Bøger af Ismail Thamarasseri

E-Resources are materials in digital format accessible electronically. This book is a outcome of a Master Level research conducted by Ms. Qurat- Ul- Ain and Dr. Ismail Thamarasseri at the Central University of Kashmir, India. This objectives of the study are: (1) To study the attitude of male and female students towards use of E-Resources in Central University of Kashmir. (2) To study the attitude of rural and urban students towards use of E-Resources in Central University of Kashmir. This research found that there is no significant difference between male and female students on attitude towards e-resources. This research found that there is a significant variation among rural and urban students of Central University of Kashmir on their attitude towards e-resources.

Over the course of 7 decades after Independence, the education system of India has evolved gradually yet phenomenally. From a literacy rate of 18% in 1951, we have moved up to 73% as of 2011. Currently, the education system in India is the strongest and largest in the world hosting more than 315 million students. In the early days of independence India's educationist felt that it was not possible to find the right path without altering the structure of education. In the world of ours, founded upon science and technology, it is education alone which determine the level of prosperity, well-being and security of individuals. The success we achieve the task of national reconstruction depends directly upon the qualities of our students emerging from our colleges and universities. Today, education has undergone multifaceted growth and progress. In consequence also literacy has increased. The history of education in India took significant turn after independence. Education was given an important priority by the government of India. The stress was on Indianisation of education and making it more purposeful and dynamic. India achieved this through various educational commissions, programmes and policies. An overview of the commission reports, programmes and policies are attempted in this book. List of Contents- University Education Commission/ Radhakrishnan Commission (1948-49)- Secondary Education Commission/ Mudaliar Commission 1952-53- Indian Education Commission/Kothari Commission (1964-66) - National Policy of Education (1986)- Ram Murti Review Committee (1990)- Janardan Reddy Committee 1992- Programme of Action (POA) 1992- 'Learning Without Burden' - Report of the National Advisory Committee appointed by MHRD - Yashpal Committee (1992-93)- National Curricular Framework (NCF) 2005- National Knowledge Commission (NKC)- The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE) 2009

Philosophy of Education is a systematic reflection upon the variety of activities and practices by which we seek to impart knowledge and information and develop human capacities. This book is designed to emphasize how philosophical ideas about education developed over a considerable period and address how historical influences, settings, and ideas have influenced and continue to have relevance for education and life today. In this book, emphasis was placed on helping students to develop ideas about education and provide tools to use in thinking about issues on education. The study of philosophical theories will assist in understanding the source of many popular opinions and perceptions regarding education. This book is also founded on the view that philosophy is not only an academic discipline but also a way of life. For young and adult readers, this simplified book of Philosophy of Education shall help well. This book provides a background to the nature of philosophy and its purpose in the process of education. It brings into focus various insights that have characterized developments in educational theory and practice through the ages. This book has been mainly designed to serve the requirements of the students of BEd, MEd, BA Education, MA Education and PhD Education programmes

Cognitive style is a term used in cognitive psychology to describe the way individuals think, perceive and remember information or their preferred approach to using such information to solve problems. A proper study habit enables an individual to reap a good harvest in future. Academic Achievement is an important factor for vocational and general success. The overall objective of this book is to find out the study habits and cognitive styles of the students and the difference among them in study habits and cognitive styles due to variation in Locality, Gender and Type of Family; also aiming to know the influence of these factors on academic achievement of students. This is a correlation study and it correlates academic achievement with cognitive styles and study habits. In the present book, the author has used the descriptive research method. The present book revealed that significant differences were observed in the Study Habits of Male students in relation to their counterparts. Moreover, this book reported that Urban students have better cognitive styles than Rural students.