TISSNET 2024 M.Ed Question Paper (Available) - Download Solution Pdf with Answer Key

Ethics is the branch of philosophy that deals with morals, norms, and values. It explores questions about what is right and wrong, just and unjust, and how individuals should act in different situations.
Metaphysics, on the other hand, deals with the nature of reality, existence, and the universe.
Epistemology focuses on knowledge, belief, and justification.
Aesthetics is concerned with the nature of beauty, art, and taste.
Thus, the correct answer is (3) Ethics.
Conclusion: Ethics plays a central role in guiding human behavior, offering principles for distinguishing right from wrong.
Quick Tip: Ethics is vital in shaping individual and collective decision-making processes, and it has practical applications in fields such as law, medicine, and business.

The correct matches are: (A) Shaikshik Gvan aur varchasva is associated with Krishna Kumar (II).
(B) Shiksha me badlav ke sawal is associated with Anil Sadgopal (III).
(C) Divaswapn is associated with Sadhna Saxena (I).
(D) Shiksha aur jan andolan is associated with Gijubhai Badheka (IV).
Thus, the correct answer is (2).
Conclusion: This match involves well-known educational thinkers and their influential works that shaped the Indian educational system.
Quick Tip: Understanding the key authors and their works is crucial for grasping the evolution of educational thought in India.

The correct combinations are:
(A) Discovery of India is by Jawaharlal Nehru.
(B) My Experiments with Truth is by Mahatma Gandhi.
(C) Annihilation of Caste is by B.R. Ambedkar.
(D) India Wins Freedom is by Maulana Abul Kalam Azad.
All four books are written by their respective authors and are crucial texts in the context of Indian history and independence. Thus, the correct answer is (3).
Conclusion: These books offer insights into India's struggle for independence and provide philosophical and social perspectives on the nation's development.
Quick Tip: These books form the cornerstone of understanding modern India's political, social, and ideological transformation.

The astik schools of Indian philosophy are those that accept the authority of the Vedas. Among the given options, Samkhya is the only astik school. It is one of the six orthodox systems of Indian philosophy, which affirms the existence of an eternal soul (purusha) and the importance of understanding the difference between the soul and material reality (prakriti). - Buddhism and Jainism are considered nastik (non-orthodox) schools because they do not accept the authority of the Vedas. - Charvak is also a nastik school, focusing on materialism and rejecting spiritualism.
Thus, the correct answer is (3) Samkhya.
Conclusion: The astik schools are central to understanding traditional Indian philosophical thought, especially regarding the nature of the self and the cosmos.
Quick Tip: Astik schools accept the Vedic scriptures, while nastik schools reject them, offering different paths to understanding existence.

Nai Talim, or the "New Education" system, is associated with Mahatma Gandhi. It emphasizes education through productive work, moral and physical development, and the integration of learning with practical activities.
Tagore and Krishnamurti also focused on education but in different contexts. Tagore's educational philosophy stressed creativity and holistic development.
Krishnamurti advocated for education free from authority and dogma.
Iqbal, primarily a poet and philosopher, did not propose an educational system like Gandhi's Nai Talim.
Thus, the correct answer is (1) Gandhi.
Conclusion: Nai Talim emphasizes the importance of self-reliance and character building through practical activities, making education more meaningful.
Quick Tip: Gandhi's concept of Nai Talim revolutionized the traditional view of education by combining learning with moral and manual work.

The historical chronological order is as follows:
(C) Macaulay Minutes (1835) - proposed the English language as a medium of instruction in India.
(D) Gokhale Bill (1893) - aimed to promote Indian participation in the administrative and educational system.
(A) Calcutta University Commission (1902) - was formed to improve the education system in India.
(B) University Education Commission (1948) - set up post-independence to lay the foundation for higher education reforms.
Thus, the correct answer is (4) (C), (D), (A), (B).
Conclusion: These commissions and bills reflect the evolving educational policy and reforms in colonial and post-colonial India.
Quick Tip: Understanding the chronology of educational reforms in India helps contextualize the development of India's modern educational framework.

The first Education Minister of independent India was Maulana Abul Kalam Azad. He played a significant role in shaping India's education policy and was instrumental in establishing institutions such as the Indian Institute of Technology (IITs). The other individuals mentioned in the options were prominent figures in India, but they were not the first Education Minister.
Thus, the correct answer is (4) Maulana Abul Kalam Azad.
Conclusion: Maulana Abul Kalam Azad's contributions to education remain significant and influential in India's history.
Quick Tip: Maulana Azad is often remembered for his vision of an education system that would uplift the nation through knowledge and skill development.

The correct matches are:
(A) Idealism is associated with A. N. Whitehead (I).
(B) Naturalism is associated with Dewey (II).
(C) Pragmatism is associated with Rousseau (III).
(D) Realism is associated with Plato (IV).
Thus, the correct answer is (2).
Conclusion: Each educational philosophy listed here represents a distinct approach to teaching and learning that has influenced various educational systems worldwide.
Quick Tip: Idealism, naturalism, pragmatism, and realism each provide a unique perspective on how knowledge should be taught and understood.

The University Grants Commission (UGC) was established in 1956. It was set up to oversee the coordination, determination, and maintenance of standards of university education in India. The UGC provides financial assistance to universities and colleges for research and academic development.
Thus, the correct answer is (2) 1956.
Conclusion: The establishment of UGC in 1956 was a major milestone in ensuring quality and standardization in higher education in India.
Quick Tip: The UGC's role is vital in shaping the future of higher education in India, focusing on improving educational quality and infrastructure.

