Education Question Bank Ugc Nta Net Assistant Professors
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Education Question Bank UGC NTA NET Assistant Professors
Author: Mocktime Publication
language: en
Publisher: by Mocktime Publication
Release Date: 101-01-01
Chpater 1. Contribution of Indian Schools of philosophy (Sankhya Yoga, Vedanta, Buddhism, Jainism) with special reference to Vidya, Dayanand Darshan, and Islamic traditions towards educational aims and methods of acquiring valid knowledge; AND the Contribution (in context of UGC NTA NET Exam Subject Education) Chpater 2. Approaches to Sociology of Education (symbolic Interaction, Structural Functionalism and Conflict Theory); Concept and types of social Institutions and their functions (family, school and society); Concept of Social Movements, Theories of Social Movements (Relative Deprivation, Resource Mobilization, Political Process Theory and New Social Movement Theory). (in context of UGC NTA NET Exam Subject Education) Chpater 3. Socialization and education- education and culture; Contribution of thinkers (Swami Vivekananda, Rabindranath Tagore, Mahatma Gandhi, Aurobindo, J.Krishnamurthy, Paulo Freire, Wollstonecraft, Nel Noddings and Savitribai Phule) to the development of educational thought for social change; National Values as enshrined in the Indian Constitution - Socialism, Secularism, justice, liberty, democracy, equality, freedom with special reference to education. (in context of UGC NTA NET Exam Subject Education) Chpater 4. Committees and Commissions’ Contribution to Teacher Education: Secondary Education Commission (1953), Kothari Education Commission (1964-66), National Policy of Education (1986,1992), National Commission on Teachers (1999), National Curriculum Framework 2005, National Knowledge Commission (2007), Yashpal Committee Report (2009), National Curriculum Framework for Teacher Education (2009), Justice Verma Committee Report (2012). (in context of UGC NTA NET Exam Subject Education) Chpater 5. Relationship between Policies and Education, Linkage between Educational Policy and National Development, Determinants of Educational Policy and Process of Policy formulation: Analysis of the existing situation, generation of policy options, evaluation of policy options, making the policy decision, planning of policy implementation, policy impact assessment and subsequent policy cycles. (in context of UGC NTA NET Exam Subject Education) Chpater 6. Concept of Economics of Education: Cost Benefit Analysis Vs Cost Effective Analysis in Education, Economic returns to Higher Education Signaling Theory Vs Human Capital Theory, Concept of Educational Finance; Educational finance at Micro and Macro Levels, Concept of Budgeting. (in context of UGC NTA NET Exam Subject Education) Chpater 7. Relationship Between Politics and Education, Perspectives of Politics of Education Liberal, Conservative and Critical, Approaches to understanding Politics (Behaviouralism, Theory of Systems Analysis and Theory of Rational Choice), Education for Political Development and Political Socialization. (in context of UGC NTA NET Exam Subject Education) Chpater 8. Growth and Development: Concept and principles, Cognitive Processes and stages of Cognitive Development, Personality: Definitions and theories (Freud, Carl Rogers, Gordon Allport, Max Wertheimer, Kurt Koffka), Mental health and Mental hygiene. (in context of UGC NTA NET Exam Subject Education) Chpater 9. Approaches to Intelligence from Unitary to Multiple: Concepts of Social intelligence, multiple intelligence, emotional intelligence; Theories of Intelligence by Sternberg, Gardner; Assessment of Intelligence; Concepts of Problem Solving, Critical thinking, Metacognition and Creativity. (in context of UGC NTA NET Exam Subject Education) Chpater 10. Principles and Theories of learning: Behaviouristic, Cognitive and Social theories of learning, Factors affecting social learning, social competence, Concept of social cognition, understanding social relationship and socialization goals. (in context of UGC NTA NET Exam Subject Education) Chpater 11. Guidance and Counselling: Nature, Principles and Need, Types of guidance (educational, vocational, personal, health and social & Directive, Non-directive and Eclectic), Approaches to counselling – Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic, Personcentred Counselling (Carl Rogers) - Theories of Counselling (Behaviouristic, Rational, Emotive and Reality). (in context of UGC NTA NET Exam Subject Education) Chpater 12. Meaning, Nature and Scope of Teacher Education; Types of Teacher Education Programs; The Structure of Teacher Education Curriculum and its Vision in Curriculum Documents of NCERT and NCTE at Elementary, Secondary and Higher Secondary Levels; Organization of Components of Pre-service Teacher Education Transactional Approaches (for foundation courses) Expository, Collaborative and Experiential learning. (in context of UGC NTA NET Exam Subject Education) Chpater 13. Understanding Knowledge base of Teacher Education from the view point of Schulman, Deng and Luke & Habermas; Meaning of Reflective Teaching and