B. Ed. (Regular) Scheme of Examination



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Unit-II

  1. Learning its meaning factors affecting learning and types of learning (Gagne)

  2. Theories of learning-Trial and Error,classic,Conditioning,Operant Conditioning Gestalt. Piaget and Burner.

  3. Transfer of learning, factors theories and its Implications for teacher.

  4. Motivation meaning and role in the process of learning.

Unit-III

  1. Personlity meaning,types,factors responsible for shaping it, objective and Projective of assessment.

  2. Intelligence meaning Theories measurment and role in learning

  3. Creativity meaning components, development and measurement

Unit-IV

Psychology of adjustment concept of adjustment, mechanism of adjustment Ego-defense mechanisms, identification and education of mal adujsted children.


Individual differences-meaning,causes and their educational Implications, (with special referencr to the slow learner gifted, delinquent,Physically disabled and Socially deprived children.


Unit-V

  1. Group Dynamics,Classroom as a group-its impact upon learning

  2. Development of a child as an individual (concept development), School and development of self-concept.

  3. Creative thinking reasoning and problem-solving and the effects of social class on their development.

  4. Learning increments of Socialization, Individualized instruction Diagnosing learning difficulties.

  5. Concept of Social Learning (Bandura).

Sessional Work (20 Marks)

  1. One test of (10 Marks)

  2. Any one of the following (10 Marks)

  3. case-Study of Special child

  4. Administraion of Psychological test and presentation of the result.

  5. Observing the behaviour of an adolescent boy/girl and listing his/her chracteristics and problem

  6. Sociometry-preparation and interpretation

  7. Study of community factors that effect pupil learning

  8. One experiment on any aspect of learning.

REFERENCES

1. Agarwal.J.C.

Essentials of Educational Psychology Vikas Publishing House Pvt Ltd,1995

2. Bhatia and Purohit

Education Psychology

3. Bhatnagar,R.P.

Education Psychology Meenakshi Publications Kanpur

4. Bigge

Learning Theories for Teachers Harper,N.Y.1982

5. Blair,jones and Simpson

Educational Psychology Macmillan,N.Y.1954

6. Chauhan,S.S.

Advanced Educational Psychology Vikas Publication House,N.D.1990

7. Eggen, Paul

Educational Psychology

8. Hilgard,E.R.

Theories of Learning Appleton Century Craft N.Y 1956

9. Lindgren,H.C.

Educational Psychology in the classroom Macmillan,N.Y. 1956.

10. Sharma,R.A.

Fundamentals of Educational Psychology Lal Book Depot, Meerut,1996

11. Skinner,B.F.

Essentials of Edcuational Psychology Asia Publishing House,Bombay,1960

12. Uday Shanker

Advanced Educational Psychology Oxonian Press Pvt.Ltd., New Delhi,1984

13. Sharma,Ramnath

Educational Psychology

14. Batnagar, Suresha

Educational Psychology

15. Mathur,S.S.

Educational Psychology

16. Singh Upadhyay

Vikas and Aadhigam ki mano Samajik Aadhar

17. Rampal Singh

Educational me navchintan


Paper - III

Educational Management and School Organization


Objectives:
To enable student teacher to

  1. Acquire a knowledge of the concept of Educational Administration and Management.

  2. Understand the role of centre state and local agencies in managing education.

  3. Acquire a knowledge of administration and supervision of educaion in Rajasthan.

  4. Develop an understanding of the principles and practices of school organization.

  5. Development understanding of the main issues related to Indian educational system.

Unit-I

Concept need,Characteristics principles of Educational Administration and Educational Management.


Concept of authority delegation of power centralization and decemtralization directionm communication unity of command.TQM.

Unit-II

Concept types,principles,styles, need,problems of Leadership Leadership role of school HM in Institutional planning.


