UPHESC Assistant Professor B.Ed PYQs

Concept: Fred E. Fiedler (1967) gave the contingency model: leader effectiveness depends on matching leadership style to the situation.

1. Style measured by the LPC (least preferred co-worker) scale.
2. Situation: leader–member relations, task structure, position power.
3. Lumsdaine – programmed learning; Bruner – discovery learning; Glaser – teaching model.

Short trick: Fiedler – “it depends” (contingency) – LPC.

Concept: Robert Blake and Jane Mouton (1964) gave the Managerial Grid – concern for people vs concern for production (9 × 9).

1. Styles: 1,1 impoverished; 9,1 task; 1,9 country club; 5,5 middle-road; 9,9 team (best).
2. Weber – bureaucracy; Taylor – scientific management; Fayol – 14 principles.

Short trick: Grid → Blake & Mouton → 9,9 team leader.

Concept: Peter F. Drucker introduced Management by Objectives (MBO) in “The Practice of Management” (1954).

1. Superiors and subordinates jointly set objectives and evaluate performance against them.
2. Robert Mager is known for writing behavioural (instructional) objectives.

Short trick: Drucker – MBO (1954); Mager – instructional objectives.

Concept: Socialization is learning the norms and values of society through interaction; the social environment (family, peers, school, community) determines it.

1. Language and physical growth help, but they are themselves shaped by environment.
2. Excitement is a passing emotional state, not a determinant.

Short trick: Socialization = child + social environment.

Concept: Emile Durkheim first treated education as a social fact and called for its sociological study (“Education and Sociology”, 1922).

1. He defined education as the methodical socialization of the young generation.
2. Comte founded sociology but did not develop sociology of education.

Short trick: Durkheim = father of sociology of education.

Concept: Sociologists list cultural, biological (demographic), psychological, technological, economic and geographical factors of social change.

1. Biological – population size, birth/death rate, heredity.
2. Psychological – attitudes, needs, desire for novelty.
3. “Spiritual factors” is not listed among the standard causes.

Short trick: Social change factors: C-B-P-T-E-G – no “spiritual”.

Concept: Modernization – rational, scientific outlook, technology, urbanization, education – is itself a process of social change.

1. Caste, religion and tribal identity mainly preserve tradition and stability.

Short trick: Change ↔ Modernization; tradition ↔ caste/religion.

Concept: Acculturation is the taking over of traits of another culture through continuous contact.

1. Socialization – learning one’s own culture.
2. Sanskritization (M. N. Srinivas) – lower castes adopting upper-caste customs.
3. Westernization – a specific case: adopting Western ways.

Short trick: Accultur-ation = adopting another culture.

Concept: W. F. Ogburn explained social change through technology and gave the theory of “cultural lag”.

1. Material culture (technology) changes faster; non-material culture lags behind and adapts.
2. Weber linked religion (Protestant ethic) with change; Ottaway wrote on education and society.

Short trick: Ogburn – technology + cultural lag.

Concept: UNESCO (1945, Paris) builds peace through education, science and culture – “since wars begin in the minds of men…”.

1. UNDP – development; ILO – labour standards; UNICEF – children.
2. Education for international understanding is a UNESCO mission.

Short trick: Peace in the minds of men → UNESCO.

Concept: Edgar Dale’s Cone (1946) classifies audio-visual aids/media – the hardware approach of educational technology – from concrete to abstract.

1. Base: direct purposeful experience; then contrived experience, dramatization, demonstration, field trips, exhibits, TV, films, recordings, visual symbols, verbal symbols (top).
2. It guides teachers in choosing A-V materials and equipment, not literature or reinforcement.

Short trick: Dale’s cone = A-V aids (hardware), concrete → abstract.

Concept: In Bloom’s taxonomy (1956), Comprehension/Understanding has three sub-levels: translation, interpretation, extrapolation.

1. Analysis is a separate, higher level (4th): analysis of elements, relationships, organizational principles.
2. Order: Knowledge → Comprehension → Application → Analysis → Synthesis → Evaluation.

Short trick: Understanding = T-I-E; Analysis is a level of its own.

Concept: Synectics (W. J. J. Gordon) uses metaphors and analogies to develop creativity, not to teach concepts.

1. Concept attainment (Bruner) – concepts via positive/negative examples.
2. Advance organizer (Ausubel) – meaningful reception of concepts.
3. Inductive thinking (Hilda Taba) – concept formation from data.

Short trick: Synectics = creativity (metaphor); the other three = concepts.

Concept: Edgar Dale defined communication as “the sharing of ideas and feelings in a mood of mutuality”.

1. The key word is mutuality – two-way sharing between sender and receiver.
2. Dale also gave the Cone of Experience.

Short trick: Dale – Cone + “mood of mutuality”.

Concept: Delhi University started India’s first School of Correspondence Courses and Continuing Education in 1962.

1. It followed the recommendation of a committee under D. S. Kothari (1961).
2. First open university: Dr. B. R. Ambedkar Open University, Hyderabad (1982); IGNOU 1985.

Short trick: Correspondence 1962 (DU) → Open Univ 1982 → IGNOU 1985.

Concept: Microteaching (D. W. Allen, Stanford 1963) is a scaled-down teaching situation for practising one teaching skill at a time (5–10 pupils, 5–10 minutes, teach–feedback–reteach cycle).

1. Questioning (probing/fluency), stimulus variation and reinforcement are all standard microteaching skills (Passi’s list).
2. So options (A), (B) and (C) are all correct; only (D), writing programmed-learning frames, is not a classroom microteaching skill.
3. As printed, three options are correct and there is no “all of these” option, so no single answer can be marked.

Short trick: Microteaching skills: introduction, questioning, explanation, illustration, stimulus variation, reinforcement, blackboard, closure.

Concept: Sidney L. Pressey (Ohio State) designed the first teaching machine in 1924–26 – a device that tested and immediately scored multiple-choice answers.

1. B. F. Skinner (1954) later built teaching machines for linear programmed instruction.
2. So the originator of the teaching machine is Pressey; Skinner is the father of programmed learning.

Short trick: Pressey – first machine (1926); Skinner – programmed learning (1954).

Concept: Lawrence Kohlberg gave 3 levels × 2 stages = 6 stages of moral reasoning.

1. Pre-conventional: obedience–punishment; self-interest.
2. Conventional: good boy–nice girl; law and order.
3. Post-conventional: social contract; universal ethical principles.
4. Piaget gave two stages of morality (heteronomous, autonomous).

Short trick: Kohlberg 3 × 2 = 6 (Heinz dilemma).

Concept: Sociometry (J. L. Moreno) measures social relations in a group through choices; results are drawn as a sociogram.

1. Stars – chosen by many; isolates – chosen by none; also mutual pairs and cliques.
2. Interest, intelligence and objective tests measure individual traits, not group relations.

Short trick: Stars & isolates → sociogram → Moreno.

Concept: Programmed instruction is an individualised, self-instructional method.

1. Its principles: small steps, active response, immediate feedback (self-checking), self-pacing, specified objectives, evaluation.
2. Learning with/through peers is not part of it – the learner works alone with the programme.

Short trick: Programmed learning = individual learner + programme; no peers.