We are providing the e-book of A-Philosophical and Sociological Perspective of Education B-Psychological Perspective of Education C-Technological Perspective of Education of LU B.Ed. 1st semester Book in English as per Lucknow University Syllabus .This book covered all syllabus.

Presently he is working as a Principal at E.G.S.Pillay College of education Nagappattinam District. He has obtained B.Sc., degree in Geography and M.Sc., degree in Geography at Govt. College Kumbakonam. He completed his B.Ed., from institute of advanced study in education at saidapet, Madras and M.Ed., degree in educational technology in Bharathidasan University at Tiruchirappalli. He completed his M.Phil. Degree in Geography on Tamil university at Thanjavur. He completed Dip.VG. In Bharathidasan University at Tiruchirappalli. He completed Doctorate in education in ManonmaniamSundaranar University at Tirunalveli. He has 13 years of teaching experiences in various college of education. He has published research articles and presented research paper in national and international and had guided M.Ed., students in their research .He is the author of books in 1.Teaching of history,2.Content and teaching of history, 3. Special education, 4. Innovation teaching history 5.Values and peace education, 6. Teaching of childhood education .7. Teaching of geography. 8. Pedagogy of history, 9. Childhood and growing up, 10. Environmental education, 11. Learning and teaching.12. personality theories and assessment.

"This book identifies learners' online behavior based on the theories in human psychology, defines online education phenomena as explained by the social and cognitive learning theories and principles, and interprets the complexity of cyber learning"--Provided by publisher.

This monograph integrates theoretical perspectives on affect and learning with recent research in affective computing with an emphasis on building new learning technologies. The "new perspectives" come from the intersection of several research themes: -Basic research on emotion, cognition, and motivation applied to learning environments -Pedagogical and motivational strategies that are sensitive to affective and cognitive processes -Multimodal Human Computer Interfaces, with a focus on affect recognition and synthesis -Recent advances in affect-sensitive Intelligent Tutoring Systems -Novel methodologies to investigate affect and learning -Neuroscience research on emotions and learning

Psychology is of interest to academics from many fields, as well as to the thousands of academic and clinical psychologists and general public who can't help but be interested in learning more about why humans think and behave as they do. This award-winning twelve-volume reference covers every aspect of the ever-fascinating discipline of psychology and represents the most current knowledge in the field. This ten-year revision now covers discoveries based in neuroscience, clinical psychology's new interest in evidence-based practice and mindfulness, and new findings in social, developmental, and forensic psychology.

Educational psychology applies psychological theories, ideas and methods to education and to understandings of teaching and learning, both in the classroom and beyond. As last few months have shown, psychology can have a huge impact both on and in education. This practical guide applies evidence-based practice to real-life scenarios over a broad range of topics in the psychology of education, from its historical roots to digital learning, and from cognitive development to diversity and cultural differences. Essential reading for students of education, psychology, and educational psychology, as well as teacher trainees and practising educators working with learners of any age, this textbook offers a variety of perspectives and advice on contemporary issues in educational psychology. Janet Lord is Faculty Head of Education at Manchester Metropolitan University.

Although educational theories are presented in a variety of textbooks and in some discipline specific handbooks and encyclopedias, no publication exists which serves as a comprehensive, consolidated collection of the most influential and most frequently quoted and consulted theories. There is a need to put such theories into a single, easily accessible volume. A unique feature of the Handbook is the way in which it conveys the theories. The organization of the chapters within each section makes the volume an easy·to-use and tu1derstandable reference tool as researchers and practitioners seek theories to guide their research and practice and as they develop theoretical frameworks. In addition to the traditional theories presented, the Handbook includes emerging theories for the 21st Century as well as presenting practical examples of the use of these theories in research from dissertations and published articles. An appendix which indicates which theories have instruments associated with them and where those instruments can be found is also included. The Handbook consists of 12 sections. Section I provides the jntroduction with a focus on what constitutes good theory as well as how theory guides research and practice. The remaining sections address Philosophical Educational Constructs, Leaming Theory, Instructional Theory, Curriculum theory, Literacy and Language Acquisition Theory, Counseling Theory, Moral Development Theory, Classroom Management Theory, Assessment Theory, Organizational Theory, and Leadership/Management Theory. Each section consists of an overview written by the section editor of the general theoretical concepts to be addressed by the chapter authors. Each chapter within the section will include (a) a description of the theory with goals, assumptions, and aspects particular to the theory, (b) the original development of and interactions of the theory, (c) validation of the theory, (d) generalizability of the theory across cultures, ethnicities, and genders, (e) the use and application of the theory, (f) critiques of the theory, (g) any instruments associated with the theory, and (h) two to five particular studies exemplifying particular theories as individuals have used them in theoretical framework of dissertations or published articles and be written by the original theorist or prominent contributors to the theory. The Handbook is intended for graduate students enrolled in research courses or completing theses and dissertations. Additionally, professors of all educational disciplines in the social scierices would be an interested audience. There is also potential use of the text as administrators, counselors, and teachers in schools use theory to guide practice. As more inquiry is being promoted among school leaders, this book has more meaning for practitioners.

The revised fifth edition of The Early Years Foundation Stage has been fully updated to cover revised EYFS, revised Development Matters and policy shifts in the sector. New to the book: · Brand new chapters on the Rights of the Child, Children’s Development & Learning Theories and Planning. · New content on diversity and inclusion throughout all chapters. · New and updated case studies throughout the book, including international cases. · Additions to chapters on children’s mental health, climate crisis and working with children post-pandemic. This market-leading textbook is an essential guide for students, helping them to develop an understanding of the EYFS curriculum, and encouraging a critical view of the theory and policy behind it to strengthen their practice.

"Organized according to the ADDIE model, contributors describe innovative strategies for incorporating social media into education as well as issues to be taken into consideration during analysis, design, development, implementation, and evaluation."--Provided by publisher.

In recent years, the traditional way of teaching has been substituted by online teaching. Teachers have had to think about efficient and effective teaching methods and activities in online delivery that can keep students interested and engaged. It is important to examine teacher cognition and its relevance to classroom management and teaching practice as the role of technology in teaching and learning cannot be overestimated. The Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education examines the cognitions of teachers and students, their attitudes and perceptions regarding online teaching, and their personal experiences and challenges regarding the use of online platforms and digital tools. This book discusses the implementation of digital technologies in primary, secondary, and tertiary education that facilitates the learning and teaching process and creates a student-centered environment. Covering topics such as digital literacy, student engagement, and pedagogy, this reference work is an essential resource for practitioners, scholars, administrators, policymakers, researchers, academicians, instructors, and students.