The Panchkoshas (five sheaths) in Aurobindo's philosophy are:
Vijnanamay (Knowledge sheath),
Anandamay (Bliss sheath),
Sukhmay (Pleasure sheath),
Santoshmay (Contentment sheath).
The incorrect options are:
(A) Vijnanmay (Knowledge sheath) is part of the Panchkoshas.
(D) Santoshmay (Contentment sheath) is not a part of the Panchkoshas.
Thus, the correct answer is (1) (A) and (D) only.
Conclusion: Aurobindo's Panchkosha system offers an in-depth understanding of the layers of consciousness and their influence on human experience.
Quick Tip: The Panchkosha model provides a framework for understanding the progression of human consciousness from the physical to the spiritual.

Functionalism is associated with Bertanlanffy, emphasizing how social structures work together to maintain stability. Symbolic Interactionism, linked to Marx, focuses on social interactions and meanings people assign.
Conflict Theory, associated with Durkheim, highlights societal struggles over limited resources.
Open Systems Theory, linked to Weber, views organizations as systems interacting with their environments.
Conclusion: Understanding these theories helps in analyzing different perspectives on society and education.
Quick Tip: These theories form the foundation of modern sociology and education research.

Education indeed helps in vertical mobility, meaning it provides opportunities for social progression.
Caste, however, restricts social mobility rather than facilitating it.
Girls' education is an asset, not a liability.
NEP 2020 supports private institutions but emphasizes inclusivity.
Conclusion: Education is a crucial factor in achieving upward mobility and promoting societal progress.
Quick Tip: Social mobility in India is influenced by multiple factors, including education, policy, and socio-cultural norms.

The philosophy of education enables teachers to critically analyze teaching methods, curriculum design, and student engagement. It helps teachers reflect on their own teaching methodologies and improve their effectiveness. Understanding social and psychological factors in education allows teachers to create inclusive and effective learning environments.
Conclusion: A solid foundation in educational philosophy enhances teaching practices, leading to a more informed and adaptive educational system.
Quick Tip: Educational philosophy provides insight into teaching strategies and student learning behaviors.

Operation Blackboard was launched in 1987 to improve primary school infrastructure.
National Literacy Mission was introduced in 1988 to enhance literacy rates.
Sarva Shiksha Abhiyan (SSA) started in 2001 to achieve universal elementary education.
Right to Education (RTE) was enacted in 2009, making education a fundamental right.
Conclusion: Understanding the sequence of policies is essential for analyzing education development in India.
Quick Tip: Educational policies have evolved to enhance access, quality, and inclusivity in the Indian education system.

Specific Aims (B) are set at the beginning of the lesson to define learning objectives.
Content and Method (D) follow, outlining the teaching process and instructional strategies.
Recapitulation (C) is conducted at the end to summarize and reinforce key concepts.
Homework (A) is assigned last to encourage further practice and understanding.
Conclusion: An effective lesson plan follows a logical structure, ensuring a comprehensive learning experience.
Quick Tip: Lesson planning is crucial for achieving educational goals and ensuring systematic teaching.

The Project Method was developed by William Heard Kilpatrick, a student of John Dewey.
It is a progressive teaching method that emphasizes learning through active participation in real-life projects.
Rousseau and Locke contributed to educational philosophy but did not develop the Project Method.
Froebel is known for founding the kindergarten system and his contributions to early childhood education.
Conclusion: The Project Method encourages experiential learning, fostering creativity and problem-solving skills.
Quick Tip: Project-based learning helps students develop practical skills by engaging them in meaningful, real-world activities.

Corporal punishment persists due to outdated beliefs and lack of awareness about its negative impacts.
Research shows that physical punishment negatively affects students' mental health and learning capacity.
Alternative discipline strategies, such as positive reinforcement, are more effective in promoting good behavior.
The belief that punishment aids academic achievement or reveals individual differences is incorrect.
Conclusion: Corporal punishment should be replaced with more constructive disciplinary methods that support students' well-being.
Quick Tip: Positive behavior reinforcement fosters a healthy learning environment without the need for corporal punishment.

\textit{Raag Darbari is a satirical novel written by Shrilal Shukla, published in 1968.
It critiques the socio-political and educational system in rural India, highlighting corruption and inefficiency.
Suryakant Tripathi Nirala and Mahadevi Verma were prominent Hindi poets, while Rahi Masoom Raza was known for his works on Indian society.
\textit{Raag Darbari remains a significant work in Hindi literature, offering a deep reflection on the education system.
Conclusion: This novel remains a classic critique of the Indian education and bureaucratic system.
Quick Tip: Satirical literature like \textit{Raag Darbari} provides a unique perspective on societal issues and governance.

Charles Spearman proposed the Two-Factor Theory of Intelligence, distinguishing between:
The g factor (general intelligence) influencing overall cognitive abilities.
The s factor (specific intelligence) affecting individual tasks and skills.
This model suggests that intelligence comprises both a general component and domain-specific abilities.
The "Primary Mental Abilities" theory, proposed by Thurstone, differs from Spearman’s approach.
Conclusion: Spearman’s model emphasizes that intelligence is both general and task-specific.
Quick Tip: Understanding the g and s factors can help in educational assessment and designing personalized learning strategies.

Units represent a single item of information.
Relations indicate a connection between items or variables.
Classes group similar attributes together.
Transformations refer to modifications or changes in knowledge.
Conclusion: Understanding Guilford’s model provides insights into cognitive functions in learning and intelligence.
Quick Tip: The Structure of Intellect (SI) model classifies human intelligence into multiple cognitive abilities.