Concept type,aims,need of Institutional planning and financial management/
School budget, nature,process of preparation,problems and soutions
Unit-III

Meaning,old and modern concept types differences objectives principles,nature,problem,remedies of supervision and inspection Role of school Headmaster in Supervision and Inspection


Concept,type,objectives,principles,nature,problem,remedies of following:
- Development and maintenance of infrastructure.
- Time table. - Planning co-curricualr activities
- School records - Student discipline - Overall school climate and tons.
Unit-IV

A brief survey of growth and development of education in India


(A) Pre-Independence era-

  1. Edcuation during Vedic,Buddhist and Medieval period.

  2. Development during British period-Maculay's minute.

(B) Post-independence era- Salient features of Secondary Education Commission 1952-53,Education commission 1964 and National Policy on Edcuation 1986.
(C) Major recommendations of Education Commission (1964) and NPE-1986 for educational administration.

Unit-V

Role of central and state agencies of education


- MHRD,NCTE,NCERT,CBSE,CABE (Central Advisory Board of Education),NIEPA.
- State Dept of Education,RBSE,SIERT,IASE CTE,DIET Sessional Work-(20 Marks)
(1) One test of 10 Marks
Any one of the following:10 Marks

  1. A detailed essay on any aspect of educational administration in India.

  2. Detailed essay on any aspect of school organisation.

  3. Preparation of an institutional planning on any aspect of school organization

  4. A case study of a secondary school with reference to the leadership role of school Headmaster.

Reference:

No.& Lekhak ka naam

Book Name

Year Publication

1. Bhatnagar,Suresh

sakshik Padhandha and shisha ki samashaye

1996 Surya Publication

2. Gupta,L.D.

Uchacha sakshik Pashashan

1990 Hriyana Shahity Aakadami Chandigathaa

3. Sukhiya,S.P.

School Parshasan and Saganthan

1965 Vidon book minadir Agra

4. Vasheshtha K.K.

School saganthan and baratiy shisha ki samsaye

1985 layal book Depot minadir Agra.

5.Dev Acharya Mahendra

School Pavandah

1998 Rastrvani pakashan delhi

6. Sharma,R.A.

School Saganthan and shisha pashasan

1995 Surya Publication meret

7. Vayas,Harisacha

Sakshik Padndha and shisha ki samsayaye

1996 khukhapal gupta,arya book Depot,delhi.

8. Agarwal,J.C.

School Pashasan

1972 Arya book depot, karol baug,new delhi

9. Yegendra Jit bhay

Sakshik and school prashasan

1977 Vinod pustak mandir,Agra.

10. Kochhar,S.K.

Secondary School Administration

1970 Sterling publishers

11. Mukerji S.N.

Secondary School Administration

1953-Acharya Book Depot Barpda

12. Mukerji,S.N.

Administration of Education in Inida

1962 Acharya Book Depot Baroda

13. Mohiyunddin,M.S.

School organization and management

1944 Govt.of Mysore.Banglore

14. Sharma,R.C.

School Administration

1970 Kendriya Vidyalaya Sangahan,Delhi

15. Kabir,Humayan

Student Indiscipline

1955 Ministry of Education, Delhi

16. Bhatnagar, R.P.

Educational Administration

1995 Surya Publication. Meerut

17. Mahajan.Baldev

Educational Administration in Rajasthan

1996 Vikash Publication house.
Pvt.Ltd New.Delhi.

18. Mukhopadhyay

Total Quality Managment in Education

2001 NIETA,Delhi

19.Mathur,S.S.

Educational Administration

1969 Krishana Brothers Jullundur

20.

The Report of Education Commission

1964 Govt.of India Ministry of Education

21.

