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  • Assessment in Education
  • Educational Psychology
hash-import-2024-08-27-14-13
  • INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION
  • 1.1 Concepts of Test
  • 1.2 Concept of Measurement
  • 1.3 Concept of Assessment
  • 1.4 Concept of Evaluation
  • 1.5 Relationship: Measurement, Assessment and Evaluation:
  • Measurement
  • Assessment
  • Evaluation
  • 1.6 Distinction between Measurement and Assessment/Evaluation
  • 1.7 Need for Assessment:
  • Inter-related Nature of Teaching and Evaluation
  • 1.8 Types of Assessment
  • 2.Formative Assessment
  • 3. Summative Assessment
  • 4.Diagnostic Assessment
  • 1.9 Techniques of Assessment & Evaluation
  • Limitations of observation
  • B. Interview:
  • Advantages of Interview
  • Limitations of Interview
  • C. The Questionnaire
  • Limitations
  • D. Test
  • E. Attitude Scales
  • F. Projective Devices
  • G. Checklist:
  • SELECTIVE TYPE TEST
  • 2.1 Alternate Response/True-False Tests
  • 2.2 Multiple choice items
  • Merits of Multiple choice items:
  • Suggestions for Construction of multiple-choice type test item:
  • 2.3 Matching Type Test
  • Characteristics of matching type Test
  • Matching type test Merits:
  • Chapter-3 SUPPLY TYPE TEST
  • 3.1 Completion Type Test
  • 3.2 Short Answer Type Test
  • 3.3 Restricted Response Test
  • Chapter-4 COMPARISON BETWEEN ESSAY TYPE AND OBJECTIVE TYPE TESTS
  • 4.1 Objective Type Tests
  • 4.2 ESSAY TYPE TEST
  • Suggestion for constructing a good essay type test
  • 4.3 Comparison Of The Essay And Objective Type Test
  • Chapter-5 TYPES OF TESTS
  • 5.2 Standardized Test:
  • 5.2 Standardization on standardized Test:
  • 5.2 Evaluation of standardized Tests:
  • 5.2 Norms and Standards:
  • 5.3 Similarities between Standardized Test and Teacher Made Test:
  • 5.4 Differences between Standardized Test and Teacher Made Test:
  • Chapter - 6 SCHOOL ASSESSMENT SYSTEM IN PAKISTAN
  • 6.2 PUNJAB EXAMINATION COMMISSION
  • 6.2 Foundation:
  • Chapter 7: CHARACTERISTICS OF A GOOD TEST
  • 7.1 Validity:
  • 7.1 Factors Affecting Validity:
  • 7.2 Reliability:
  • 7.2 Factors Influencing Reliability:
  • 7.3 Usability:
  • 7.4 Objectivity
  • Chapter - 8
  • 8.1 Planning of the Test
  • 8.2 Purpose of the Test
  • 8.3 Table of Specification
  • 8.4 Selection of Appropriate Test item
  • 8.5 The preparation of a set of relevant test items:
  • 8.6 Assembling the Test
  • 8.6 Preparing Directions for the Test:
  • 8.7Administering the Test
  • 8.8 Scoring the Test
  • CHAPTER-1 TEACHING PROFESSION AN INTRODUCTION
  • 1.1 EDUCATION
  • B: MEANING OF EDUCATION FROM THE POINT OF VIEW OF WESTERN THINKERS
  • NARROWER AND BROADER MEANING OF EDUCATION
  • D: COMPREHENSIVE DEFINITION OF EDUCATION
  • 1.2 TEACHING
  • THE NATURE OF TEACHING
  • 1.3 PROFESSION
  • CHAPTER -2 CHARACTERISTICS OF TEACHING PROFESSION
  • HINDERENCES IN ACHIEVING PROFESSIONAL STATUS
  • POINTS IN FAVOUR OF PROFESSIONAL STATUS
  • 2.2 CHARACTERISTICS OF TEACHING PROFESSION