Group intelligence tests are designed to assess multiple individuals at once.
The Army General Classification Test, General Mental Ability Test, and Army Alpha Test are group verbal intelligence tests used primarily for large-scale assessments.
The Benet-Simon Test (Binet-Simon Intelligence Scale) was originally designed as an individual intelligence test to assess children's intellectual abilities. It was later revised as the Stanford-Binet Intelligence Scale.
Since it is an individual test rather than a group verbal intelligence test, the correct answer is (4) Benet-Simon Tests.
Conclusion: Group intelligence tests are often used for educational and military screening, while individual tests provide in-depth cognitive assessments.
Quick Tip: Group intelligence tests are cost-effective for large populations, whereas individual tests provide detailed assessments.

Gordon Allport classified personality traits into cardinal, central, and secondary traits.
Source traits and surface traits were identified by Raymond Cattell in his 16 Personality Factor model.
Super traits are associated with Hans Eysenck, who proposed three broad personality dimensions: extraversion, neuroticism, and psychoticism.
Since (B) Source traits, (C) Super traits, and (D) Surface traits do not belong to Allport’s theory, the correct answer is (4).
Conclusion: Allport’s theory emphasizes individual uniqueness, distinguishing it from later trait models like Cattell's and Eysenck’s.
Quick Tip: Allport's traits focus on uniqueness, while Cattell and Eysenck use factor analysis to classify personality.

The Structure of Intellect (SI) Model was developed by J.P. Guilford to categorize human intelligence into different cognitive abilities.
The model is based on three dimensions:
Operations (Processes used in thinking) – 6 types (Cognition, Memory, Evaluation, etc.)
Contents (Types of information) – 5 types (Visual, Auditory, Symbolic, etc.)
Products (Forms in which information is processed) – 6 types (Units, Classes, Relations, etc.)
Initially, the SI model included 120 factors (5 × 4 × 6). However, later modifications expanded it to 180 factors (6 × 5 × 6).
Thus, the correct answer is (2) 180.
Conclusion: The Structure of Intellect Model introduced a multidimensional approach to intelligence, emphasizing different cognitive abilities beyond traditional IQ tests.
Quick Tip: Guilford’s SI Model revolutionized intelligence studies by identifying diverse cognitive abilities across multiple domains.

Teaching is a structured process that includes instruction, training, and habit formation.
It can be direct (formal teaching) or indirect (learning through experience).
While indoctrination involves imposing beliefs, teaching allows critical thinking and inquiry.
All statements are correct, making (3) the right choice.
Conclusion: Teaching is a multidimensional process that shapes knowledge, skills, and attitudes.
Quick Tip: Good teaching encourages critical thinking and active engagement in learning.

Temperament is a combination of biological and psychological factors that influence personality.
(A) Temperament is partly physical and partly mental, as it has both genetic and environmental influences.
(B) Personality depends on temperament, as it forms the foundation of behavioral patterns.
(C) Climate can affect temperament due to seasonal mood variations (e.g., seasonal affective disorder), making this statement incorrect.
(D) Mood, when permanent, influences temperament, which shapes long-term personality traits.
Conclusion: Temperament plays a significant role in emotional regulation, personality, and behavioral tendencies.
Quick Tip: Temperament is biologically based but influenced by experiences and environment.

The microteaching cycle follows a structured process for improving teaching skills. The correct sequence is:
1. Plan (B): The teacher plans the lesson, setting objectives and selecting content.
2. Teach (D): The planned lesson is delivered in a controlled environment with a small group.
3. Feedback (C): The performance is analyzed, and constructive feedback is given.
4. Replan (A): The teacher revises the lesson based on the feedback for improvement.
Conclusion: Microteaching is an effective technique for refining teaching skills through practice and reflection.
Quick Tip: Microteaching helps in skill development by breaking down teaching into smaller, manageable components.

Teaching consists of three major phases: Pre-active Phase: Planning and preparation before the lesson.
Interactive Phase: The actual teaching and engagement with students.
Post-active Phase: Evaluation, feedback, and assessment after the lesson.
Active is not a defined phase in teaching methodology, making (2) the correct answer.
Conclusion: Teaching involves structured phases that ensure a comprehensive learning experience.
Quick Tip: Understanding the phases of teaching helps in effective lesson planning and execution.

The correct sequence of simulated teaching steps:
1. Selection of a small group of student teachers (D)
2. Selection and discussion of the skills (B)
3. Deciding the procedure of evaluation (C)
4. Conducting practice session (A)
Conclusion: Simulated teaching provides a safe environment for student teachers to practice before actual classroom instruction.
Quick Tip: Simulated teaching helps in skill refinement by providing a controlled learning experience.

The Skill of Reinforcement is used in microteaching to encourage student participation.
It involves using verbal and non-verbal cues (e.g., praise, gestures, rewards) to motivate students.
Other skills, like explaining and using examples, support teaching but are not specifically focused on participation.
Conclusion: Reinforcement is crucial for maintaining engagement and encouraging active learning.
Quick Tip: Effective reinforcement strategies create a positive learning environment and improve classroom interactions.

Maxims of teaching are guiding principles that enhance learning effectiveness.
"Definite to Indefinite" is NOT a recognized maxim, making (4) the correct answer.
Conclusion: Teaching maxims provide structured strategies for effective knowledge transfer.
Quick Tip: Applying maxims of teaching helps in delivering concepts in a meaningful and structured manner.

The common teaching styles include Directing, Delegating, and Discussing.
The Developing Style is NOT a recognized teaching style, making (1) the correct answer.
Conclusion: Teaching styles should be adapted based on learning objectives and student needs.
Quick Tip: Different teaching styles impact student engagement and knowledge retention.