Strategies for Promoting Reflective Teaching; Models of Teacher Education - Behaviouristic, Competency-based and Inquiry Oriented Teacher Education Models. (in context of UGC NTA NET Exam Subject Education) Chpater 14. Concept, Need, Purpose and Scope of In-service Teacher Education; Organization and Modes of In-service Teacher Education; Agencies and Institutions of In-service Teacher Education at District, State and National Levels (SSA, RMSA, SCERT, NCERT, NCTE and UGC); Preliminary Consideration in Planning in-service teacher education programme (Purpose, Duration, Resources and Budget). (in context of UGC NTA NET Exam Subject Education) Chpater 15. Concept of Profession and Professionalism; Teaching as a Profession; Professional Ethics of Teachers; Personal and Contextual factors affecting Teacher Development; ICT Integration, Quality Enhancement for Professionalization of Teacher Education; Innovation in Teacher Education. (in context of UGC NTA NET Exam Subject Education) Chpater 16. Concept and Principles of Curriculum; Strategies of Curriculum Development; Stages in the Process of Curriculum development; Foundations of Curriculum Planning - Philosophical Bases (National, democratic), Sociological basis (socio cultural reconstruction), Psychological Bases (learner’s needs and interests); Bench marking and Role of National level Statutory Bodies - UGC, NCTE and University in Curriculum Development. (in context of UGC NTA NET Exam Subject Education) Chpater 17. Models of Curriculum Design: Traditional and Contemporary Models (Academic / Discipline Based Model, Competency Based Model, Social Functions / Activities Model [social reconstruction], Individual Needs & Interests Model, Outcome Based Integrative Model, Intervention Model, C I P P Model (Context, Input, Process, Product Model)). (in context of UGC NTA NET Exam Subject Education) Chpater 18. Instructional System, Instructional Media, Instructional Techniques and Material in enhancing curriculum Transaction; Approaches to Evaluation of Curriculum: Approaches to Curriculum and Instruction (Academic and Competency Based Approaches); Models of Curriculum Evaluation: Tyler’s Model, Stakes’ Model, Scriven’s Model, Kirkpatrick’s Model. (in context of UGC NTA NET Exam Subject Education) Chpater 19. Meaning and types of Curriculum change; Factors affecting curriculum change; Approaches to curriculum change; Role of students, teachers and educational administrators in curriculum change and improvement; Scope of curriculum research and Types of Research in Curriculum Studies. (in context of UGC NTA NET Exam Subject Education) Chpater 20. Meaning and Scope of Educational Research; Meaning and steps of Scientific Method, Characteristics of Scientific Method (Replicability, Precision, Falsifiability and Parsimony), Types of Scientific Method (Exploratory, Explanatory and Descriptive); Aims of research as a scientific activity: Problem-solving, Theory Building and Prediction. (in context of UGC NTA NET Exam Subject Education) Chpater 21. Types of research (Fundamental, Applied and Action); Approaches to educational research (Quantitative and Qualitative); Designs in educational research (Descriptive, Experimental and Historical). (in context of UGC NTA NET Exam Subject Education) Chpater 22. Variables: Meaning of Concepts, Constructs and Variables, Types of Variables (Independent, Dependent, Extraneous, Intervening and Moderator); Hypotheses - Concept, Sources, Types (Research, Directional, Non-directional, Null), Formulating Hypothesis, Characteristics of a good hypothesis; Steps of Writing a Research Proposal. (in context of UGC NTA NET Exam Subject Education) Chpater 23. Concept of Universe and Sample, Characteristics of a good Sample, Techniques of Sampling (Probability and Non-probability Sampling); Tools of Research - Validity, Reliability and Standardisation of a Tool, Types of Tools (Rating scale, Attitude scale, Questionnaire, Aptitude test and Achievement Test, Inventory); Techniques of Research (Observation, Interview and Projective Techniques). (in context of UGC NTA NET Exam Subject Education) Chpater 24. Types of Measurement Scale (Nominal, Ordinal, Interval and Ratio); Quantitative Data Analysis - Descriptive data analysis (Measures of central tendency, variability, fiduciary limits and graphical presentation of data), Testing of Hypothesis (Type I and Type II Errors), Levels of Significance, Power of a statistical test and effect size; Parametric Techniques, Non-Parametric Techniques, Conditions to be satisfied for using parametric techniques; Inferential data analysis; Use and Interpretation of statistical techniques: Correlation, t-test, z-test, ANOVA, chi-square (Equal Probability and Normal Probability Hypothesis). (in context of UGC NTA NET Exam Subject Education) Chpater 25. Qualitative Data Analysis - Data Reduction and Classification, Analytical Induction and Constant Comparison, Concept of Triangulation; Qualitative Research Designs: Grounded Theory Designs (Types, characteristics, designs, Steps in conducting a GT research, Strengths and Weakness of GT), Narrative Research Designs (Meaning and key