Ph.D. Admission 2024-2025 (Phase-II)

Interviews Scheduled from Wednesday 28, May to Friday 30, May 2025. The Detailed Schedule of Interview will follow soon.

Publications and Other Academic Contribution of CIE Faculty

Geeta Rai 
  • Rai, G. (2022). Exploring teachers' views about Online vs Face-to-Face teaching in ESL classrooms. ELT Voices, 12(3), 51–65. ISSN 2230-9136.
  • Rai, G. (2022). Barriers in Higher Education in Ladakh. Education India Journal, ISSN. 2278- 2435.
Latika Gupta
  • Gupta, L., Duraiappah, A.K., Atteveldt, N.M. van, Borst, G., Bugden, S., Ergas, O., Gilead, T., Mercier, J., Pugh, K., Singh, N.C. and Vickers, E. A. (eds.) (2022). Reimagining Education: The International Science and Evidence based Education Assessment. New Delhi: UNESCO MGIEP.
Pankaj Arora
  • Arora, P. (2022). Concept of Citizenship among the Students and Teachers of the State of Jammu & Kashmir. MIER Journal of Educational Studies Trends and Practices. India: Jammu.
  • Arora, P. (2022). Newspaper Editorial सवरना चाहिये अध्यापक शिक्षा का स्वरूप Dainik Jagran, August 27.
  • Arora, P. (2022). Multidisciplinary and Interdisciplinary in NEP 2020. Madhya Bharati (Special Issue) UGC Care listed Research Journal, Jan-June 2022
  • Arora, P. (2022). Co-Curricular Activities as Best Practices of CIE. International Journal of Teacher Education and Teaching (II Edition). USA: Chicago, January 2022.
  • Selected as one of the Top 20 influential Researchers in Indian Higher Education for the year 2021 by uLektz Learning Solution.
Pinkal Chaudhari
  • Chaudhari, P. (2022). Teaching-Learning Resources for Science Teachers. New Delhi: Ansh Book International.
Sandeep Kumar
  • Kumar, S. (2022). Cognition as Coming into Being: A Contextual Perspective. National Journal of Education. 17(1&2), 11-30. ISSN 09729569
  • Kumar, S. (Expert) (2022). Inclusion Education Policy for Open Schooling. UN Women and NIOS. Kumar, S. (2022). Essentials of Educational Psychology. India: Vikas Publication.
  • Kumar, S. (2022). Research and Innovation in the Context of the NEP 2020. In Mondal, A, Duta,
  1. & Pritam, B. P. (Eds) National Education Policy 2020: Policy Reforms and Perspectives. Pp.168-
  2. India: Atlantic Publication. ISBN. 978-81-269-3555-0
  • Kumar, S. (Expert) (2022). Guidelines for 50 Hours of Continuous Professional Development for Teacher, Head Teachers and Teacher Educators: Based on NEP 2020. India: NCERT. ISBN: 978- 93-5580-045-9
  • Saxena, V., Kumar, S., Chander S. (2022). Course Manual on Pedagogical Imperatives for Capacity Building in Higher Education. University of Delhi: Institute of Life Long Learning. ISBN 978-93-90878-09-3
  • 75th Foundation Day, December 19, 2022, CIE Annual Report 2022
  • Developing Self-directed School Based Scheme of Continuous Professional Development for Social Science Teachers. Minor Project, Funded by IOE, University of Delhi.
Subhash Chander
  • Chander, S. (2022). Adolescents and Issues Related to Learning and Academic Achievement. In Swati Patra (Eds) Adolescence in India: Issues, Challenges and Possibilities. Springer Link. https://link.springer.com/book/10.1007/978-981-16-9881-1/
  • Chander, S. & Naaz, F.(2022). Use of ICT during Pandemic: Exploring Perspectives of Special Educators. Navtika: A journal of Early Childhood Care Education.
  • Chander, S., Singh, S. & Mukhopadhyay, M. (2022). Scientific Parenting Handbook for Parenting of the Preschoolers. Published by ETMA.
Sunil Kumar Verma
  • Sharma P. & Verma S.K. (2022). Mathematics Elements in Traditional Gaming of Dogra Community of Jammu: An Ethnomathematics Study. Education and Society Journal. 45 (4), 86-95.
  • Kumar, S. (2022). Women Empowerment in Changing India. Scholarly Research Journal for Humanity Science & English Language. 10/50, 12452-12463.
  • Gupta, S.L., Sharma, J. & Kumar, S. (2022). A study of Perception of Teachers about Learning Outcomes. Dogo Rangsang Research Journal. 12(5), 114-123.
Sunita Singh
  • The impact of the Rashtriya Madymic Shiksha Abhiyan (RMSA) in Secondary Schools of Eastern Uttar Pradesh with reference to Special Focus Groups. Major Project, Funded under IMPRESS Scheme, ICSSR, Delhi.
  • Role of Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching (PMMMNMTT) for Quality Enhancement in Higher Education: Formative Assessment of Faculty Development Centres of India. Minor Project, Funded by ICSSR, Delhi
  • Quality Assurance in Schools of Specialised Excellence (SoSe): A Critical Analysis. Minor Project, Funded by IOE, University of Delhi.
  • Skill Development and Entrepreneurship Education in Delhi Government Schools: An Exploratory Study. Minor Project, Funded by IOE, University of Delhi.
Vandana Saxena
  • Saxena, V., Kumar, S., Chander S. (2022). Course Manual on Pedagogical Imperatives for Capacity Building in Higher Education. University of Delhi: Institute of Life Long Learning. ISBN 978-93-90878-09-3
  • Saxena, V. (Expert) (2022). Inclusion Education Policy for Open Schooling. UN Women and NIOS.
  • Nominated as Fulbright Scholar-in Residence for the academic year 2022-23 and currently placed at Mississippi Valley State University, Mississippi, United States.
Vikas Baniwal
  • Baniwal, V. (2022). Ruminations on Dialogue as a Form of Meditative Inquiry. In A. Kumar (ed.) Engaging With Meditative Inquiry in Teaching, Learning, and Research. pp.16-29. Routledge. ISBN 9781003128441.