Temperament (A) refers to general tendencies to feel or act in particular ways, which are part of an individual's character traits.
Defence Mechanism (B) refers to mental processes that protect an individual from anxiety and emotional conflict, such as repression or denial.
Trait (C) refers to a characteristic or pattern of behavior that influences an individual’s actions consistently over time.
Unconsciousness (D) refers to mental processes that are not easily accessible and are typically outside of conscious awareness.
Conclusion: This model helps in understanding human personality by describing how innate tendencies, mental processes, and unconscious states shape behavior.
Quick Tip: Understanding personality concepts like traits, temperament, and defense mechanisms can help in predicting and analyzing behavior.

Freud’s Psychoanalytical Theory (A) was proposed in the early 20th century, laying the foundation for personality psychology.
Maslow’s Hierarchy of Needs (D) followed, introduced in the 1940s-1950s, focusing on human motivation and self-actualization.
Allport’s Trait Theory (C) came later, emphasizing the role of traits in personality development.
Cattell’s Factor Theory (B) was developed in the 1940s-1950s, using factor analysis to identify fundamental personality traits.
Conclusion: Understanding the chronological order of personality theories helps trace the evolution of personality psychology.
Quick Tip: Theories of personality developed over time, with Freud’s work laying the foundation for later trait and humanistic theories.

Programmed Instruction (PI) is based on principles designed to enhance learning.
The Principle of Active Responding ensures learners are actively involved in the learning process.
The Principle of Immediate Confirmation provides immediate feedback to reinforce learning.
The Principle of Logical Sequencing ensures content is presented in a structured manner.
However, student testing is not a core principle of programmed instruction, making it the correct answer.
Conclusion: Programmed instruction is focused on delivering content in a way that encourages active learning, immediate feedback, and clear structure.
Quick Tip: Effective programmed instruction focuses on the sequence of learning and the pace at which learners respond.

Sublimation is a defense mechanism where negative or socially unacceptable emotions or impulses are transformed into positive or socially acceptable actions.
In this case, the man redirects his aggression (a negative impulse) into a constructive activity (gardening), which is a form of sublimation.
Regression refers to reverting to earlier developmental stages, Repression involves unconsciously blocking distressing thoughts, and Projection refers to attributing one’s own unacceptable feelings to others.
Conclusion: Sublimation is a healthy coping mechanism that can help individuals deal with negative emotions in constructive ways.
Quick Tip: Sublimation helps individuals channel their energy into productive and socially acceptable activities.

Imbeciles (A): IQ between 50-70.
Dull (B): IQ between 70-90.
Idiots (C): IQ between 25-50.
Morons (D): IQ below 25.
Conclusion: These categories are used to describe levels of intellectual disability based on IQ scores.
Quick Tip: IQ classifications are useful for diagnosing intellectual disabilities and planning appropriate interventions.

Children with special needs can be categorized into several types:
Physical: Children with physical disabilities (e.g., mobility issues, visual impairments).
Sensory: Children with impairments in senses (e.g., hearing or vision impairments).
Developmental: Children with developmental delays (e.g., autism, speech delays).
Cognitive: Children with intellectual disabilities or learning disorders.
Conclusion: Each category requires specialized support and interventions to address the specific challenges of the child.
Quick Tip: Special education programs must be tailored to the needs of children with different types of disabilities.

Scheduled tribe children face multiple challenges in education, including:
(A) Textbooks often fail to incorporate culturally relevant examples that resonate with their lived experiences.
(C) The formal education system does not always accommodate their socio-economic and cultural contexts, which creates a disconnect with the curriculum.
While weaknesses in English and reasoning may impact education, they are secondary to the cultural mismatch.
Conclusion: Education for scheduled tribe children must be contextualized to bridge cultural gaps and improve engagement.
Quick Tip: Curriculum adaptation to the local culture is key to improving educational outcomes for marginalized groups.

Locomotor Impairment (A) is related to physical disabilities involving bones, muscles, and joints.
Learning Disability (B) involves cognitive difficulties that affect learning, without impairing general intelligence.
Attention Deficit Disorder (C) is associated with cognitive difficulties and deficits in concentration.
Mental Retardation (D) refers to significant limitations in intellectual functioning, which may include specific learning difficulties like spelling.
Conclusion: Correctly identifying and understanding these disabilities helps in providing the right interventions and support.
Quick Tip: Accurate diagnosis of disabilities is crucial for tailored educational and psychological support.

(A) Biases in educational content often marginalize women's issues, leading to an incomplete education experience for women.
(C) Structural inadequacies in delivery systems, such as a lack of schools or trained teachers, also hinder women’s access to education.
(D) Conflicting familial factors, such as pressure to take care of home duties, prevent many women from pursuing education.
(B) Lack of motivation is not typically the primary cause; instead, structural and social barriers are the main issues.
Conclusion: Women’s education is affected by a combination of societal, familial, and institutional challenges.
Quick Tip: Addressing the barriers to women's education requires systemic changes at both societal and institutional levels.

Gender stereotypes often categorize boys and girls in ways that are not accurate or reflective of their actual abilities or interests.
(A) Boys being weak in Fine art is a stereotype, as art has no gender boundaries.
(B) Boys being courageous is also a stereotype, as courage is not gender-specific.
(C) Girls being weak in mathematics is another stereotype, as gender does not determine mathematical aptitude.
(D) The idea that girls are good in household chores is another stereotype, as household responsibilities should not be defined by gender.
Conclusion: All the options represent common gender stereotypes.
Quick Tip: Be mindful of gender stereotypes, as they can limit opportunities and perpetuate biases. Challenge these stereotypes to promote equality.