  • 2.Teaching Profession Commands A Body Of Specialized Knowledge
  • 5. Teaching Profession. Affords A Life Career And Permanent Membership
  • CHAPTER -3 TEACHING PROFESSION: RESPONSIBILITIES
  • 3.1 PROFESSIONAL RESPONSIBILITIES
  • 3.1 PROFESSIONAL RESPONSIBILITIES 4. Teachers Public Relations Responsibilities:
  • CHAPTER-4 DUTIES AND RIGHTS OF TEAHCERS
  • THE DUTIES OF THE TEACHER
  • THE DUTIES OF THE TEACHER (b) NON-TEACHING DUTIES
  • WORKING WITH THE COMMUNITY
  • (c) DUTIES OF CO-OPERATION WITH CO-WORKERS
  • TEACHER'S MEETINGS
  • RIGHTS OF TEACHER
  • THE CODE OF COMPETENCE
  • Professional Opportunities and Responsibilities
  • CHAPTER-5 CHARACTERISTICS OF GOOD TEACHING
  • CHAPTER-6 TEACHER'S ROLE
  • 6.1 TEACHER'S ROLE AS SCHOLAR:
  • 6.2 TEACHER'S ROLE AS PRACTIONER
  • 6.3 TEACHER'S ROLE AS RESEARCHER
  • CHAPTER -7 PROFESSIONAL ORGANIZATIONS
  • 7.2 Professional organizations ACTIVITIES:
  • 7.3 Professional organizations Types
  • 7.4. A PROFESSIONAL TEACHER ORGANIZATIONS IN USA:
  • 7.4 continu 2-AMERICAN FEDERATION OF TEACHERS (AFT)MISSION STATEMENT
  • 7.4 continue 3.Parent Teacher Association (PTA)
  • 4. Specialized Profession Organizations
  • 7.4.B THE TEACHING UNIONS IN UK:
  • NATIONAL UNION OF TEACHERS (UK)
  • Bradford's Active, Campaigning Union Temporary and Fixed-Term Contracts
  • 7.4.C. TEACHER ORGANIZATIONS IN PAKISTAN
  • CHAPTER-8 PROFESSIONAL CODE OF ETHICS
  • 8.2 PURPOSES OF CODE OF ETHICS
  • 8.3 PRINCIPLES FOR PREPARING A CODE OF ETHICS
  • 8.4 DEVELOPMENT OF TEACHERS CODE OFETHICS
  • THE ETHICS OF TEACHER EMPLOYMENT
  • ETHICAL PRINCIPLES TO BE OBSERVED
  • Ethical Principles Involved in Teacher-Parent Relationship.
  • CHAPTER-9 TEACHER EDUCAITON IN NATIONAL CONTEXT
  • Scheme of Studies:
  • A. Scheme of Studies Programme (14+1):
  • B. Three-Years B.A. / B. Sc., B. Ed. Programme(12+3 Model):
  • 9.2 TEACHER EDUCATION INSTITUTIONS
  • 9.3 AIMS OF UNIVERSITY OF EDUCATION:
  • 9.4 TEACHERS AT VARIOUS LEVELS
  • CHAPTER- 10 TEACHERS SALARY PACKAGES IN THE INTERNATIONAL CONTEXT
  • TEACHER'S SALARY PACKAGES(United States of America)
  • TEACHER'S SALARY PACKAGES (United Kingdom)
  • CHAPTER # 1 THE CONCEPT, FEATURES, PLANNING AND PRINCIPLES OF TEACHING
  • 1.1 CONCEPT OF TEACHING
  • TEACHING DEFINED
  • THE NATURE OF TEACHING
  • 1.2 PRINCIPLES OF TEACHING
  • PSYCHOLOGICAL PRINCIPLES OF TEACHING
  • MAXIMS OF TEACHING
  • 1.3 FEATURES OF TEACHING
  • 1.4 PLANNING OF TEACHING
  • CHAPTER # 2 INTRODUCTION TO TEACHING STRATEGIES
  • 2.1 MEANING AND CONCEPT OF TEACHING STRATEGY
  • MEANING AND CONCEPT OF TEACHING METHOD
  • DIFFERENCE BETWEEN TEACHING STRATEGY AND METHOD
  • TYPES OF INSTRUCTIONAL STRATEGIES
  • MEANING AND CONCEPT OF TEACHING TACTICS
  • TECHNIQUES OF TEACHING
  • 2.2 DETERMINING A STRATEGY FOR INSTRUCTION
  • CAUSES FOR VARIETY OF TEACHING STRATEGIES
  • SIGNIFICANT TEACHING STRATEGIES
  • 2.3 CRITERIA FOR DETERMINING TEACHING STRATEGY
  • CHAPTER # 3 TEACHING STRATEGIES AND TAXONOMIES
  • B. AFFECTIVE DOMAIN:
  • C. PSYCHOMOTOR DOMAIN:
  • 3.2 SOLO TAXONOMY
  • EXAMPLES OF DIFFERENT PERFORMANCES
  • SOLO TAXONOMY CATEGORY DEFINITIONS
  • THE PSYCHOLOGICAL BASIS OF THE FOUR LEVELS
  • CHAPTER # 4 GENERAL METHOD OF TEACHING
  • 4.1 LECTURE METHOD
  • MERITS OF LECTURE METHOD
  • DEMERITS OF LECTURE METHOD
  • 4.2 RECITATION METHOD
  • CONDUCTING THE RECITATION
  • RECITATION SUGGESTIONS
  • 4.3 DISCUSSION METHOD
  • FORMS OR TYPES OF DISCUSSION
  • ADVANTAGES OF DISCUSSION METHOD:
  • LIMITATIONS OF DISCUSSION METHOD:
  • 4.4 DEMONSTRATION METHOD
  • ADVANTAGES OF DEMONSTRATION METHOD:
  • DISADVANTAGES OF DEMONSTRATION METHOD
  • 4.5 HEURISTICS METHOD
  • ADVANTAGES OF HEURISTICS METHOD:
  • 4.6 PROJECT METHOD
  • MERITS OF PROJECT METHOD
  • DEMERITS AND LIMITATIONS OF PROJECT METHOD
  • 4.7 ACTIVITY METHOD
  • DIFFERENT TYPES OF ACTIVITIES
  • VARIOUS ACTIVITIES SUGGESTED IN THE CURRICULUM
  • 4.8 PROBLEM SOLVING METHOD
  • CHARACTERISTICS OF A GOOD PROBLEM
  • STEPS IN PROBLEM SOLVING
  • ADVANTAGES OF PROBLEM SOLVING
  • 4.9 INDUCTIVE METHOD
  • 4.10 DEDUCTIVE METHOD
  • 4.11 DRILL METHOD
  • 4.12 QUESTION-ANSWER METHOD
  • TYPES OF QUESTIONS:
  • CHARACTERISTICS OF GOOD QUESTIONS:
  • 4.13 GROUP DIFFERENTIATED METHOD
  • Group Discussion method Advantages:
  • CHAPTER # 5 INNOVATIVE METHODS OF TEACHING
  • CHARACTERISTICS OF MICRO TEACHING
  • MICRO TEACHING PROCEDURE
  • PHASES OF MICRO TEACHING PROCEDURE
  • MICRO TEACHING SETTING
  • ADVANTAGES OF MICRO TEACHING
  • LIMITATIONS OF MICRO TEACHING:
  • 5.2 SIMULATION METHOD
  • STAGES OR STEPS OF PROCEDURE IN SIMULATION
  • ADVANTAGES OF SIMULATED TEACHING
  • 5.3 PROGRAMMED INSTRUCTION
  • MEANING AND CONCEPT OF PROGRAMMED INSTRUCTION
  • CHARACTERISTICS/ FEATURES OF PROGRAMMED INSTRUCTION
  • TYPES OF PROGRAMMED INSTRUCTION
  • ADVANTAGES AND APPLICATIONS OF PROGRAMMED INSTRUCTION
  • LIMITATIONS OF PROGRAMMED LEARNING
  • 5.4 COMPUTER ASSISTED INSTRUCTION (C.A.I.)
  • ADVANTAGES OF A COMPUTER
  • LIMITATIONS
  • 5.5 TEAM TEACHING
  • COMPONENTS OF TEAM TEACHING
  • ADVANTAGES OF TEAM TEACHING
  • 5.6 PEER TUTORING
  • 5.7 INDIVIDUALIZED INSTRUCTION
  • PRINCIPLES OF INDIVIDUALIZED INSTRUCTION
  • 2. PROCEDURE 3.MERITS OF INDIVIDUALIZED TEACHING
  • 5.8 COOPERATIVE LEARNING
  • FEATURES OF COOPERATIVE LEARNING
  • INITIATING COOPERATIVE LEARNING IN THE CLASSROOM
  • 5.9 TELECONFERENCING
  • ADVANTAGES OF TELECONFERENCING
  • 5.10 ROLE PLAYING OR DRAMATIZATION
  • Principles Of Dramatization:
  • DRAMATIZATION CHARACTERISTICS :
  • DRAMATIZATION STEP:
  • DRAMATIZATION ADVANTAGES:
  • CHAPTER # 6 THE PRINCIPLES OF SELECTION OF METHODS
  • 6.1 FACTORS THAT DETERMINE The Method TO BE USED
  • 6.2 PRINCIPLES BASE FOR SELECTING TEACHING METHODS
  • CHAPTER # 7 LESSON PLANNING
  • MEANING AND DEFINITION OF LESSON PLAN
  • 7.2 APPROACHES TO LESSON PLAN
  • (1) HERBARTIAN APPROACH TO LESSON PLANNING ADVANTAGES
  • (II) MORRISON'S APPROACH
  • (III) BLOOM'S EVALUATION APPROACH
  • (III) BLOOM'S EVALUATION APPROACH continue....
