender Division of labour - Mode of Production - Women in organized and
unorganized sector - Training, skills and income generation. New Economic Policy and
its impact on Women’s employment- Globalization - Structural Adjustment
Programmes.
Unit IV Women and Society
Girl child in society – Child labourers - Changing role of Women, Marriage -
Single parent, Motherhood, Widows. Theories of development - Empowerment -
34
Alternative approaches Women in Development (WID), Women and Development
(WAD) and Gender and Development (GAD) - State Policy and Programmes Women
Development approaches in Indian five – Year Plans-Collectivity and Group dynamics -
Self – help groups Women and leadership - Panchayat Raj - Political Role and
Participation - NGOs and Women Development - National and International Funding
Agencies.
Unit V Justice for Women
Indian Constitution and provisions relating to women Personal laws - Labour
Laws - Violence against women - Human trafficking - Legal protection - Family Courts
- Enforcement machinery – Police and Judiciary Human Rights as Women’s Rights.
Reference
1. Ram Shankar Singh – Encyclopaedia on women and children trafficking –
Volume 1 to 3 - Anmol Publications -2009
2. Ramesh Bandari - Role of Status Of Women in New Panchayat Raj System –Alfa
Publication – New Delhi-2009
3. Tanuja Vohra –Trafficking in Women and Children –Pacific publications –New
Delhi - 2009
4. Veena Gandotra and Sarjoo Patel (Edited)-Women Working Condition and
Efficiency –New Century Publication -2009
5. Abishek – Destiny of Women – Rummy Nandlal – Chandigarh-2008
6. Nalini Mishra - Woman Laws against Violence and abuse- Pearl Books –New
Delhi - 2008
7. Anju Desai –Women Teacher Training-New Delhi-2008
8. Manju Gupta (Compiled and Edited) - Handbook of Women Health-Khel Sahitya
Kendra – New Delhi -2006
9. P. Sarojini Reddy - Justice for Women – Sai Sreenivasa printers-2002
10 D.Janaki – Women’s Issues- Dhan Publications 924, 17th main road Anna Nagar
Chennai- 40
11. Nirmala Jayaraj - Women and Society – Lady Doak College Madurai 625002 -
2001
12. DipangshuChakroborty - Atrocities on Indian Women -1999.
35
13. Sivagami Paramasivam- Human Rights –A Study-Published by Sriram
Computer Prints and Offset Salem.TamilNadu-1998
14. Gokilvani- Reaching the unreachable – Srilakshmi printers karaikudi-2 -
1997
15. Raj Kumari Chandrasekar – Women’s resource and National Development a
Perspective - Sterling publishers private limited New Delhi -110016 -1992
16. Kamla Singh- Women Entrepreneurs- Ashish publishing house-1992
17. Indira Kulishreshtha ‘Noopur’- Women’s Studies in School Education- Sterling
Publishers private limited -1989
18. Maithreyi Krishna Raj- Women and –Shubhada saraswati- development
prakasham, PUNE, 411 005-1988.