Characteristics, Steps in conducting NR design), Case Study (Meaning, Characteristics, Components of a CS design, Types of CS design, Steps of conducting a CS research, Strengths and weaknesses), Ethnography (Meaning, Characteristics, Underlying assumptions, Steps of conducting ethnographic research, Writing ethnographic account, Strengths and weaknesses), Mixed Method Designs: Characteristics, Types of MM designs (Triangulation, explanatory and exploratory designs), Steps in conducting a MM designs, Strengths and weakness of MM research. (in context of UGC NTA NET Exam Subject Education) Chpater 26. Pedagogy, Pedagogical Analysis - Concept and Stages; Critical Pedagogy- Meaning, Need and its implications in Teacher Education; Organizing Teaching: Memory Level (Herbartian Model), Understanding Level (Morrison teaching Model), Reflective Level (Bigge and Hunt teaching Model); Concept of Andragogy in Education: Meaning, Principles, Competencies of Self-directed Learning, Theory of Andragogy (Malcolm Knowles), The Dynamic Model of Learner Autonomy. (in context of UGC NTA NET Exam Subject Education) Chpater 27. Assessment – Meaning, nature, perspectives (assessment for Learning, assessment of learning and Assessment of Learning) - Types of Assessment (Placement, formative, diagnostic, summative); Relations between objectives and outcomes; Assessment of Cognitive (Anderson and Krathwohl), Affective (Krathwohl) and psychomotor domains (R.H. Dave) of learning. (in context of UGC NTA NET Exam Subject Education) Chpater 28. Assessment in Pedagogy of Education including Feedback Devices: Meaning, Types, Criteria, Guidance as a Feedback Devices, Assessment of Portfolios, Reflective Journal, Field Engagement using Rubrics, Competency Based Evaluation, Assessment of Teacher Prepared ICT Resources; AND Assessment in Andragogy of Education including Interaction Analysis: Flanders’ Interaction analysis, Galloway’s system of interaction analysis (Recording of Classroom Events, Construction and Interpretation of Interaction Matrix), Criteria for teacher evaluation (Product, Process and Presage criteria), Rubrics for Self and Peer evaluation (Meaning, steps of construction). (in context of UGC NTA NET Exam Subject Education) Chpater 29. Concept of Educational Technology (ET) as a Discipline: (Information Technology, Communication Technology & Information and Communication Technology (ICT) and Instructional Technology); Applications of Educational Technology in formal, non formal (Open and Distance Learning), informal and inclusive education systems; Overview of Behaviourist, Cognitive and Constructivist Theories and their implications to Instructional Design (Skinner, Piaget, Ausubel, Bruner, Vygotsky); Relationship between Learning Theories and Instructional Strategies (for large and small groups, formal and non formal groups ). (in context of UGC NTA NET Exam Subject Education) Chpater 30. Systems Approach to Instructional Design; Models of Development of Instructional Design (ADDIE, ASSURE, Dick and Carey Model Mason’s); Gagne’s Nine Events of Instruction and Five E’s of Constructivism; Nine Elements of Constructivist Instructional Design; Application of Computers in Education: CAI, CAL, CBT, CML; Concept, Process of preparing ODLM; Concept of e learning, Approaches to e learning (Offline, Online, Synchronous, Asynchronous, Blended learning, mobile learning). (in context of UGC NTA NET Exam Subject Education) Chpater 31. Emerging Trends in e learning: Social learning (concept , use of web 2.0 tools for learning, social networking sites, blogs, chats, video conferencing, discussion forum); Open Education Resources (Creative Common, Massive Open Online Courses; Concept and application); E Inclusion - Concept of E Inclusion, Application of Assistive technology in E learning; Quality of E Learning – Measuring quality of system: Information, System, Service, User Satisfaction and Net Benefits (D&M IS Success Model, 2003); Ethical Issues for E Learner and E Teacher - Teaching, Learning and Research. (in context of UGC NTA NET Exam Subject Education) Chpater 32. Use of ICT in Evaluation, Administration and Research: E portfolios, ICT for Research - Online Repositories and Online Libraries, Online and Offline assessment tools (Online survey tools or test generators) – Concept and Development. (in context of UGC NTA NET Exam Subject Education) Chpater 33. Educational Management and Administration – Meaning, Principles, Functions and importance; Institutional building; POSDCORB, CPM, PERT, Management as a system, SWOT analysis; Taylorism; Administration as a process, Administration as a bureaucracy; Human relations approach to Administration; Organisational compliance, Organinsational development, Organisational climate. (in context of UGC NTA NET Exam Subject Education) Chpater 34. Leadership in Educational Administration: Meaning and Nature; Approaches to leadership: Trait, Transformational, Transactional, Value based, Cultural, Psychodynamic and Charismatic; Models of Leadership (Blake and Mouton’s Managerial Grid, Fiedler’s Contingency Model, Tri-dimensional Model, Hersey and Blanchard’s Model, Leader-Member