  • 7.3 TYPES OF LESSON PLANNING
  • 7.4 EVALUATION OF LESSON PLANNING
  • CHAPTER 1 CONCEPT OF ADMINISTRATION, MANAGEMENT & SUPERVISION
  • Elements of School Administration
  • Comprehensive View
  • Concept of Management
  • Concept of Supervision
  • 1.1 Objectives and Aims
  • 1.1 Objectives and Aims continue....
  • 1.1 Objectives and Aims continue....
  • 1.2 Trends in Administration
  • 1.2 Trends in Administration continue....
  • 1.2 Trends in Administration continue.....
  • Difference between Authoritative and Democratic Administration
  • 1.3 Theories of Management
  • Fayol's 14 Principles of Management
  • 1.3 continue....
  • 1.3 Continue.......
  • 1.4 Principles of Supervision
  • CHAPTER 2 SCHOOL PLANT MANAGEMENT
  • Minimum Requirements of School Plant
  • 2.1.A-Building
  • Principles for determining the need of a school building
  • B-Building Site and Surrounding
  • C-Area/Size
  • D-Design/Shape of the School Building
  • E-Maintenance and Repair
  • 2.2.A-School Library
  • Importance of Library
  • Organizations of a Library
  • 2.2.B-Science Laboratory
  • Management and Laboratory Organization
  • General Rules for Safety
  • 2.2.C-Playground
  • 2.3 School Environment (Common Principles)
  • 3.1 Concept and Objectives
  • 3.1.2 Objectives of School Record:
  • Advantages of School Record
  • 3.2.1 Fundamental Elements
  • 3.2.2 Significant Features
  • 3.2.3 Practical Aspects
  • 3.3 Kinds of Records to be Maintained
  • 3.3.6 Account Books
  • 4. Cash Book
  • CHAPTER 4 TIME MANAGEMENT
  • Put some priority into your daily activities
  • Effective Time Management
  • Importance of Time Management
  • 4.1 School Time Table
  • Importance of the School Time Table
  • Types of Time Table
  • 4.2 Principles of Framing the Time-Table
  • 4.3 General Rules
  • CHAPTER 5 ETHICAL ASPECTS
  • Purposes of Code of Ethics
  • 5.1 Commitment to the Teaching Profession
  • 5.2 Expectation from a Teacher
  • 5.2 Expectation from a Teacher continue..
  • CHAPTER 6 SCHOOL COMMUNITY RELATIONSHIP
  • How School influences Community?
  • Strengthening Interdependence of the School and the Community
  • 6.1 Need for School-Community Cooperation
  • Strengthening School-Community Interdependence
  • 6.2 Participation by the Parents in School Programme
  • CHAPTER 7 MODELS OF CLASSROOM MANAGEMENT
  • 1.Assertive Discipline Model
  • 2. Logical Consequences Model
  • 3 Teacher Effectiveness Training Model
  • 7.2 Ecological Influence on Behaviour
  • 7.3 Seating Arrangement of Classroom
  • Five Common Seating Arrangements
  • CHAPTER 8 ASPECTS OF CLASSROOM MANAGEMENT
  • Creating a Learning Environment
  • Maintaining a Learning Environment
  • 8.1 Classroom Management and Instructional Technology
  • Instructional Technology Assumption
  • Some Important Teaching Aids
  • 8.2 Teaching Through Cognitive Techniques
  • Features Of Cognitive Techniques
  • 8.3 Teaching Through Hands on Activities
  • 8.4 Using Interact Factor of Students
  • 8.5 Behavior Modification Through Instruction and Curriculum
  • CHAPTER 9 TEACHER'S ROLE
  • 9.1 Different Roles Of Teacher
  • 9.2 Teacher and Classroom Management
  • 9.3 Teacher's Merits
  • CHAPTER 10 MANAGING SCHOOLS
  • 10.1.B-Morning Assembly
  • Morning Assembly Purpose:
  • 10.1.C- Attendance
  • 10.2.A- Duties of the School Head
  • 10.2.B- Authorities of School Head
  • 10.3 Financial Rules