(A) Reducing the gender and social gap to less than 5% is one of the key objectives of the District Primary Education Programme (DPEP).
(B) Providing access to primary education for all children is a primary objective of the DPEP.
(C) Providing access to education at the middle stage is part of the broader goals of the programme.
(D) Reducing primary dropout is an important aim, but it is not directly addressed by the DPEP's objectives in this specific way.
Conclusion: The DPEP focuses on reducing gender and social disparities, ensuring access to education at the primary and middle stages.
Quick Tip: The District Primary Education Programme aims at inclusive and equitable education by addressing gaps in gender and social groups.

(A) Preparatory corresponds to ages 6-8, which is the early stage of education.
(B) Secondary education is for ages 11-14, covering the higher primary or middle stages.
(C) Foundational education is for ages 8-11, forming the core of basic education.
(D) Middle education corresponds to ages 14-18, typically covering high school levels.
Conclusion: The matching of the pedagogical structure with age groups is crucial for understanding educational stages and curriculum design.
Quick Tip: Understanding the educational stages is essential for curriculum design and age-appropriate pedagogy.

When children and youth with disabilities are denied education, they are deprived of fundamental opportunities that enable them to participate in society fully.
(A) Employment: Without education, these individuals are often unable to qualify for jobs, thus limiting their employment opportunities.
(B) Vocational training: The lack of access to education prevents individuals from acquiring vocational skills that are necessary for many types of work.
(C) Upward social mobility: Education is a key factor in improving social mobility. Denial of education restricts opportunities for social advancement.
(D) Income Generation: While income generation is affected by the lack of education, it is not a direct consequence of the denial of education, as the other factors (employment, vocational training, social mobility) contribute more directly to it.
Conclusion: Denial of education to children and youth with disabilities significantly limits their access to key aspects of societal participation, including employment, vocational training, and upward social mobility.
Quick Tip: Access to education is essential for individuals with disabilities to become self-sufficient and integrate into society.

The Universal Declaration of Human Rights stresses that education should be universally accessible to all children.
(3) Universal: The document advocates for primary education to be made universally available to every child, regardless of their location, social status, or background.
This ensures that every child has the right to free and compulsory primary education.
Conclusion: The Universal Declaration of Human Rights emphasizes the universality of primary education, highlighting the importance of providing education to all children.
Quick Tip: Universal access to primary education is fundamental in promoting equality and human rights globally.

The Operation Blackboard scheme is designed to improve the quality of primary education by enhancing infrastructure and resources in schools.
(B) Providing teaching-learning equipment is a key component, as it ensures that schools are equipped with the necessary materials to aid learning.
(C) Providing at least two classrooms is part of the scheme’s objective to ensure better space and learning environment.
(D) Providing an additional teacher is aimed at improving the student-teacher ratio in single-teacher schools, which enhances learning outcomes.
(A) While smart classrooms may be useful, they are not a primary focus of the Operation Blackboard scheme, which emphasizes basic infrastructural and staffing improvements.
Conclusion: The Operation Blackboard scheme focuses on improving the physical infrastructure and teaching resources of primary schools, especially in underserved areas.
Quick Tip: Improving educational infrastructure is key to providing quality education and fostering better learning environments for students.

Sarva Shiksha Abhiyan (SSA) focuses on providing free and compulsory elementary education to children in the age group of 6 to 14 years.
(1) 6 to 14 age group: This is the primary target age group under SSA, which aligns with the right to education for children.
SSA aims to ensure that every child in this age group has access to quality education and that no child is left behind.
Conclusion: SSA targets children in the 6 to 14 age group, ensuring free and compulsory education for all.
Quick Tip: The Sarva Shiksha Abhiyan is a crucial initiative for ensuring universal access to education for children aged 6-14.

The Right to Education Act (RTE) makes it mandatory for the government to provide free and compulsory elementary education to all children between the ages of 6 and 14.
(1) 6 to 14 years: This is the correct definition under the RTE Act, ensuring that children in this age group are provided with education without any financial barriers.
(2), (3), (4) are incorrect as they either include ages outside the scope of the RTE or go beyond the elementary education phase.
Conclusion: The Right to Education Act specifically guarantees free education for children aged 6 to 14 years, making it mandatory for the government to provide it.
Quick Tip: The Right to Education Act is a pivotal law that ensures every child in India receives free and compulsory education from ages 6 to 14.

Let's break down each match:
(A) School management committee: These committees are involved in (III) preparing school development plans. They play a crucial role in local-level educational planning and management.
(B) 86th Constitutional Amendment Act: This landmark amendment made (I) free and compulsory quality education up to the elementary level a fundamental right
(C) Operation Blackboard: This scheme focused on (IV) improving the human and physical resources available in primary schools, providing essential teaching and learning materials.
(D) 73rd Constitutional Amendment: This amendment led to the (II) decentralization of education, empowering local governing bodies like Panchayats to take charge of educational initiatives.
Therefore, the correct answer is (3) (A) - (III), (B) - (I), (C) - (IV), (D) - (II).
Conclusion: The correct pairings reflect important initiatives and constitutional provisions related to education in India.
Quick Tip: Understanding the linkages between educational initiatives, constitutional amendments, and their objectives is crucial for a comprehensive grasp of the education system.