The Report of secondary Commission

1952 Govt of India Ministry of Edcuation

22 Shukla,J.c.

Administration of Edcuation in India

1983 Vikash Publishing House,Pvt Ltd. Delhi.

23. Agarwal,J.C.

School Administration

1972 Arya Book Depot Karol Bagh,New Delhi.

24. Khan Mohd.

Educational Administration

1979 Ashish Publishing House,H-12,Rajoury
Garden.New Delhi.

25. Mukerjee,L.

Problems of Administration of
Education in India

1960 Kitab Mahal Allahabad


Paper-IV

Educational Technology and Classroom Management


Objectives
After completing this course the students and teachers will be able:-

  1. Explain the concept of E.T., its types, scope and role in educational practice

  2. Make use of modern information and communication technology to improve teaching-learning process.

  3. Differentiate the concept of teaching learning, training and instruction.

  4. Structure the content for different levels of teaching.

  5. Perform content analysis and write instructional objectives in students behavioural terms.

  6. Distinguish approaches strategies and methods of teaching and there by plan and select the most appropriate method/streatgy/communication strategies/teaching aids to the context of classroom situation.

  7. Identify the different teaching skills and device various teaching strategies for development of skills.

  8. Explain the concept and significance of different teaching models in relation to instructional objectives

  9. Realize the importance of feed-back devices in teacher education and develop the competency to probide feed-back through different procedures.

  10. Diagnose learning difficulties and to suggest remedial procedures

  11. Develop skill of computation and use of elementary statistics.

  12. Construct and use of evaluation tools and techniques.

COURSE CONTENT
UNIT-I

  1. Concept of Educational Technology-Scope and its role in Educational Practices.

  2. Types of ET-Teaching Technology,Instructional Technology. Instructional Technology and Behaviour (meaning characteristic basic assumptions and content)

  3. Concept of communication; Elements of communication, Communication Skills, Teaching Learning process as the process of communication.

  4. System Approach in Education.

UNIT- II

  1. Concept of teaching instruction training and learning, Relationship between teaching and learning.

  2. Nature of teaching and maxims of teaching

  3. Content analysis.

  4. Classification and specification of instructional behaviour

  5. Strategies of Teaching : Group discussion,Panel discussion, Team teaching Programmed Instruction (concept organization, merits and limitations) Computer Assisted Instruction (CAI)


UNIT-III

  1. Concept of Teaching Effectiveness and its development

  2. Meaning concept of Teaching Skills.

  3. Micro-Teaching, its meaning, need and concept, micro - teaching.

  4. Skill of questioning probing, illustrating, reinforcement, stimulus variation and using Black Board (concept components, and observation schedule).

  5. Concept,steps and significance of following teaching models

    1. I. enquiry Training Model

    2. Concept attainment Model.

  6. Concept of feed-back in teacher education, Flander's interaction analysis category system (FIACS)

UNIT-IV

  1. Concept of measurement and evaluation and purpose,types of evaluation.

  2. Characteristics of a good test.

  3. Steps of achievement test construction

  4. Concept and procedure of Educational diagnosis and their characteristics

  5. Concept of Remedial teaching,Preparation of a remedial programme

UNIT-V

  1. Importance and uses of Educational Statistics

  2. Frequencey distribution

  3. Graphical presentation: Histogram, Frequency Pologon,Ogive

  4. Measures of Central tendency mean, median and mode

  5. Measures of dispersion-Standard Deviation

  6. Correlation its interpretation Rank difference correlation.

SESSIONAL WORK(20 Marks)
(1) One test of 10 Marks
(2) (Any one of the following) : 10 Marks

  1. Preparation of a Diagnostic Test on a unit

  2. Preparation try out and reporting of an instructional plan based on teaching strategies (any one viz. Group discussion panel discussion team teaching)

  3. Observation of two lessons of the same student-teacher for encoding and decoding on the basis of FLACS.

  4. Preparation of Action plan

Agarwal Y.P.:

Statistical Method; Concept,Application and Computation : Sterling publisher Pvt.Ltd: New Delhi,1980

Alien,D. and Ryan K.:

Micro Teaching New York Addison,Wisley,1969.

Bamard,H.C.

An Introduction to teaching UL Publication,U.S.A. 1970

Bloom,B.S.

Taxonomy of Educational Objectives-Congnitive Domain Book-1 Mckay, New York

Chauhan,S.S.