Exchange Theory). (in context of UGC NTA NET Exam Subject Education) Chpater 35. Concept of Quality and Quality in Education: Indian and International perspective; Evolution of Quality: Inspection, Quality Control, Quality Assurance, Total Quality Management (TQM), Six sigma; Quality Gurus: Walter Shewart, Edward Deming, C.K Pralhad. (in context of UGC NTA NET Exam Subject Education) Chpater 36. Change Management: Meaning, Need for Planned change, Three- Step-Model of Change (Unfreezing, Moving, Refreezing); The Japanese Models of Change: Just-in-Time, Poka yoke; Cost of Quality: Appraisal Costs, Failure costs and Preventable costs, Cost Benefit Analysis, Cost Effective Analysis; Indian and International Quality Assurance Agencies: Objectives, Functions, Roles and Initiatives (National Assessment Accreditation Council [NAAC], Performance Indicators, Quality Council of India [QCI] , International Network for Quality Assurance Agencies in Higher Education [INQAAHE]). (in context of UGC NTA NET Exam Subject Education) Chpater 37. Inclusive Education: Concept, Principles, Scope and Target Groups (Diverse learners; Including Marginalized group and Learners with Disabilities); Evolution of the Philosophy of Inclusive Education: Special, Integrated, Inclusive Education; Legal Provisions: Policies and Legislations (National Policy of Education (1986), Programme of Action of Action (1992), Persons with Disabilities Act (1995), National Policy of Disabilities (2006), National Curriculum Framework (2005), Concession and Facilities to Diverse Learners (Academic and Financial), Rehabilitation Council of India Act (1992), Inclusive Education under Sarva Shiksha Abhiyan (SSA), Features of UNCRPD (United Nations Convention on the Rights of Persons with Disabilities) and its Implication. (in context of UGC NTA NET Exam Subject Education) Chpater 38. Concept of Impairment, Disability and Handicap; Classification of Disabilities based on ICF Model; Readiness of School and Models of Inclusion; Prevalence, Types, Characteristics and Educational Needs of Diverse learners’ Intellectual, Physical and Multiple Disabilities; Causes and prevention of disabilities; Identification of Diverse Learners for Inclusion; Educational Evaluation Methods, Techniques and Tools. (in context of UGC NTA NET Exam Subject Education) Chpater 39. Planning and Management of Inclusive Classrooms: Infrastructure, Human Resource and Instructional Practices; Curriculum and Curricular Adaptations for Diverse Learners; Assistive and Adaptive Technology for Diverse learners: Product (Aids and Appliances) and Process (Individualized Education Plan, Remedial Teaching); Parent- Professional Partnership: Role of Parents, Peers, Professionals, Teachers, School. (in context of UGC NTA NET Exam Subject Education) Chpater 40. Barriers and Facilitators in Inclusive Education: Attitude, Social and Educational; Current Status and Ethical Issues of inclusive education in India; Research Trends of Inclusive Education in India. (in context of UGC NTA NET Exam Subject Education)
Adult education Question Bank UGC NTA NET Assistant Professors
Author: Mocktime Publication
language: en
Publisher: by Mocktime Publication
Release Date: 101-01-01
Chpater 1. Adult, Continuing Education: Pre And Post Independent India; and Adult Education Perspectives: Asian, Latin American, European and American. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 2. Extension Education and Services in India: Phases and Movements; Extension as “Third Dimension” of Higher Education; and New approaches in Extension Education and Services in India. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 3. National Open school, Field organisation practices; and the Need, concept, types and characteristics of Lifelong Learning programmes in India. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 4. Opportunities for Lifelong Learning and Extension; Agencies in Lifelong Learning in and outside India; and Comparative Studies in Adult Education: Parameters, Trends and Analysis. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 5. Liberal, Behaviouristic, Progressive, Humanistic, Radical and Analytical approaches of Adult Education; and Social and educational perspectives of Tagore, Gandhi, Vivekananda, Radhakrishnan, Ambedkar and other Indian thinkers. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 6. Androgogy and Pedagogy; Attributes and distinctive features of adult learning and development; and Motivational aspects of adult learning, values in Adult Education, and challenges of contemporary society. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 7. Individual Vs. Group learning approaches in Adult Education; Experiences and learning from agriculture, home science, community health and technology; and Learning needs of diverse group of adult learners. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 8. Theories of adult learning; Professionalization of adult education; and Prior learning: Concept, issues and challenges, Equivalence and academic credit for continuing education courses. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 9. Education: Status, challenges and alternatives; and Guidance and counselling: Individual and group counselling. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 10. Emergence of distance learning, autonomous learning and online learning; and Transformational learning: Use of different media in education, ICT, World wide Web, Mobile technologies, multimedia packages, Computer Aided Learning (CAL), Audio-visual aids. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 11. Digital India, Swayam, MOOC courses, UDAAN, e-library; and Virtual learners and virtual learning centers. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 12. ICT in handling information: storage, retrieval and dissemination of information; Online teaching, challenges and benefits of online learning; and Differentiated instructions in an online environment. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 13. Meaning, definition of curriculum: need for curriculum, curriculum theory and practice; Identification of needs and interests of lifelong learners; and Objectives of curriculum development. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 14. Principles of curriculum development and its approaches; Curriculum planning: need and implementation; and Evaluation: process-product-feedback mechanism. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 15. Curriculum development-supporting systems; Teaching methods; and Teaching and learning materials and aids for Lifelong Learning. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 16. Preparation of books and audio visual material for neo-literates: processes, contents and field testing of materials; and Agencies engaged in preparation of materials, type of teaching-learning materials: print, on-line and off-line. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 17. Concept, principles and functions of management; and Programme planning, organisation and control. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 18. Job specifications of personnel engaged in University-community engagement, Skill development, Continuing education & other extension programmes; and Training and development: Family-based, Off the job & on the job. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 19. Training of functionaries in adult, continuing education, lifelong education through participatory approach; and Skill development imitatives : State-promoted, NGO-promoted and Public Private Partnerships (PPP). (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 20. Field skills, teaching methods of adults, training methods for training for functionaries; Management of a training programme; and Evaluation of social development programmes. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 21. Concept, methods and practices of communication; and Models: agriculture, community health, educational and social marketing. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 22. Modes of communication; conventional and ICT-driven; and People’s participation in development. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 23. People’s organisation (community based organisation, state promoted organisation); and Programmes: individual centric and group centric. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 24. Development communication planning and operationalization; Emerging technologies in communication for social development; and Communication in extension: government, semi-government, nongovernment, corporate agencies etc. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 25. Development and its indicators, Millennium Development Goals (MDGs), Sustainable Development Goals (SDGs); and Population Education: Concept and paradigm shifts. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 26. Social and distributive justice; and Issues of marginalization and pedagogy: women, tribals, minorities, transgender, aged and persons with disability. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 27. Value based education; Inequality in social system and social mobility; and Interventions in specific concern areas of children, bonded labour and gender. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 28. Interventions in general areas of concern: water, health, energy, disaster and environment; and Social and professional ethics. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 29. Concept, scope, policy and programmes of vocational education and skill development; and Market requirements and skilling status. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 30. Operationalization of the concept of vocational education in adult, continuing education and Lifelong Learning through state supported structures like Jan Shikshan Sansthan (JSS) and non state supported structures of Industrial and Bussiness houses. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 31. Emergence of Micro-enterprises like Self Help groups and Mega-enterprises like SEWA; and Skilling India: Skill sectors, National Skill Development policy, programme, and implementation mechanism. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 32. Structure of skilling programmes, certification and equivalence; Make-In India, Start-up, Stand Up, Mudra Banks, Entrepreneurship; and Analysis of such efforts at micro and mega level. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 33. Philosophical Roots, history, elements and significance of social science research; Qualitative and quantitative action research; and Research Design: Meaning and Types; Descriptive, Analytical, Exploratary, Basic, Applied, Action, Survey and case study research. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 34. Sources of data: primary and secondary; and Collection of Secondary Data: Historical Documents, Archival Material, Published Sources, Journals, Internet Sources, Census, NSS and Statistical Reports. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 35. Population and Sampling, Data Collection and its tools, organisation of research, analysis, generalization and report writing; Documentation and dissemination of the research work; and Content Analysis, Survey and Case studies. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 36. Currents trends of research in adult and continuing education (national and international); Emerging areas of research in adult and continuing education and extension; and Ethical concerns in social science research. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 37. Beyond literacy and numeracy; Resolving the dilemmas of institutional and non-institutional learning; and Localising the learning and cultural context of a learner. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 38. Harmonizing the skill of individual with the potential employers; Personalised and customised educational opportunities of adult learner; and Network based learning. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 39. Open option based learning; Building learning communities; and Search for an ever-evolving educational policy. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension) Chpater 40. Towards a learning society. (in context of UGC NTA NET Exam Subject Adult And Continuing Education And Extension)
Physical Education Question Bank UGC NTA NET Assistant Professors
Author: Mocktime Publication
language: en
Publisher: by Mocktime Publication
Release Date: 101-01-01
Chpater 1. Physical education and adapted physical education, their objectives; Philosophies of education as applied to physical education. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 2. Development of Physical education in Greece, Rome, Sweden, Russia, England, Denmark, Germany, USA, Australia and China; Growth and development of physical education in India. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 3. Recreation- its principles, characteristics and importance, Modern trends in recreation, Indoor and outdoor recreational programmes, Recreational programmes for various categories of people; Wellness- its importance, benefits and challenges, Development and maintenance of wellness. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 4. Teaching Aptitude – nature, objectives, characteristics of teaching, learner characteristics and teaching methods; Social aspects of sports- sports as a socializing agency, social values, sports leadership, sports as cultural heritage and social aspects of competition; Ancient & Modern Olympics games, Asian and Commonwealth games; Structure and functions of international and national bodies controlling various games and sports; Prominent honours and awards in games and sports. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 5. Exercise physiology its scope and importance in the field of physical education and sports; Cardio respiratory adaptations to long and short term physical activities. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 6. Muscle- its types, characteristics and functions, Microscopic structure of muscle fibre, Sliding filament theory of muscular contraction, Types of muscle fibres and sports performance, Muscular adaptations to exercise; Neuro-muscular junction and transmission of nerve impulse, kinesthetic Sense organs and neural control of motor skills. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 7. Bio-chemical aspects of exercise - Metabolism of food products, Aerobic and anaerobic systems during rest and exercise; Direct and indirect methods of measuring energy cost of exercise; Recovery process - Physiological aspects of fatigue, Restoration of energy stores, Recovery oxygen. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 8. Nutritional aspects of performance; Environmental influence on human physiology under exercise; Women in sports- trainability, Physiological gender differences and special problems of women athletes; Aging - Physiological consequences, life style management and healthful aging; Physiological responses of various therapeutic modalities and rehabilitation; Physiological aspects of various Ergogenic aids; Massage manipulations and their physiological responses. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 9. Kinesiology and biomechanics; Modern trends in biomechanics; Planes and Axes of human body; Joints and their movements. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 10. Muscle attachments - Origin, insertion, action and leverage of the principal muscles used in sports; Motion: its laws and their application in sports; Projectile and principles of projections. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 11. Linear and angular kinematics and kinetics; Friction, Spin, impact and elasticity; Air and water dynamics. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 12. Mechanical advantage and applications of Levers in sports; Posture and its deformities with their corrective exercises; Kinesiological, Muscular and mechanical analyses of fundamental movements; Mechanical analyses of major sports skills. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 13. Sports psychology- its importance in the field of physical education and sports; Motivation in sports- types, theories and dynamics. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 14. Psychological factors affecting sports performance- Emotions, Anxiety, aggression, stress, self confidence, concentration, mental practice and goal setting. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 15. Personality- Theories of personality, measurement of personality; Group dynamics, Group cohesion and leadership in sports; Cognitive process- memory and thinking. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 16. Principles of Motor skill learning; Transfer of training and its types with its implication in sports; Long and short term psychological preparation for performance/ competition; Psychological skill training for activation and relaxation; Spectators and sports performance. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 17. Development of teacher education for physical education in India; Comparative study of professional preparation in physical education of India with those of USA, Russia, Germany, Australia and UK; Professional and other courses of physical education in India. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 18. Role of Government agencies monitoring professional courses in physical education; Qualities, qualifications and responsibilities of physical education personnel at primary, secondary and higher education levels; Scope of physical education personnel in the promotion of health, fitness and wellness. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 19. Recent Government policies for promoting physical education and sports in India; Hierarchy of organizational set-up in physical education at schools, colleges and university level; Role of public & private sectors in the promotion of physical education and sports in the country. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 20. Curriculum development- Concepts and principles of curriculum planning; Subject matter for different levels of education - primary, secondary and higher education; Curriculum design and content- importance, selection and classification of subject matter with reference to age, sex and differently abled pupils; Integrated programme for boys and girls; Teaching aids - Time-table, Concepts, credit system for various subject coursestheory and practical; Impact of technology in physical education and sports; Curriculum evaluation: Concepts and purpose; procedure and appraisal. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 21. Health- its objectives and spectrum; Health education, its importance and principles; Role of genetics and environment in achieving health; Health-related physical fitness. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 22. Community health programme- Health appraisal & health instructions; International and national health promoting government & private agencies; School Health programme and personal hygiene. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 23. Communicable diseases: causes, symptoms, prevention through other means and Immunization; Psychosomatic disorders/ sedentary life style diseases: causes, symptoms and prevention; Obesity related health problems; Body weight control and its significance on health; Role of exercise, dieting and combination of exercise & dieting on weight control. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 24. First-aid- objectives and principles, First-aid for Shock, poisoning, burns, drowning, bleeding, electric shock and common sports injuries; Pollution- Air, water, sound and radiation, Effects of pollution on health, Preventive and safety measures from pollution; Nutrition- Balanced diet and its components, Nutritional Deficiencies, Understanding of malnutrition and nutritional supplements; Effects of smoking, alcohol, & drugs on health; prevention and rehabilitation. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 25. Sports training- its characteristics and principles; Training load, its features, principles and adaptation process; Means and methods of executing training load; Overload, its Causes, symptoms and remedial measures. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 26. Strength- its characteristics, types of strength, factors determining strength and strength development; Endurance- its characteristics, types of endurance, factors determining endurance and endurance development. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 27. Speed- its characteristics, types of Speed, factors determining Speed and speed development; Flexibility-its characteristics, types of flexibility, factors determining flexibility and flexibility development; Coordinative abilities- its characteristics, types of coordinative abilities, factors determining coordinative abilities and development of coordinative abilities. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 28. Technique and skill- its characteristics and importance, Different stages of technique development and technique training; Tactics and strategy; Planning- its importance and principles, Types of planning; Periodization- its importance, objectives and types of periodization, Concept of different periods - Preparatory, competition and transitional; Types of Competition: Talent identification- process and procedure. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 29. Research in physical education- its importance and classification; Ethical issues in research; Methods of research- Descriptive, historical and experimental; Experimental research designs. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 30. Identification and formulation of research problem; Types of research hypotheses and their formulation; Hypotheses testing; Tools of research- Questionnaires, opinionnaires, interviews and observation. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 31. Sources and steps of literature search- library, research data bases, internet- search engines, online journals, Note taking and critical reading; Sampling Techniques- Probability and non probability. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 32. Data, its types and collecting measures; Normal probability curve and grading scales; Statistical processes, their importance and uses in research, Application of parametric and non parametric statistical techniques in research; Computer applications- statistical packages for data analyses- SPSS, e-mail, search engines and Microsoft office; Preparation of research proposal, report, abstract, paper for publication and paper for presentation. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 33. Test, measurement and evaluation -their types and importance in physical education and sports; Principles and processes of evaluation in physical education; Criteria of selecting an appropriate test and administration of testing programme. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 34. Types of tests and construction of standard knowledge and skill tests; Tests for fitness- Physical fitness, motor fitness, motor ability and motor educability; Health related fitness tests. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 35. Tests for fitness components- strength, endurance, speed, flexibility and coordinative abilities; Sports skill tests- Badminton, Basketball, Football, Hockey, Tennis, and Volleyball. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 36. Anthropometric Measurements- land marks and measurement of various body segments, height, sitting-height, weight, diameters, circumferences, skinfolds, body mass index, ponderal index; Somatotype and Posture evaluating techniques; Testing of physiological phenomenons- Blood pressure, breathing frequency vital capacity, heart rate, pulse rate, body temperature and body composition; Tests for psychological variables- Anxiety, aggression, team cohesion, achievement motivation, mental-toughness, and self-efficacy. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 37. Management- its principles and theories; Scope of management in physical education and sports; Guiding principles for organizing physical education & sports programmes in institutions. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 38. Personnel management- objectives and principles; Self-appraisal, communication skills and time management; Essential skills of administration; Financial management- objectives, purposes, principles and scope; Planning and preparation of budget; Mechanics of purchase and auditing. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 39. Supervision - objectives, principles and importance of supervision, Techniques of supervision, Duties and responsibilities of a supervisor; Facility management- planning, procuring and maintenance of facilities- indoor and outdoor facilities; Planning and management of sports infrastructure; Management of records. (in context of UGC NTA NET Exam Subject Physical Education) Chpater 40. Role of sports manager- interpersonal, informational and decision making; Managerial skills – technical, human and conceptual; Qualities and qualification of sports manager; Event management- its principles, planning, check list, rehearsal, itinerary, execution, reporting and follow-up procedures of an event; Public relation- principles of public relations in physical education and sports; Mass Media- communication and publicity, qualifications of Public relation officer. (in context of UGC NTA NET Exam Subject Physical Education)