The chronological order of these educational policies and commissions is as follows:
(A) Woods Dispatch (1854) was one of the earliest significant efforts to systematize education in India.
(C) Hunter Commission (1882) focused on reviewing the state of education and made recommendations for improvements.
(D) Sadler Commission (1917-1919) examined the state of education in India and emphasized the need for reforms in the educational system.
(B) The Wardha Scheme (1937) was introduced to promote basic education in India, focusing on rural education and the learning of productive work.
Conclusion: The correct chronological order is Woods Dispatch, Hunter Commission, Sadler Commission, and Wardha Scheme.
Quick Tip: Understanding the chronological order of major educational reforms is essential for recognizing the evolution of India's educational policies.

According to the World Education Report (1995), female enrolment in tertiary level Science and Technology (S\&T) was found to be less than male enrolment.
Despite significant progress in female education in various fields, Science and Technology at the tertiary level have remained more male-dominated due to several socio-cultural and economic factors.
Conclusion: Females are underrepresented in tertiary S\&T education compared to their male counterparts.
Quick Tip: Efforts to encourage female participation in Science and Technology fields are essential for achieving gender equality in education.

Micro planning refers to the planning of education at the regional level, where specific educational needs of a local population or region are addressed.
It involves identifying and targeting local resources, challenges, and solutions to improve educational outcomes at the grassroots level.
Conclusion: Micro planning plays a critical role in customizing educational strategies to meet local needs and challenges.
Quick Tip: Micro planning helps in formulating educational strategies that are more aligned with the specific needs of regional communities.

The principle of diversity emphasizes the acceptance of all forms of human variation, including disabilities.
It recognizes that disabilities are a natural part of human diversity and should not be seen as something outside of the normal range of human experience.
This principle advocates for inclusion and equality, ensuring that people with disabilities have the same opportunities and rights as others.
Conclusion: Disability is a part of human variation, and promoting this understanding is essential for fostering inclusive societies.
Quick Tip: Inclusion of people with disabilities should be an integral part of diversity initiatives, promoting equality in all aspects of society.

The chronological order of these commissions and initiatives is as follows:
(B) University Education Commission (1948-1949) laid the foundation for higher education reforms in India.
(A) Sarva Shiksha Abhiyan (2001) aimed to provide universal primary education for all children.
(D) Chattopadhyaya Commission (1985) recommended reforms in primary and secondary education.
(C) Rammurti Committee (1990) focused on higher education reforms, particularly for technical and vocational education.
Conclusion: The correct chronological order is the University Education Commission, Sarva Shiksha Abhiyan, Chattopadhyaya Commission, and Rammurti Committee.
Quick Tip: Chronological understanding of educational commissions helps in analyzing the evolution of India's educational policies.

This question tests knowledge of key works in psychology and their authors. Let's match them:
(A) Principles of Psychology is a foundational text in psychology written by (I) William James.
(B) Thought and Language is a significant work by (II) L.S. Vygotsky exploring the relationship between language and thought processes.
(C) The Structure of Human Abilities was authored by (III) P.E. Vernon, focusing on the hierarchical structure of human abilities.
(D) Science and Human Behavior is a prominent work by (IV) B.F. Skinner advocating for the application of behavioral principles to understanding human behavior.
Therefore, the correct answer is (1) (A)-(I), (B)-(II), (C)-(III), (D)-(IV).
Conclusion: Matching the correct authors with their influential works is fundamental to understanding the history and development of psychology.
Quick Tip: Remembering key publications and their authors is essential for any student of psychology. Consider creating flashcards or using other memorization techniques to help you learn these associations.

B.F. Skinner is considered one of the most prominent behavioral psychologists.
Skinner developed the theory of operant conditioning, which focuses on how behaviors are shaped by reinforcement and punishment.
John Dewey (1) is known for his work in progressive education and philosophy.
William James (3) was a philosopher and psychologist but is more famous for his work in functionalism.
Jean Piaget (4) is known for his theory of cognitive development, not behavioral psychology.
Conclusion: B.F. Skinner is recognized as the behavioral psychologist among the listed individuals due to his contributions to behaviorism and operant conditioning.
Quick Tip: Behavioral psychology focuses on understanding how external stimuli and reinforcement shape behaviors.

Pedagogy refers to the methods and practice of teaching and involves both scientific and artistic elements.
(A) Pedagogy is considered a science of teaching, as it is based on research and theory.
(B) Pedagogy is also viewed as an art because it requires creativity, intuition, and skill in application.
(C) Pedagogy being a craft emphasizes the practical aspect of teaching, but this term is less frequently used in contemporary educational theory.
(D) The most comprehensive view is that pedagogy is both an art and a science, combining theoretical knowledge with practical skills.
Conclusion: Pedagogy is best described as both a science and an art, incorporating theoretical and practical approaches to teaching.
Quick Tip: Effective teaching blends the scientific principles of pedagogy with the creative aspects of art.

Educational management encompasses a variety of functions that ensure the efficient and effective running of educational institutions.
(1) Planning, Organising, Controlling, and Directing are the core functions of management in any sector, including education. These processes help in setting goals, organizing resources, monitoring performance, and directing efforts toward achieving educational objectives.
(2) Teaching, Lesson Plans, and Field Trips are instructional activities, not management functions.
(3) Cooperative teaching is a teaching strategy rather than a management function.
(4) Autocratic management is a style of management, but it is not a function.
Conclusion: Educational management involves planning, organizing, controlling, and directing to effectively manage the educational process.
Quick Tip: Educational management functions ensure smooth operation, allowing educational institutions to achieve their goals and improve performance.