  • 10.4 Teaching of Different Subjects
  • 10.5 Managing Co-Curricular Activities
  • CHAPTER-1 EDUCATIONAL PSYCHOLOGY: MEANING AND SCOPE
  • RELATIONSHIP ETWEEN PSYCHOLOGY ND EDUCATION
  • EDUCATIONAL PSYCHOLOGY
  • NATURE OF EDUCATIONAL PSYCHOLOGY
  • SCOPE OF EDUCATIONAL PSYCHOLOGY
  • SCOPE AS DELIMITED BY EDUCATIONAL PSYCHOLOGY DIVISION:
  • CHAPTER-2 HUMAN DEVELOPMENT
  • NATURE OF GROWTH AND DEVELOPMENT
  • 2.2. CHARACTERISTICS OR PRINCIPLES OF GROWTH AND DEVELOPMENT
  • FACTORS AFFECTING GROWTH AND DEVELOPMENT
  • PROCESSES, PERIODS AND ASPECTS OF DEVELOPMENT
  • STAGES/PERIODS OF DEVELOPMENT
  • CHAPTER-3 COGNITIVE DEVELOPMENT
  • PIAGET'S WORK ON COGNITIVE DEVELOPMENT
  • 3.1 PIAGET'S THEORY OF COGNITIVE DEVELOPMENT
  • PIAGET'S STAGES OF COGNITIVE DEVELOPMENT
  • 3.2. EDUCATIONAL IMPLICATIONS OF PIAGET'S THEORY
  • CHAPTER 4 PERSONAL AND SOCIAL DEVELOPMENT
  • SOCIAL DEVELOPMENT
  • 4.1 ERIKSON'S THEORY OF PERSONAL AND SOCIAL DEVELOPMENT
  • EDUCATIONAL IMPLICATIONS
  • 4.2 VYGOTSKY'S THEORY OF DEVELOPMENT
  • EDUCATIONAL IMPLICATIONS OF VYGOTSKY'S THEORY
  • MORAL DEVELOPMENT
  • 4.3. KOHLBERG THEORY OF MORAL DEVELOPMENT
  • Applying Theory in Classroom Encouraging Moral Development
  • CHAPTER-5 INDIVIDUAL DIFFERENCES
  • Factors responsible for Individual Differences
  • AREAS OF INDIVIDUAL DIFFERENCES
  • STEPS TO MEET INDIVIDUAL DIFFERENCES:
  • CHAPTER-6 LEARNING
  • 6.2 BEHAVIORAL APPROACHES TO LEARNING
  • 6.3 SOCIAL COGNITIVE APPROACHES TO LEARNING
  • TEACHING STRATEGIES FOR EFFECTIVELY USING OBSERVATIONAL LEARNING
  • 6.4 COGNITIVE APPROACH OR THE INFORMATION PROCESSING APPROACH
  • SIEGLER'S VIEW
  • CHAPTER-7 MOTIVATION DEFINITIONS
  • MOTIVATION TYPES
  • MOTIVATION THEORIES
  • CONDITIONS FOR PROMOTING MOTIVATION
  • IMPORTANCE OF MOTIVATION IN LEARNING
  • CLASS-ROOM INCENTIVES TO MOTIVATION
  • GENERAL APPROACHES TO MOTIVATION
  • 7.2 HUMANISTIC APPROACHES TO MOTIVATION:
  • 7.3 COGNITIVE APPROACHES TO MOTIVATION
  • 7.4 SOCIOCULTURAL VIEWS OF MOTIVATION
  • CHAPTER -8 MANAGING THE LEARNING ENVIRONMENT
  • 8.2. CLASSROOM MANAGEMENT ANDDISCIPLINE
  • 8.3 DEALING WITH MANAGEMENT PROBLEM
  • 8.4 PLANNING: KEY TO PREVENTING MANAGEMENT PROBLEMS
  • CHAPTER-9 PREVENTING PROBLEM
  • 9.2 STUDENT CHARACTERISTICS
  • 9.2.1 SUCCESSFUL STUDENT CHARACTERISTICS
  • 9.2.2 STUDENT LEARNING CHARACTERISTICS
  • 9.3 PHYSICAL ENVIRONMENT OF THE CLASSROOM
  • 9.3.1 CLASSROOM ARRANGEMENT PRINCIPLES
  • 9.4 BEGINNING OF SCHOOL YEAR
  • 9.5 ESSENTIAL MANAGEMENT SKILLS
  • INTRODUCTION TO CURRICULUM
  • 1.1 CURRICULUM MEANING
  • 1.2 DEFINITIONS OF CURRICULUM
  • 1.2.1 CURRICULUM PRESCRIPTIVE DEFINITION
  • 1.2.2 CURRICULUM DESCRIPTIVE DEFINITION
  • 1.3 CURRICULUM CONCEPT
  • 1.3.1 CURRICULUM AS CONTENT
  • 1.3.2 CURRICULUM AS EXPERIENCE
  • 1.3.3 CURRICULUM AS FRAMEWORK
  • 1.3.4 OUTCOME-BASED CURRICULUM
  • 1.3.5 CURRICULUM STANDARD-BASED
  • 1.4 CURRICULUM NATURE
  • 1.5 SCOPE OF THE CURRICULUM
  • 1.6 DIFFERENCE BETWEEN COURSE, CURRICULUM, SYLLABUS AND PROGRAM OF STUDY
  • 1.7 CURRICULUM ELEMENTS
  • 1.7.1 CURRICULUM PURPOSE
  • 1.7.2 CURRICULUM CONTENT
  • 1.7.3 CURRICULUM METHODS
  • 1.7.4 CURRICULUM EVALUATION
  • ELEMENTS OF CURRICULUM
  • 2.1 AIMS GOALS AND OBJECTIVES
  • 2.1.1 Learning Objectives and Bloom's Taxonomy
  • 2.1.2 Writing Learning Objectives
  • 2.1.3 Kinds of Objectives:
  • 2.2 CONTENT
  • 2.3 METHODS
  • 2.4 EVALUATION