Innovation in teaching learning process,Vikas Publication, New Delhi,1990

Coulson,J.E. (Ed)

Programmed learning and computer based instruction New York,1990

Coulson,J.E. (Ed.)

Programmed learning and computer based instruction New York Wiley 1962.

Douglass, H.R.:

Trends and Issues in Secondary Education,Prentice Hall of Indian (P) Ltd.1965

New Delhi,1965



Flanders, N.A.

Analyzing Teaching Behavior Addison Wescley Pub.Co., Lonodn 1972

Garrett,Henry,E:

Statistics in Psychology and Education Vakils Feter And Simors,Bombay,1996

Gron Lund,N.E.:

Stating Behavioral objectives for classroom Instruction Macmillan Co., London 1970

John P De CeCCo

William R. Crawdford: The Psychology of Learning and Instructions,Prentice Hall of India Pvt.Ltd New Delhi,1977 second Edition

Joyce,B.Well.M:

Models of Teaching Prentice Hall inc.Englewood Cliff,New Jersey.1985

K.K. Vasistha;

Teacher Education in India,Concept Publishing Company,New Delhi

Passi B.K. and Lalit,M.S.:

Micro Teaching Approach Ahmedabad,Sahitya Mudnranaly

Pathak C.K.:

Distance Education: Prospect and Constraints.Rajat Publication,New Delhi,.

Ramanna,R.K.:

Education is Digital Age,Ragat Publication,New Delhi.

Ruhela,S.P.

Education Technology,Faj Prakashan,New Delhi,1973

Saxena N.R. Swaryp

Oberoi S.C.: Technolog of Teaching Surya publication ,Lall Book Depot,1996

Sharma.,R.A.:

Technology of Teaching Meerut 1989

Skinner B.F.:

Technology of Teaching Appleton Century Crofts. N.Y. 1981

Thompson James J.:

Instructional Communication Van Nostrand Roinhold Co., New Jersey,1969

Verma Ramesh:

Suresh K. Sharma: Modern trends in Teaching Technology Co., Anmol Publications Pvt.Ltd., New Delhi 1990

Purohit,Jagdisha Narayan:

Shishan ki liye Aayojan hindi grath aakadmi,jaipur 1982

Sharma,R.A.

Shishan Takniki Mardan Publication,Merad,1989

Badhila,Hetsingh:

Sheshanik Padhaigik rajsthan hindi garth aakdami,jaipur 1996

Mital,Santosha:

Sheshanik Takaniki

Purohit Ramdev Narayan

Bhavi shishako ka liye aadharbhut karykarm, rajsthan hindi garth aakadami.Jaipur

Kathuriya ramdev,P Sushaya

Aadhanyapan Vinod Book Manadir,Agra 1996.

Kapoor Uramila

Sheshak Takniki

Venugopal and aany

Parmibhak Computer Anupayog, Himanshu Publication,Udeypur


METHODOLOGY OF TEACHING ENGLISH

Objectives: to enable the student teachers to-



  1. Develop a good understanding of the basic concepts in second language teaching

  2. Teach basic language skills as listening speaking reading and writing and integrate them for communicative purpose.

  3. Critically review and use appropriately different approaches and methods of teaching English as second language

  4. Prepare lesson plans on different and prescribed aspects of English as second language.

  5. Choose,prepare and use appropriate audio visual teaching aids for effective teaching of English

  6. Use various teachniques of testing English as second language and develop remedial and conduct teaching.


Course Content
UNIT-1 : BASIC CONCEPTS, OBJECTIVES,AND METHODS OF TEACHING ENGLISH AS A SECOND LANGUAGE
(A) Basic CONCEPT

  1. Mother-tongue

  2. Second Language

  3. Difference between teaching and language teaching

  4. Principles of Second Language Teaching

  5. Forms of English-Formal informal,Written,Sponken Global English

  6. English as a Second Language (ESL) English as a Foreign Language (EFL) English for Specific Purpose.(ESP)


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