(4) Naturalistic observation involves observing subjects in their natural environment without intervention. In this case, Ms. Radhika is observing her students' behavior in a classroom setting, which fits the definition of naturalistic observation.
(1) Case study refers to an in-depth examination of a particular individual or group, not related to observational data collection like this.
(2) Survey involves collecting data through questionnaires or interviews, which is not the method Ms. Radhika is using.
(3) Laboratory experiments are controlled experiments that are usually conducted in a lab setting, which doesn't apply here.
Conclusion: Ms. Radhika is using naturalistic observation to gather data about her students' off-task behavior.
Quick Tip: Naturalistic observation is useful for studying behavior in real-world settings, providing insights into how people act without artificial influence.

The question requires matching developmental processes with their correct descriptions:
(A) Biological Processes: These processes indeed involve (I) changes in the child's body and underlie brain development. This includes physical growth, maturation, and neurological changes.
(B) Cognitive Processes: These processes are associated with (II) changes in the child's thinking, intelligence, and language. This encompasses how children think, learn, solve problems, and develop language skills.
(C) Socioemotional Processes: These processes focus on (III) changes in the child's relationships with other people. This includes emotional development, social interactions, and understanding relationships.
(D) Learning Processes: These processes involve (IV) changes in the child's adaptation, behaviour and personality. This covers how children learn from experiences, adapt to their environment, and develop their unique personalities.
Therefore, the correct matching is A-I, B-II, C-III, and D-IV, which corresponds to option 3.
Conclusion: Understanding these developmental processes is crucial for comprehending child development comprehensively.
Quick Tip: Remember the core components of each process: Biological for physical changes, Cognitive for mental changes, Socioemotional for social and emotional changes, and Learning for behavioral changes.

Piaget believed in the discontinuity of cognitive development, where children progress through distinct stages.
Skinner, on the other hand, emphasized the continuity of learning, where development is seen as a gradual accumulation of learned behaviors.
This disagreement highlights the issue of continuity versus discontinuity in developmental psychology. Piaget’s view is based on the idea of distinct stages, while Skinner's view reflects a more gradual, continuous process.
Conclusion: The disagreement between Piaget and Skinner is primarily about whether cognitive development is a continuous or discontinuous process.
Quick Tip: Continuity and discontinuity refer to whether development is a gradual process or occurs in distinct stages.

The correct order of Piaget’s stages of cognitive development is:
(A) Sensorimotor Stage: This is the first stage (0-2 years), where infants learn through sensory experiences and manipulating objects.
(B) Preoperational Stage: This is the second stage (2-7 years), where children begin to use language and develop symbolic thinking but lack logical operations.
(C) Concrete Operational Stage: The third stage (7-11 years), where children develop logical thinking but only about concrete events.
(D) Formal Operational Stage: The final stage (12 years and up), where individuals develop abstract thinking and hypothetical reasoning.
Conclusion: The correct order of Piaget’s cognitive development stages is Sensorimotor, Preoperational, Concrete Operational, and Formal Operational.
Quick Tip: Piaget’s stages of cognitive development describe how children's thinking evolves as they age and experience more complex cognitive tasks.

This question tests your knowledge of key figures and concepts in psychology:
(A) Stages of Development: This refers to the work of (II) Jean Piaget, who proposed a theory of cognitive development with distinct stages (sensorimotor, preoperational, concrete operational, and formal operational).
(B) Programmed Learning: This concept is associated with (III) B.F. Skinner, who advocated for breaking down learning into small, manageable steps with immediate feedback, often used in teaching machines.
(C) Classical Conditioning: This type of learning, where associations are made between stimuli, was discovered by (IV) Ivan Pavlov in his famous experiments with dogs.
(D) Zone of Proximal Development: This is a key concept in the sociocultural theory of (I) Lev Vygotsky, referring to the gap between what a learner can do independently and what they can achieve with guidance.
Therefore, the correct answer is 4. (A) - (II), (B) - (III), (C) - (IV), (D) - (I).
Conclusion: Understanding the contributions of these key figures is essential for a solid foundation in psychology.
Quick Tip: Focus on the core ideas of each theorist. Piaget focused on cognitive stages, Skinner on behavioral learning, Pavlov on associative learning, and Vygotsky on social and cultural influences on learning.

According to Piaget, abstract, idealistic, and logical thinking begins in the Formal Operational Stage (12 years and up).
At this stage, adolescents develop the ability to think logically about abstract concepts and hypothetical situations. They also start to think about moral, philosophical, and future-oriented topics.
Conclusion: The Formal Operational Stage is when thinking becomes more abstract and logical, as Piaget emphasized.
Quick Tip: The Formal Operational Stage marks the ability to engage in more complex, abstract, and hypothetical thinking.

Scaffolding is a key concept in Vygotsky's socio-cultural theory of cognitive development.
It refers to the support provided by a teacher or peer to help a learner accomplish a task they cannot do independently.
While Piaget, Bruner, and Kohler contributed significantly to understanding child development, scaffolding is most closely associated with Vygotsky.
Conclusion: Scaffolding is an essential concept in Vygotsky’s theory, which emphasizes social interaction in cognitive development.
Quick Tip: Scaffolding helps learners perform tasks by providing appropriate support, gradually reducing it as they gain competence.

Naresh’s behavior, such as being sensitive to criticism and eliciting teasing from peers, is characteristic of children with a rejected peer status.
Rejected children are often socially isolated and have difficulty forming positive peer relationships due to their behaviors or emotional responses.
Naresh's reactions to teasing and his tendency to tease others make him more likely to be rejected by his peers.
Conclusion: Naresh is most likely to be classified as a rejected peer, as he exhibits behaviors that lead to social exclusion.
Quick Tip: Peer status can significantly impact a child's social development. Rejected children often face emotional and social challenges.