  • CHAPTER -3 FOUNDATIONS OF CURRICULUM
  • 3.1 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM
  • 3.1.1 DETERMINANTS OF AN EDUCATIONAL PHILOSOPHY
  • 3.1.2 ROLE OF PHILOSOPHY IN CURRICULUM PLANNING
  • 3.2 SOCIOLOGICAL FOUNDATIONS OF CURRICULUM
  • 3.3 PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM
  • 3.3.1 CHARACTERISTICS OF EDUCATIONAL PSYCHOLOGY
  • 3.3.2 CURRICULUM DEVELOPMENT THEORIES
  • 3.3.3 CURRICULUM DEVELOPMENT NEEDS THEORY
  • 3.4 HISTORICAL FOUNDATIONS OF CURRICULUM
  • 3.5 IDEOLOGICAL FOUNDATIONS OF CURRICULUM
  • 3.5.1 QURANIC UNIVERSAL IN IDEOLOGICAL FOUNDATIONS
  • CURRICULUM BASIC COMPONENTS
  • CURRICULUM DESIGNS TYPES/Kind
  • 4.1 THE SUBJECT-CENTERED DESIGN
  • 4.1.1 Academic discipline design
  • 4.1.2 The Broad Fields Curriculum Design
  • 4.2 LEARNER-CENTERED DESIGN
  • 4.2.1 The Activities and Experiences Curriculum Design
  • 4.2.2 Humanistic design
  • 4.3 TEACHER CENTERED CURRICULUM DESIGN
  • 4.4 CORE CURRICULUM DESIGN
  • 4.5 INTEGRATED CURRICULUM
  • 4.5.1 Objectives of Integrated Curriculum
  • 4.5.2 Principles of Integrated Curriculum in Pakistan
  • 4.5.3 Reasons for Integration
  • 4.5.4 pproaches to Integrated Curriculum
  • 4.5.5 Integrated Curriculum & Academic Teaching
  • 4.5.6 SOCIAL PROCESSES AND LIFE FUNCTIONS DESIGN
  • 4.6 THE PROCESS-ORIENTED CURRICULUM DESIGN
  • 4.7 HORIZONTAL AND VERTICAL ORGANIZATION
  • SCHOOL CURRICULUM
  • 5.1 ORGANIZING THE CURRICULUM
  • 5.1.1 Reasons for Designing (Organizing) a School Curriculum
  • 5.1.2 The Process of Designing (Organizing) the School Curriculum
  • 5.2 ELEMENTARY SCHOOL CURRICULUM AREAS
  • 5.2.1 Curriculum Area Elements
  • 6.1 CURRICULUM MATERIALS ORGANISATION
  • 6.2 CURRICULUM MATERIALS SOURCES
  • 6.3 CURRICULUM FORMATION PRINCIPLES
  • 6.4 APPROACHES OF CURRICULUM ORGANIZATION
  • 6.5 NATURE OF CONTENT
  • 6.5.1 Selection of Content (Curriculum Materials)
  • 6.5.2 Principles to Follow In Organizing the Learning Contents
  • 6.5.3 Need for Selection
  • 6.5.4 Guidelines for Selection
  • 6.5.5 Sources Criteria for Selecting Content
  • 6.5.6 Criteria Used In Selection of Subject Matter for the Curriculum
  • 6.5.7 Organization, Structuring or Sequencing of Content
  • 6.5.8 Scope of the Curriculum Content
  • 6.5.9 Sequence of Curriculum Content
  • 6.6 TEACHER AS CURRICULUM DEVELOPER
  • CHAPTER -7 DEVELOPMENT OF CURRICULUM IN PAKISTAN
  • 7.1 PROCESS OF CURRICULUM DEVELOPMENT IN PAKISTAN
  • 7.1.1 Curriculum Wing
  • 7.1.2 Curriculum change Phases
  • 7.1.3 Higher Education Curriculum
  • 7.1.4 Mechanism of Curriculum Development in Pakistan
  • 7.1.5 Steps Involved In Curriculum Development Mechanism
  • 7.1.6 Curriculum Development Pitfalls
  • 7.2 FACTORS AFFECTING Curriculum Development IN PAKISTAN
  • 7.3 OVERVIEW OF THE CURRICULUM OF CLASSES' 1-VIII
  • CHAPTER -8 INSTRUCTIONAL MATERIAL FOR ELEMENTARY SCHOOLS
  • 8.1.1 History
  • 8.1.2 Types of Textbooks
  • 8.1.3 Characteristics of Text Books
  • 8.1.4 Uses of Text Book
  • 8.1.5 Teachers and Text Books
  • 8.2 WORKBOOKS
  • 8.2.1 Importance and Uses of Workbook
  • 8.3 TEACHERS MANUAL
  • CHAPTER-9 EVALUATION IN ELEMENTARY SCHOOL
  • 9.1 SCHOOL CURRICULUM EVALUATION
  • 9.2 FORMS OF EVALUATION
  • 9.2.1 Formative Evaluation
  • 9.2.2 Summative Evaluation
  • 9.3 EVALUATING CURRICULUM
  • 9.3.1 Criteria for Evaluating School Curriculum
  • 9.3.2 Who Evaluates the Curriculum?
