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A) Publications & Works by the Company's Founder Director, Prof.(Dr.) Vinod Kumar Gupta
(authored & co-authored)

1. 2020: Module ETHICS IN EVALUATION accepted for publication in the forthcoming edited volume as KUK TRAINING RESOURCE FOR UNIVERSITY TEACHERS


2. 2020: Module DEVELOPING REFLECTION accepted for publication in another KUK TRAINING RESOURCE MATERIAL FOR HIGHER EDUCATION TEACHERS

1. "Gender Influence on the Development of Science Teaching Confidence in Primary Pre-Service Teachers Because of Constructivist Science Education Course."
(Published in Journal of "All India Association for Educational Research", June & December 2019, Pages 63 - 81)

Abstract:
The present study examines the influence of gender variable on development of science teaching confidence in primary pre-service teachers as a result of constructivist science education course. Science teaching confidence of primary male and female pre-service teachers has been measured on the basis of personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE) components of science teaching confidence. Science Teaching Efficacy Beliefs Instrument-B (STEBI-B) modified by Bleicher (2004) was used to collect data on science teaching confidence in male and female primary pre-service teachers as a result of treatment of constructivist science education course in the pre-service teacher education programme. STOE of male primary pre-service teachers was found significantly higher (.01 level) as compared to that of females after the transaction of the science education course using constructivist approach. There was no statistically significant difference in PSTE initial and final values of male and female teachers. The present study indicate that science teaching outcome expectancy of primary preservice teachers is gender dependent and possibly factors like cultural background, biological development, specific teaching strategies etc. may be having their role. Further investigation is needed in this direction in different parts of the world.


2. "Problems and New Dimensions in the Indian Pre-Service/Initial Teacher Education Programmes." (April 16, 2019)
   (A Presentation in the National Seminar on Reforming Indian Teacher Education System at Sant Nischal Singh College of Education for Women, Yamuna Nagar)


3. "Constructivism: Pedagogy" (March 28, 2019)
   (A Presentation at Faculty Development Centre, Kurukshetra University, Kurukshetra)


4. "Constructivist Assessment Methods at Higher Education Level" (March 28, 2019)
   (A Presentation at Faculty Development Centre, Kurukshetra University, Kurukshetra)


5. "Pragmatic constructivism: Factors that Influence Knowledge Construction, learning, Instruction and Assessment" (March 22, 2019)
   (Presentation at MD University Rohtak, Haryana, India)


6. "Fijian Primary Pre-service Teachers: Science Teaching Outcome Expectancy" (Year 2017)
(Published in "Pacific Journal of Education", Fiji Institute of Applied Studies Vol. 1, Nov.1 (pages 19 -36). Vinod K. Gupta was Professor of Education at Fiji National University when he undertook this study.)

Abstract:
This paper investigates the relationship between the constructivist primary pre-service science education method course and the science teaching outcome expectancy (STOE) of Fijian primary pre-service teachers. The primary pre-service teachers (N=300) of the first year of the three years primary pre-service teacher program in a university in Fiji were selected as subjects of the study. The STOE was measured with the help of a tool known as 'Science Teaching Efficacy Beliefs Instrument- Form B (STEBI-B). The results show that there was no influence of the social constructivist science method course on the STOE component of science teaching beliefs of primary preservice teachers. This points to a need to improve the contents and social constructivist pedagogy of the science method course with a focus to improve the STOE.


7. "Sensitivity And Awareness Level of Higher Education Institutions Towards NAAC Sponsored Quality Academic Activities: An Evaluation Study" (July 2014)
(Published in "Gyan Aahuti Jr. Vol. 1 (1- 8) July 2014")

Abstract:
The qualitative research technique of content analysis (Hsieh & Shanon, 2005) was used io investigate the published list of NAAC sponsored academic activities for the period November 2012 to May 2013. The content analysis shows that the higher education institutions can be qualitatively divided in to three sensitivity and awareness levels (zero, satisfactory and good) depending upon the percent of NAAC sponsored academic activities for the period ranging from November 2012 to May 2013. Teacher education institutions got only 22% of total NAAC sponsored academic activities for the period ranging from November 2012 to April 2013. The findings indicate that special efforts are needed for teacher education institutions and higher education institutions located in states/ UTs like Arunachal Pradesh, Bihar, Dadra &Nagar Haveli, Daman & Diu. Goa, Himachal Pradesh, Jammu & Kashmir, Lakshadweep, Nagaland and Puducherry. The states like Andhra Pradesh, Assam, Karnataka, Kerala, Maharashtra, Odisha, Tamil Nadu and West Bengal are showing good sensitivity and awareness as compared to other states/UTs. From the perspective of teacher education institutions Punjab is taking the lead as the data reveals that Punjab has got the maximum (3) followed by Delhi, Haryana, Maharashtra, Sikkim, Tamil Nadu, Uttar Pradesh and West Bengal (2 each). Jharkhand, Kerala and Rajasthan got one. The implications of the research findings are that consistent efforts are required on the part of all concerned (not only NAAC) for promotion of quality assurance, sustenance and enhancement of quality education in Indian higher education institutions.


8. "Personal Science Teaching Efficacy of Primary Pre-service Teachers in Fiji: Impact of Constructivist Approach" (November 2013) -Cover Page only. Complete Paper will be uploaded soon.
   -by Vinod Kumar Gupta & Runaaz Ali Sharma
(Published in November 2013 in "Fijian Studies -A Journal of Contemporary Fiji")


9. "An Introduction to Cognitive Constructivism in Education" (November 2009)
   -by Rajesh Kumar & V.K.Gupta
   (Published in Indian Journal of Indian Education; Pages 39 - 45)

Abstract:
Many theories of learning have been proposed in the last century until recently, behavioural psychology has influenced education to such a starting degree that it had a virtual stronghold on how textbooks were defined and how teachers planned and implemented lessons. Constructivism reflects this philosophy: Cognitive Constructivism is based on the work of Swiss developmental psychologist -Jean Plaget. Plaget’s theory of cognitive development proposes that humans can not be ‘given’ information which they immediately understand and use. Instead, humans must ‘construct’ their own knowledge. They build their knowledge through experience. Experiences enable them to create schemes -mental models in their heads. These schemes are changed, enlarged and made more sophisticated through two complimentary processes: assimilation and accommodation.

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