(A) Guidance as a continuous process: Guidance is an ongoing support system that helps individuals make informed decisions.
(B) Guidance is need-based: It should be tailored to the specific needs of the individual.
(C) Guidance is gender-inclusive: Guidance should be offered without bias to any gender.
(D) Guidance is a service: It is a form of support aimed at helping individuals achieve their personal, academic, and career goals.
Conclusion: All four rules contribute to providing effective guidance that is continuous, needs-based, inclusive, and service-oriented.
Quick Tip: Effective guidance helps individuals make informed decisions and develop in a supportive, inclusive environment.

The correct order of steps in clinical counseling is as follows:
(A) Analysis: This is the first step where the counselor identifies and understands the issue.
(B) Synthesis: Here, the counselor combines the findings from the analysis to form a coherent understanding of the issue.
(C) Diagnosis: The next step involves diagnosing the issue based on the synthesis of the data. (D) Prognosis: After diagnosis, the counselor makes predictions about the likely outcomes based on the diagnosis.
(E) Treatment: This step involves implementing strategies to address the diagnosed issue.
(F) Follow-up: Finally, the counselor follows up to monitor progress and ensure the effectiveness of the treatment.
Conclusion: The steps in clinical counseling follow a logical sequence of analysis, synthesis, diagnosis, prognosis, treatment, and follow-up.
Quick Tip: In clinical counseling, a systematic approach ensures that the problem is understood and addressed effectively.

Williamson’s five categories of counseling follow a specific sequence designed to help individuals adapt and succeed:
(A) Forcing conformity: The first step involves encouraging individuals to conform to societal norms and expectations.
(B) Changing the Environment: Next, environmental changes are introduced to provide a more supportive or productive setting.
(C) Environment Selection: This involves helping individuals select environments that align with their goals and values.
(D) Learning needed skills: Once the environment is set, individuals are taught the necessary skills to navigate challenges effectively.
(E) Changing Attitudes: Finally, a shift in attitude is encouraged to ensure a positive outlook and engagement with the new environment and skills.
Conclusion: The sequence follows a progression from external conformity and environmental changes to personal development and attitude adjustment.
Quick Tip: Understanding Williamson’s categories helps to guide individuals through a holistic process of self-improvement and adaptation.

Vocational guidance aims to help individuals make informed decisions about their careers and personal goals.
(1) Self-realization is a key part of vocational guidance, helping individuals understand their own potential and career aspirations.
(2) Human relationship is also important, as effective communication and relationships play a significant role in vocational success.
(3) Economic efficiency is another essential aspect, as vocational guidance often involves helping individuals choose careers that align with economic opportunities.
(4) Power establishment is not part of vocational guidance, as it focuses on personal development and career decision-making, not the pursuit of power.
Conclusion: Power establishment is not relevant to the goals of vocational guidance, which focuses on self-realization, human relationships, and economic efficiency.
Quick Tip: Vocational guidance helps individuals explore career options, develop skills, and make informed decisions for personal and professional growth.

Vygotsky is known for his Social Development Theory, which emphasizes the fundamental role of social interaction in the development of cognition.
According to Vygotsky, children learn through social interactions, and these interactions shape their cognitive abilities.
Kohler (1) is known for his work on insight learning, Piaget (2) for his stages of cognitive development, and Skinner (4) for operant conditioning, none of which focus specifically on social development.
Conclusion: Social Development Theory is attributed to Vygotsky, who focused on the social aspects of cognitive development.
Quick Tip: Vygotsky’s Social Development Theory emphasizes the role of culture and social interaction in learning and cognitive development.

The 74th Constitutional Amendment of 1992 focuses on decentralization, providing greater powers and responsibilities to urban local bodies in India.
This amendment is part of the broader movement towards decentralizing governance, including aspects of education, to allow local authorities to manage and implement education policies.
The amendment does not directly address universalization, centralization, or spiritualization of education.
Conclusion: The 74th Constitutional Amendment is related to the decentralization of education, empowering local bodies to take more active roles in education management.
Quick Tip: Decentralization in education allows local communities to better address their specific educational needs and improve service delivery.

The Law of Recency states that information learned most recently is best retained by an individual.
This law is based on the idea that recently learned material is still fresh in the memory and thus easier to recall.
The other laws, such as the Law of Primacy (2), suggest that information learned first is retained well, but the Law of Recency specifically addresses the retention of recent learning.
Conclusion: The Law of Recency explains the retention of recently learned material.
Quick Tip: The Law of Recency is crucial in educational settings, highlighting the importance of reviewing recent material for better retention.

The statement "Practice makes perfect" reflects the idea of learning through trial and error, where repeated practice allows a learner to refine skills and improve over time.
Learning by Trial and Error involves trying different approaches until the correct one is found.
The other options focus on different learning methods, such as insight (1), conditioning (3), and imitation (4), but trial and error specifically involves the idea of practice leading to perfection.
Conclusion: The statement is best related to Learning by Trial and Error, which emphasizes practice and repetition.
Quick Tip: Learning through trial and error emphasizes the importance of repeated practice to achieve mastery in a skill.

The Academic Bank of Credit (ABC) was introduced as part of the National Education Policy (NEP) 2020 to facilitate credit transfer and recognition across educational institutions.
The system aims to provide students with flexibility and mobility in their academic journey, allowing them to accumulate credits from different institutions and degrees.
The other options, such as the Kothari Commission (1) and Hunter Commission (4), were important in shaping India’s educational policies but did not introduce the ABC system.
Conclusion: The Academic Bank of Credit was introduced under the National Education Policy 2020 to enhance flexibility and mobility in education.
Quick Tip: The Academic Bank of Credit allows students to accumulate credits from various institutions, promoting flexibility in their educational path.