  • 9.4 CURRICULUM EVALUATION APPROACHES
  • 9.5 FUNCTIONS OF CURRICULUM EVALUATION
  • 9.6 REVAMPING CURRICULUM (CURRICULUM CHANGE)
  • 9.6.1 Types of Change
  • 9.6.2 Changing Pedagogical Models
  • 9.6.4 CURRICULUM CHANGE CRITERIA
  • 9.6.5 CURRICULUM CHANGE STRATEGIES AND MODELS
  • CHAPTER-10 ISSUES IN THE CURRICULUM AT ELEMENTARY LEVEL
  • Issues in the curriculum at elementary level 6-10
  • Issues in the curriculum at elementary level 11-15
  • Issues in the curriculum at elementary level 16-21
  • Problems of curriculum development at primary level in developingcountries
  • Problems Confronting Elementary Education in Pakistan
  • EDUCATION INTRODUCTION
  • 1.1 EDUCATION MEANING
  • 1.1.1 EDUCATION IN DERIVATIVE MEANING
  • 1.1.2 EDUCATION MEANING , FROM The POINT OF VIEW OF A WESTERN THINKERS
  • 1.1.3 EDUCATION MEANING TO NARROWER AND BROADER
  • 1.1.4 EDUCATION COMPREHENSIVE DEFINITION
  • 1.2 EDUCATION SCOPE
  • 1.3 EDUCATION TYPES
  • 1.4 EDUCATIONAL PROCESS ELEMENTS
  • 2. EDUCATION FOUNDATION
  • 2.1 PHILOSOPHICAL
  • 2.1.1 EDUCATION AND PHILOSOPHY RELATIONSHIP
  • 2.1.2 EDUCATIONAL PHILOSOPHY SCOPE
  • 2.1.3 EDUCATIONAL PHILOSOPHY AREAS
  • 2.1.4 EDUCATIONAL PHILOSOPHIES
  • 2.2 PSYCHOLOGICAL FOUNDATION
  • 2.2.1 EDUCATIONAL PSYCHOLOGY SCOPE
  • 2.2.2 ROLE OF PSYCHOLOGY
  • 2.3 SOCIOLOGICAL FOUNDATIONS
  • 2.3.1 EDUCATIONAL SOCIOLOGY SCOPE
  • 2.3.2 SOCIOLOGICAL ROLES IN EDUCATION
  • 3.1 EDUCATION CHARTER ACT, 1813
  • 1.3.1 CHARTER ACT, 1813
  • 3.2 EDUCATION LORD MACAULAY'S REPORT
  • 3.2.1 Criticism of Macaulay's Minute
  • 3.3 WOODS DESPATCH, 1854
  • 3.3.1 DESPATCH OBJECTIVE
  • 3.3.2 DESPATCH RECOMMENDATIONS
  • 3.3.3 DESPATCH SIGNIFICANCE
  • 3.4 WILLIAM (HUNTER COMMISSION) REPORT 1882
  • 3.4.1 WILLIAM REPORT 1882 RECOMMENDATIONS
  • 3.5 CALCUTTA UNIVERSITY COMMISSION REPORT 1917-1919 (SADLER COMMISSION)
  • 3.6 DR. ZAKIR HUSSAIN
  • 4.1 EDUCATION MUSLIM MOVEMENTS
  • 4.1.1 CAUSES BEHIND THE DEOBAND MOVEMENT
  • 4.1.2 SILENT FEATURES OF DEOBAND MOVEMENT
  • 4.1.3 CRITICAL APPRECIATION DEOBAND MOVEMENT
  • 4.2 THE ALIGARH MOVEMENT IN EDUCATION
  • 4.2.1 ALIGARH MOVEMENT OBJECTIVES IN EDUCATION
  • 4.2.2 ACHIEVEMENTS OF ALIGRAH MOVEMENTS IN EDUCATION
  • 4.2.3 SALIENT FEATURES OF ALIGRAH MOVEMENTS IN EDUCATION
  • 4.2.4 IMPACT OF ALIGRAH MOVEMENTS IN EDUCATION
  • 4.3 ANJUMAN HIMAYAT-UL-ISLAM IN EDUCATION
  • 4.4 THE NADVA MOVEMENT IN EDUCATION
  • 4.4.1 ESTABLISHMENT NADVA DAR-UL-ULOOM (1898) MOVEMENT IN EDUCATION
  • 4.4.2 OBJECTIVES NADVA DAR-UL-ULOOM (1898) MOVEMENT IN EDUCATION
  • 4.4.3 CURRICULUM OF NADVA MOVEMENT IN EDUCATION
  • 4.4.4 SALIENT FEATURES OF NADVA MOVEMENT IN EDUCATION
  • 4.4.5 IMPACT OF NADVA MOVEMENT IN EDUCATION
  • 4.5 THE JAMIA MILLIA ISLAMIA IN EDUCATION
  • 4.5.1 OBJECTIVES OF JAMIA MILLIA ISLAMIA IN EDUCATION
  • 4.5.2 STAGES AND CURRICULUM JAMIA MILLIA ISLAMIA IN EDUCATION
  • 4.5.3 SALIENT FEATURES OF JAMIA MILLIA ISLAMIA IN EDUCATION
  • 4.5.4 IMPACTS OF JAMIA MILLIA ISLAMIA IN EDUCATION
  • 5.1 FIRST EDUCATION CONFERENCE 1947 IN PAKISTAN
  • 5.2. COMMISSION ON NATIONAL EDUCATION, 1959
  • 5.3. A NEW EDUCATIONAL POLICY (1969)
  • 5.2.1 GENERAL CHANGES IN COMMISSION ON NATIONAL EDUCATION, 1959
  • 5.4 NATIONAL EDUCATION POLICY 1972-80
  • 5.5 NATIONAL EDUCATION POLICY, 1979
  • 5.5.1 NATIONAL EDUCATION POLICY, 1979
  • 5.5.2 NATIONAL EDUCATION POLICY 1979
  • 5.5.3 NATIONAL EDUCATION POLICY 1979
  • 5.5.4 NATIONAL EDUCATION POLICY 1979
  • 5.5.5 NATIONAL EDUCATION POLICY 1979
  • 5.5.6 NATIONAL EDUCATION POLICY 1979
  • 5.6 NATIONAL EDUCATION POLICY 1992
  • 5.6.1 NATIONAL EDUCATION POLICY 1992
  • 5.6.2 NATIONAL EDUCATION POLICY 1992
  • 5.6.3 NATIONAL EDUCATION POLICY 1992
  • 5.6.4 NATIONAL EDUCATION POLICY 1992
  • 5.7 THE NATIONAL EDUCATION POLICY1998-2010
  • 5.7.1 THE NATIONAL EDUCATION POLICY1998-2010
  • 5.7.2 THE NATIONAL EDUCATION POLICY1998-2010
  • 5.7.3 THE NATIONAL EDUCATION POLICY1998-2010
  • 6. ESTABLISHMENT OF "UNIVERSITY OF EDUCATION" IN PAKISTAN
  • 6.1 OBJECTIVE OF UNIVERSITY OF EDUCATION
  • 6.2 PROGRAMMES OFFERED IN 2009-2010
  • 7.1 EDUCATION SECTOR REFORMS (2003)
  • 7.2 NATIONAL PLAN OF ACTION FOR BASIC AND NON-FORMAL EDUCATION
  • 7.3 PROPOSED EDUCATION POLICY
  • 7.3.1 PROPOSED EDUCATION POLICY
  • 7.3.2 PROPOSED EDUCATION POLICY
  • INTRODUCTION TO EDUCATION MCQS SECTION - I
  • 1.1 CONCEPT OF GOD IN ISLAM
  • 1.2 The deity conceived in Islam is Allah not illah
  • 1.3 How is God like
  • 1.4 West's tribute to Islam in concept of God.
  • 1.5 Some Distinctive Features of Concept of God

1.7.3 CURRICULUM METHODS

Methods

The methods outlined in a curriculum:

  • Deal with teaching and learning experiences, and
  • Involve organizational strategies.
  • Flexible teaching methods facilitate learning.
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